Keystone: Workbook

NEW C
Keystone
WORKBOOK
A01_NKS_WB_L8_33795_FM.indd Page 1 1/5/19 1:57 AM f-0258 /131/PE03248_COMP_WB/Keystone/NA/SE/Keystone/G1/XXXXXXXXXX/Layout/Interior_Files/ ...

NEW
Keystone C
Workbook
Copyright © 2019 by Pearson Education, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior permission of the publisher.
Pearson, 221 River Street, Hoboken, NJ 07030
Cover Credit: Sergii Mostovyi/123RF
ISBN-10: 0-13-523379-8
ISBN-13: 978-0-13-523379-5

Contents
Unit 1
Reading 1
Vocabulary: Key Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Vocabulary: Academic Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Word Study: Double Consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Reading Strategy: Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Grammar: Sequence Words and Phrases; Appositives . . . . . . . . . . . . . . . . . . . . . . . 6
Writing: Describe an Event or Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Reading 2
Vocabulary: Key Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Vocabulary: Academic Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Word Study: Nouns That Modify Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Reading Strategy: Recognize Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Grammar: Simple Past: Regular and Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . 14
Writing: Describe an Object . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Reading 3
Vocabulary: Literary Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Copyright © 2019 Pearson Education, Inc.
Word Study: Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Reading Strategy: Visualize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Response to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Grammar: Comparison Structures: Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . 22
Writing: Describe a Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Test Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Visual Literacy: Smithsonian American Art Museum . . . . . . . . . . . . . . . . . . . . . . . 31
Contents iii

Contents
Unit 2
Reading 1
Vocabulary: Key Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Word Study: Words with ch and tch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Reading Strategy: Recognize Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Grammar: Simple and Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Writing: Write a Story with a Starter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Reading 2
Word Study: Prefixes im-, over-, un-, after- . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Reading Strategy: Identify Problems and Solutions . . . . . . . . . . . . . . . . . . . . . . . 44
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Grammar: Gerunds as Subjects and Subject Complements; Gerunds as Objects . . . . . . . 46
Writing: Rewrite a Familiar Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Reading 3

Word Study: Closed Compound Nouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Reading Strategy: Predict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Grammar: Passive: Simple Past; Regular and Irregular Past Participles;
Passive Forms of the Verb: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Writing: Write a Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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Contents
Unit 3
Reading 1
Word Study: Spelling -s Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Reading Strategy: Recognize Cultural Context . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Grammar: Imperatives; Embedded Questions . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Writing: Write Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Reading 2
Word Study: Suffixes -er, -or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Reading Strategy: Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Grammar: Complex Sentences; Agreement in Complex Sentences . . . . . . . . . . . . . . . 78
Writing: Write a Critique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Reading 3
Word Study: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Reading Strategy: Identify with a Character . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Grammar: Transitions; Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Writing: Write to Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Contents v

Contents
Unit 4
Reading 1
Word Study: Silent Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Reading Strategy: Use Visuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Grammar: Adjectival Clauses; Subject and Object Relative Pronouns . . . . . . . . . . . . . 102
Writing: Write a Magazine Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Reading 2
Vocabulary: Literary Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105
Vocabulary: Academic Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Word Study: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
Reading Strategy: Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Response to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Grammar: Adjectives and Adjectival Phrases; Adverbs and Adverbial Phrases . . . . . . . . . 110
Writing: Write a Plot Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Reading 3

Word Study: Spelling Long o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Reading Strategy: Analyze Text Structure 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Grammar: Adverbial Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
Writing: Write a Response to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120

Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Test Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Visual Literacy: Smithsonian American Art Museum . . . . . . . . . . . . . . . . . . . . . . .127
vi Contents

Contents
Unit 5
Reading 1
Vocabulary: Key Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129
Word Study: Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Reading Strategy: Identify Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . 132
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Grammar: Inseparable Phrasal Verbs; Separable Phrasal Verbs . . . . . . . . . . . . . . . . . 134
Writing: Write a Letter to the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136
Reading 2
Word Study: Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
Reading Strategy: Read Aloud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Grammar: Present and Past Perfect; Factual and Unreal Conditionals . . . . . . . . . . . . . .142
Writing: Write a Persuasive Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144
Reading 3
Vocabulary: Literary Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145
Word Study: Words Ending with Consonant + -le, -al, -el . . . . . . . . . . . . . . . . . . . .147
Reading Strategy: Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .148
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149
Grammar: Quoted Speech and Reported Speech; Present Perfect Progressive . . . . . . . . .150
Writing: Write a Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152
Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153

Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Visual Literacy: Smithsonian American Art Museum . . . . . . . . . . . . . . . . . . . . . . .159
Contents vii

Contents
Unit 6
Reading 1
Word Study: Spelling Long i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163
Reading Strategy: Read for Enjoyment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165
Grammar: Prepositions; More about Antecedent / Pronoun Agreement;
Capitalization and Punctuation of Titles; Punctuation: Hyphens and Dashes . . . . . . . .166
Writing: Include Paraphrases and Citations . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Reading 2
Word Study: Lexical Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Reading Strategy: Analyze Text Structure and Elements of Poetry . . . . . . . . . . . . . . . 174
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Grammar: Expressions of Quantity: both, either, neither; Parallel Structure;
Punctuation: Semicolons and Colons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Writing: Write an Introductory Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
Reading 3
Vocabulary: Key Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181

Word Study: Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183
Reading Strategy: Take Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185
Grammar: More Transitions; Present and Past Progressive; Parentheses,
Brackets, and Ellipses; Quoting Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . .186
Writing: Include Quotations and Citations . . . . . . . . . . . . . . . . . . . . . . . . . . . .190

Learning Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
viii Contents

Name Date
UNIT
How can change improve people’s lives?
1 Reading 1: “What’s for Dinner?”
Vocabulary Key Words Use with Student Edition page 5.
Write each word in the box next to its definition.
advantages developed disadvantages produce shipped traits
Example: shipped : sent from one location to another
1. : made more complete or advanced
2. : unfavorable conditions
3. : characteristics, usually referring to that of a living thing
4. : to make or manufacture
5. : favorable conditions
Use the words in the box at the top of the page to complete the sentences.
6. The snow conditions in the mountains presented for the hiking

trip.
7. The store the sale items to the shoppers who could not come in
person.
8. Our dog has that make him look similar to the neighbor’s dog.
9. The artist can’t enough paintings to meet the demand at the

art show.
10. The storm clouds over the baseball field just as the game
began.
11. Students who study for tests have over those who do not study.
Unit 1 • Reading 1 1
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Vocabulary Academic Words Use with Student Edition page 6.
Read the paragraph below. Pay attention to the underlined Academic Words.
Scientists have achieved success in genetically engineering many different kinds

of food. One famous example is Golden Rice. Scientists used genes to add Vitamin
A to the rice, which helps prevent blindness in children. However, people have
different attitudes about genetically modified foods. Where some people see great
scientific advances and benefits, others fear that these foods are a danger. In some
countries, genetically modified foods are even illegal.
Write the Academic Words from the paragraph above next to their correct
definitions.
1. : succeeded in doing something, especially by working hard
2. : not allowed by law
3. : thoughts or feelings about something or someone
4. : developments or improvements
Use the Academic Words from the paragraph above to complete the sentences.
5. It is to drive without a driver’s license.
6. Different people have different about politics.
7. Many in medicine have saved lives.

8. She worked hard all her life and great things.
Complete the sentences with your own ideas.
Example: In the past, my ancestors suffered from discrimination.
9. Recent advances in technology include .
10. My attitude toward has changed over time.
11. achieved wonderful things in life.
12. I know that it is illegal to .
2 Unit 1 • Reading 1

Name Date
Word Study Double Consonants Use with Student Edition page 7.
REMEMBER When an ending is added to a single-syllable word that ends in a vowel + a consonant,
the final consonant is doubled, as in spin/spinning. If the word has more than one syllable, the
consonant is doubled if the stress is on the final syllable, as in control/controlling.
Add an ending as directed to each word. Write the word in the last column.
Base Word + Ending = New Word

hop -ed hopped
1. sit -ing
2. submit -ed
3. pat -ed
4. snap -ing
5. shop -ing
Create a new word by adding the ending -ed or -ing to each word below.
Example: begin + ing = beginning
6. fasten + =
7. spot + =
8. omit + =
9. slip + =
10. clap + =

Reading Strategy Preview
Use with Student Edition page 7.
REMEMBER Preview the text before reading it by looking at the title, headings, and any visuals.
Read the first and last sentences of each paragraph. Ask yourself about the topic to see what you know
already. Previewing helps you set a purpose for reading.
Look at the article below and answer the questions that follow.
Mountainous Region of the Western United States of America

Mountain Ranges The Sierra Nevada, Cascade and
The Western United States of Coastal Ranges spread across the west
America is home to several mountain coast of the United States and into
ranges. They span the states Colorado Mexico and Canada.
to California and Montana to New
Mexico. People travel to the mountains The Rocky, Sierra Nevada,
to climb, camp and ski. Some visitors go Cascade and Coastal Ranges
just for the beautiful views and the clear The Rocky Mountain Range spans
mountain air. over 2000 miles from Mexico to the U.S.
state of Alaska. It is made up of over 100
smaller mountain ranges. The highest
peak in the range is near Leadville,
Colorado.
1. Read the title and headings. What do you think the article is going to be about?

2. What does the picture tell you about the topic of the article?
3. Read the first and last sentences in each paragraph. What more did you learn about
the article?
4. What do you already know about the topic?
5. How can previewing help you understand an article?

Comprehension Use with Student Edition page 14.
Choose the best answer for each item. Circle the letter of the correct answer.
1. One of the biggest changes in modern food is .
a. price b. transportation c. appearance
2. Farmers began breeding two different varieties of plants together to create .
a. nutrients b. genes c. hybrids
3. The first watermelons were grown in .
a. Africa b. Asia c. the Americas
4. The physical traits of plants and animals are determined by .
a. pesticides b. deficiencies c. genes
5. An advantage to hydroponic farming is that it .
a. saves water and b. grows food more c. requires more soil

space cheaply
Extension Use with Student Edition page 15.
Write a short paragraph describing how you think food will be grown and
consumed in the future. Will there be enough food for everyone? Will we be
eating different foods than today? Will there still be farms?

Grammar Sequence Words and Phrases
REMEMBER Sequencing words and phrases such as first, then, next, after that, now, finally, and
last describe the order in which events take place. First introduces the first thing that happened; finally
and last introduce the last thing; then, next, after that, and now introduce anything that happened in
between. Most of these sequencing words and phrases take a comma after them, but then and now do
not.
Be sure to use parallel structure and consistent verb tense when narrating a sequence of events.
Put the events for making a collage in the correct order. Then choose an
appropriate sequencing word from the box. Be sure to use commas when
necessary.
Last Next Then After that Now First
1. I cut out the pictures.
2. I arranged the pictures on the construction paper.
3. I got a piece of construction paper and some glue.
4. I chose about 20 pictures from the magazines.
5. I glued the pictures on the construction paper.
6. First /
, I collected some magazines.
Tell a brief story, give instructions, or give directions using sequencing words.
You may write it in the form of a list or a paragraph. Be sure to use commas when

necessary.

Name Date
Grammar Appositives Use with Student Edition page 17.
REMEMBER An appositive is a noun or noun phrase that renames another noun. An appositive
appears near the noun it renames. A nonrestrictive appositive gives extra information about the
noun, and a comma or dash is used to set off the appositive. A restrictive appositive gives essential
information, and no comma or dash is used.
Underline the appositive in each sentence. Write R if the appositive is restrictive

or N if it is nonrestrictive. Then circle the noun or noun phrase that the appositive
renames.
Example: The clown , a professional entertainer, performed at my party. N
1. I saw the most magnificent animal, a white-tailed deer, at the park.
2. My sister Ava became a nurse after she graduated.
3. St. Petersburg, a city of almost five million people, was designed by Peter the
Great.
4. The U.S. president John Kennedy was known for his speaking skills.
5. My brother’s car, a red Volkswagen, broke down this morning.
6. My friend Bill called me last night.
7. A friendly and beautiful tabby, Sam, was my favorite cat.
8. My cousin Ye Won lives in South Korea.


Writing Describe an Event or Experience
Use with Student Edition pages 18–19.
Complete your own sequence-of-events organizer about an exciting event you

participated in or attended.
First
Next
Then
Finally
Use the Peer Review Checklist below to obtain feedback from your partner. This
feedback will help you edit your final draft.
Peer Review Checklist

Does the first sentence introduce the main idea?

Is the description organized chronologically?
Did the writer use sequence words to make the sequence clear?
Does the writer include details to make each step of the description
vivid?
Does the concluding sentence sum up the experience?
What changes could be made to improve the paragraph?

Name Date
UNIT
1 Reading 2: “Early Inventions”
emergency device idea identical invention patent
Example: device : a machine or other small object that does a special job
1. : exactly the same as something else
2. : something new that is made for the first time
3. : a serious or dangerous situation
4. : a document that says you have the right to make or sell an

invention
5. : a thought or suggestion
6. The campers brought extra food and water with them in case there
is an .
7. She built a out of some old machine parts in her basement.

8. Our study group had the best for the class presentation.
9. The engineer applied for a to protect his new

.
10. The artist was asked to make the same drawing for both rooms, so they had
to be .
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In March 2007, a boat created by a Swiss company made history by sailing across
the Atlantic Ocean. The boat had solar panels on its roof whose function was to
collect sunlight. This technology allowed the boat to cross the Atlantic using only
solar energy. The journey proved that the sun can be a significant source of energy.
Write the letter of the correct definition next to each word.
Example: b function a. made or invented
1. significant b. the purpose of something
2. technology c. noticeable or important
3. created d. all the knowledge and equipment used in science
Use the Academic Words from the exercise above to complete the sentences.
4. The machine is very complicated, but its is not clear.
5. New allows people to travel and communicate in new ways.
6. The invention of the printing press was a event.
7. The painter a beautiful new work of art for the gallery.

Example: I think that new technology has made communication much easier .
8. One important function of a fence around a yard is to

.
9. Once my friends and I created a(n) .
10. I spend a significant amount of time on .

Name Date
Word Study Nouns that Modify Nouns

REMEMBER A noun names a person, place, thing, or idea. Sometimes a noun can function as an
adjective to modify (describe) another noun. For example, piano is a noun because it names an object.
In the phrase piano music, piano is an adjective because it modifies the noun music. Knowing that a
noun can modify a noun helps you use words correctly.
Read each sentence. Then circle the noun modifier and underline the noun being
modified.
Example: They ate their evening meal.
1. We have a new grocery store in the neighborhood.
2. They sell good breakfast cereal.
3. I like fruit drinks because they are healthful.
4. The package design really gets your attention.
5. You can learn a lot from television advertisements.
Add a noun to modify each noun to complete each sentence.
Example: Charles makes potato soup.
6. Matt got a puppy.
7. Wren uses too much spray.

8. The towel has a beautiful pattern.
9. Rico buys a ring.
10. The dog likes to chew toys.

Reading Strategy Recognize Sequence
REMEMBER Recognizing sequence helps you understand the order in which things happen. Look
for words that show sequence, such as first, then, next, finally, last, while, during, and after. Look for
dates and times.
Read the paragraph and answer the questions that follow.
Bessie Coleman
On June 15, 1921, Bessie Coleman became the first African-American woman to
earn a pilot’s license. She got her license in France. Then she returned to the United
States and participated in flight shows. In the 1920s, flight shows were one of the
few ways that pilots could make a living flying. During this time, Bessie became a
figure in the media because she was a woman and an African American who had a
pilot’s license. She also performed daring stunts.
Although she liked her work and her new-found fame, the next thing she
wanted to do was open a flight school for African Americans. Sadly, Bessie died in a
plane accident before realizing her dream. But her bravery has inspired many people
to pursue their dreams no matter what the obstacles.
1. What is the first event that happens in the passage?
2. What is the next event that happens in the passage?

3. What did Coleman do while she was a pilot?
4. What is the final event described by the passage?
5. How can understanding the order of events help you when reading a story?

1. The inventor of roller skates was from .
a. England b. Japan c. Belgium
2. The first operation under general anesthesia was performed using .
a. newly invented b. traditional c. sound and light

drugs ingredients
3. Some of the first people to eat canned foods were .
a. children b. soldiers c. manufacturers
4. Mary Anderson was inspired to invent windshield wipers while she was .
a. driving an old car b. watching a bus c. riding a streetcar

in the rain
5. Gideon Sundback developed the modern zipper by .
a. improving earlier b. creating something c. stealing someone

inventions entirely new else’s idea
Choose five objects that you use today. Research each object to find when and
where it was invented. Fill in the chart below.
Object Origin
pencil England, 1600s

Grammar Simple Past: Regular Verbs
REMEMBER Form negatives with did not (didn’t ) and begin questions with did. If the answer to a
simple past question is the subject of the sentence, use the affirmative form of the verb.
Example: Who invented bubble gum? NOT Who did invent bubble gum?
Complete each sentence below with the simple past of the verb in parentheses.
Example: Inventions (transform) transformed society.
1. My grandmother always (dry) her laundry on a clothesline.
2. We (want) to go swimming, but the pool

(close) at five.
3. They (try) to invent a new way to communicate.
4. He (not live) in Paris for very long before he

(move)
Complete the following simple past questions with the verb in parentheses. Then
answer in complete sentences, using information from the reading.
Example: What did you do last night? (do)

Last night I studied and watched TV.
1. What time you at school? (arrive)

2. When you studying English? (start)
3. Where you on your last vacation? (visit)
4. What you last weekend? (do)

Name Date
Grammar Simple Past: Irregular Verbs

REMEMBER The simple past forms of many common verbs are irregular. You must memorize these.
The negative of irregular verbs is formed the same way as the negative of regular verbs, with did
not (didn’t). Questions begin with did. The simple past of the verb be is was or were. The negative is
wasn’t or weren’t. Questions begin with was or were.
Complete each sentence below with the simple past of the verb in parentheses.
Example: He (put) put his jeans in the washing machine.
1. She (know) the answer to the question.

2. There (be) problems with the first transatlantic cable.
3. They (throw) me a surprise party.
4. He (not be) happy about how he (do)

on the test.
Complete the following simple past questions with the verb in parentheses. Then
answer them in complete sentences, using information from the reading.
Example: What time did you go to bed last night? (go)

Last night I went to bed at 10:30.
5. What you for breakfast? (make)

6. What time you to school today? (come)
7. What you to school today? (bring)
8. What your parents you this

morning? (tell)

Writing Describe an Object Use with Student Edition pages 32–33.
Complete your own word web for a paragraph about an object that you have used,
eaten, or worn.
Feels
Looks Tastes
Object
Sounds Smells

Is the main topic of the description clear?
Does the writer include sensory details to describe the object?
Does the paragraph give the reader a vivid picture of the writer’s

experience?
Does the writer use a variety of verbs and adverbs to make the
description vivid?
Are verbs in the simple past used correctly?

Name Date
UNIT
1 Reading 3: “Milkweeds from Nevaeh”
Vocabulary Literary Words Use with Student Edition page 35.
REMEMBER Imagery is descriptive language used in literary works. Imagery is created by using
sensory details. Setting is the time and place of the action of a story. Sensory details help establish
the setting in the reader’s mind. A simile is a comparison between two or more unlike things using the
words like or as to compare them.
Each sentence establishes its setting or action with sensory details. Label each
sentence with the sense it refers to: smell, taste, touch, sight, or sound. Circle
the simile.
Sense Description
touch The hot sand was rough against her feet.
1. Night had turned the whole town as black as coal.
2. The fruit drink was too sugary sweet for me.
3. The evening breeze brought the faint scent of the autumn leaves through the window.
Read the passage below. Then answer the questions.

The broad leaves high above us were deep green with hints of yellow and red. Thin
beams of light touched the soft ground. Colorful tropical birds called out in strange
voices. The dirt below us was moist, and small drops of water fell to the ground
like petals. Our guide told us to look up, and we saw two monkeys swinging from a
branch. They chattered back and forth like people. The air was warm and sweet.
4. What is the setting of the passage?
5. List the sensory details that help establish the setting.
6. Which detail is a simile?

One day my teacher asked our class to come up with a plan to help make our
school a more beautiful place. With this goal in mind, I noticed that an old garden
bed located next to the parking lot was filled with weeds. In class the next day, I
suggested that the class plant a garden there. My teacher and classmates reacted with
excitement to my idea. They said I had great insight about what our class needed.
The whole class got involved in planning and planting the new garden.
definition.
Example: insight : something you realize is very important or meaningful

1. : included in a project or situation
2. : behaved in a particular way because of what someone has

said or done
3. : something you want to do in the future
4. The florist had some great about what the community

garden meant to everyone.
5. Everyone with shock when the news came.

6. She worked all summer to reach her .
7. The whole team was in the project.
Example: By reading that book, I gained some insight about Italy .
8. I reacted to the good news by .
9. My family likes to get involved in .
10. I have a goal this year to .

Name Date
Word Study Apostrophes Use with Student Edition page 37.
REMEMBER An apostrophe (’) is used to show possession with a noun. Add ’s to the end of a
singular noun, such as book of the girl➞girl’s book. Add just the apostrophe to the end of a plural
noun, such as books of the girls➞girls’ books. An apostrophe is also used to take the place of missing
letters in a contraction. For example, it and is become the contraction it’s.
Look at the chart below. Form the possessive of each phrase. Write the possessive
in the chart.
Phrase Possessive Form

the ideas of the boy the boy’s ideas
1. the suggestion of Dr. Greene
2. the toys of the child
3. the strength of the waves
4. the laughter of Mona
5. the petals of the flowers
Look at the chart below. Form the contraction for each pair of words. Write the
contraction in the chart.
Word 1 Word 2 Contraction

I am I’m
6. you are
7. is not
8. who is
9. they are
10. he will

Reading Strategy Visualize Use with Student Edition page 37.
REMEMBER When you visualize, you make pictures in your mind of what you are reading.
I was standing at the edge of the stage, behind the curtain, waiting for my turn
in the dance recital. It was an Irish step dance and I was wearing my step shoes, black
tights and a green shirt. Last year, I performed in the recital with a group. But this year,
it was just me. My palms felt sweaty. I heard my name announced, and I walked out on
stage. There I was, on the stage, by myself. The lights were so bright I couldn’t see the
audience. For a moment, it felt like no one was there. I kept that thought in my head as
I danced. It made it seem as if I were performing for a row of lights, not 200 people. My
routine seemed effortless. When I finished I heard applause.
1. What is the passage about?
2. What is the strongest image in the passage?
3. How do the images help you to make a mental picture of the scene?
4. Draw a picture of the scene described in the passage. Be sure to include details from

the passage in your drawing.
5. How can the skill of visualizing help you to understand a text more clearly?

1. Jorge calls Nevaeh “my little piece of heaven” because .
a. he loves her name very much

b. it’s the translation of her name
c. it’s her name spelled backwards
2. The community garden was located in a .
a. empty lot b. downtown park c. parking lot
3. Hanna said that tomatoes don’t like too much .
a. soil b. water c. sun
4. Milkweed is the only plant that .
a. Monarch butterflies can eat

b. Monarch caterpillars won’t eat
c. Monarch larvae will eat
5. At the end of the story, Nevaeh’s relationship with her foster parents .
a. has improved b. is about the same c. has worsened
Response to Literature Use with Student Edition page 45.
Imagine that you live in the neighborhood with Nevaeh, Jorge, Robyn, and Hanna.
One day you see someone planting flowers in the vacant lot. What do you feel
when you see the person? What will you do next? Will you join the person in the
garden? Write a short paragraph to describe the situation.

Grammar Comparison Structures: Adjectives
REMEMBER A comparative adjective + than compares two things. The + a superlative adjective
compares three or more things. For most one-syllable adjectives, form the comparative by adding -er
and the superlative by adding -est. For one-syllable adjectives with a consonant-vowel-consonant
pattern, such as big, double the last consonant and add -er /-est.
Example: This math test is harder than last week’s. That tomato is the biggest one in the market.
For most two-syllable adjectives ending in -y, change the y to i and add -er or -est.
Example: My scariest experience was two years ago on that roller coaster.
Add more or most before most other adjectives of two or more syllables.
Example: The public pool is more exciting than the library.
Some adjectives have irregular forms.
Example: This is the worst dress I have tried on today.
Complete each sentence with the correct form of the adjective in parentheses.
Example: (bright) The stars today are brighter than they were yesterday.
1. (icy) The sidewalk is than the driveway.

2. (serious) He is the student in the class.
3. (good) Broccoli tastes than spinach.
Write sentences with comparative and superlative adjectives. Follow the directions
in parentheses.
Example: (Use the superlative form of large.)

That is the largest house in the neighborhood.

4. (Use the comparative form of intelligent.)
5. (Use the superlative form of strong.)

Name Date
Grammar Comparison Structures: Adverbs

REMEMBER Use comparative and superlative adverbs to compare two actions. For one-syllable
adverbs, add -er and -est to the adverb. For two- or more syllable adverbs and adverbs that end in -ly,
use more and most + adverb. Just as with comparative and superlative adjectives, you can use than
with comparative adverbs and the with superlative adverbs. If the comparison is understood, you don’t
need the than clause.
Example: I am doing better now (than I was before).
Some adverbs are irregular in the comparative and superlative form.
Examples: well, better, best; badly, worse, worst; and far, farther (further), farthest (furthest).
Some adverbs have the same form as adjectives.
Examples: early, hard, late, fast, and high.
Their comparative and superlative forms are also the same.
Complete each sentence below with the comparative or superlative form of the
adverb in parentheses.
Example: I (well) speak English better now than last year.
1. (politely) She greeted me the out of everyone.
2. (happily) He smiled than before.
3. (badly) Our team played the that we’d ever

played.
4. (gracefully) That girl dances the of all.
5. (badly) I have never done than I did on that

test.
6. (early) I get up than my brother does.
7. (high) A duck can fly than a chicken can.
8. (hard) Mike works out of anyone in class.
9. (carefully / fast) He drives since he had his

accident. He drove much in the past.
10. (quietly) We talked after the children went

to bed.

Writing Describe a Place Use with Student Edition pages 48–49.
Complete your own three-column chart for a paragraph describing a place you are
familiar with.
Back Middle Front
Use the Peer Review Checklist below to obtain feedback from your partner.
This feedback will help you edit your final draft.

Does the paragraph give an overview of the scene?

Are the parts of the scene described in spatial order?
Does the paragraph give the reader a clear picture of the scene?
Are comparative and superlative adjectives used correctly?

Name Date
Writing Workshop Use with Student Edition pages 54–57.
Organize your ideas in the graphic organizer below.

Does the first paragraph introduce the topic?
Does the concluding paragraph sum up the main ideas?
Does the essay describe the experience clearly?
Is there a development in the writer’s feelings before and after the
experience?
Is it clear why the experience changed the writer?

What changes could be made to improve the essay?
Unit 1 • Writing Workshop 25

Learning Log Use with Student Edition page 58.
Underline the vocabulary items you know and can use well. Review and practice
any you haven’t underlined. Underline them when you know them well.
Literary Words Key Words Academic Words

imagery traits achieved created
setting advantages advances function
simile disadvantages attitudes significant
device illegal technology
emergency goal
identical involved
invention insight
patent reacted
Put a check by the skills you can perform well. Review and practice any you haven’t
checked off. Check them off when you can perform them well.
Skills I can . . .
recognize and spell double consonants.
Word Study recognize and use nouns modifying nouns.
use apostrophes.
preview.
Reading
recognize sequence.
Strategies
visualize.
use sequence words and appositives.

use appositives.
Grammar
use regular and irregular simple past verbs.

use comparison structures.
describe an event or experience.

describe an object.
Writing
describe a place.
write a descriptive essay.
26 Unit 1 • Learning Log

Name Date
Test Preparation
Test 1
DIRECTIONS
Read this selection. Then answer the questions that follow it.
Jing and Sarah are in Mrs. Sampson’s class. They have to do a

report about where refugees settle in the United States. Jing is very
excited when he finds this chart. He thinks it will help them for
the report.
Refugee Settlement in 2009

State Rank Number of Refugees
Arizona 4 4,320
California 1 11,278
Florida 5 4,193
Michigan 6 3,500
New York 3 4,412
Texas 2 8,212
1 Which state receives the most refugees?

A Arizona
B Califonia
C New York
D Texas
2 Which state is ranked third?

A Texas
B Michigan
C Florida
D New York
3 Who wants Sarah to do a report?

A Jing
B Her father
C The class
D Mrs. Sampson
Test Preparation 27
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Test 2
DIRECTIONS
Hubble Space Telescope

1 Edwin Hubble was an astronomer—a scientist who studied objects in space.
Hubble saw that galaxies were moving away from Earth. He guessed that the
universe is getting bigger. He formulated a law called Hubble’s Law based on
this discovery. The Hubble Space Telescope is also named for him.
2 The Hubble Space Telescope was designed in 1970, but it was not launched
until 1990. The telescope was launched from the space shuttle Discovery. The
telescope orbits Earth and takes pictures, moving at a speed of five miles per
second. It completes a journey around the Earth every ninety-seven minutes!
3 The pictures that the Hubble Space Telescope sends back to Earth provide
scientists with a clear view of our solar system. In addition, the telescope
allows astronomers to see images of many different galaxies.
4 The telescope was designed with the idea that it could be upgraded, or
made better, while it was still in orbit. The United States’ National Aeronautics
and Space Administration (NASA) sends astronauts to service the telescope.
They fix problems, replace equipment, and add new equipment. Astronauts
have serviced the telescope five times since it was first launched. The last
servicing mission was in May 2009.
1 According to the selection, how does the 3 Which words in paragraph 4 help
Hubble Space Telescope help scientists? the reader know what upgraded
A It can be upgraded with new means?

technology. A in orbit
B It proves Hubble’s Law is true. B made better
C It gives astronauts a chance to visit the C was designed
telescope. D the idea
D It gives scientists a clear picture of the
solar system. 4 The author probably wrote this
selection to —
2 What is paragraph 4 mainly about? A compare the Hubble Space
A Servicing the telescope Telescope to other telescopes
B New technology added to the B encourage people to find out
telescope more about the Hubble Space
C Problems with the telescope Telescope
D The last servicing mission C explain what the Hubble Space
Telescope is and what it does
D describe the pictures the Hubble
Space Telescope sends to scientists
28 Test Preparation

Name Date
Test 3
DIRECTIONS
Lee’s Lesson
1 Lee looked forward to Saturdays because that was the day he visited his
grandmother. Each Saturday Lee and his family drove to Houston, Texas,
U.S.A., where they visited his grandmother at her restaurant in Chinatown.
During the day they would help Mei in the kitchen or with customers. In
the evening they would eat some of her delicious dumplings and listen to
her stories.
2 This Saturday was no different. After their meal, Mei sat in her favorite
chair. Lee sat beside her. “Have I told you the story of the ruler who wanted
to understand the world?” she asked.
3 “No, you haven’t,” Lee replied. So Mei began her story.
4 The ruler asked his adviser if it was possible to understand the world. In
reply, the adviser told the following story:
5 One day, three men were walking together in the forest. They challenged
each other to a game. Each man put a blindfold over his eyes.
6 The men encountered an elephant sleeping in the woods. “What is this
thing?” wondered the first man. He reached out and touched one of the
elephant’s legs and said, “This feels rough and thick, and my arms barely go
around it. Surely, this is a tree.”
7 The second man laughed. “No, you’re wrong, my friend,” he replied from
his position by the elephant’s trunk. “My fingers go around it, and it is
flexible. See? It can be easily bent. It is a snake.”

8 “Silly friends, you’re both wrong,” responded the third man. He was
standing at the elephant’s side and touching the elephant’s stomach. “This
is a long, wide wall,” he said. “I’m sure of it.”
9 After the story, the adviser turned to the ruler. “So, Sire,” concluded the
adviser, “think of this story the next time you believe anyone’s story about
an event.”
10 After Mei finished her story, Lee and his family said good-bye and drove
home. Lee thought about his grandmother’s story. He wondered if the ruler
had learned the same lesson he had.
Test Preparation 29

1 Use this story map to answer the question below.
Event 1 Event 2 Event 3 Outcome

Lee and his Lee and his Mei tells Lee
family visit his family help his a story about
grandmother. grandmother a ruler who
at her wants to
restaurant. understand
the world.
Which of these belongs in the 4 Which sentence from the story

empty box in the story map? shows how Lee feels about his
A Lee learns a lesson from his grandmother?
grandmother’s story. A In the evening they would eat some
B Lee and his family stay at Mei’s of her delicious dumplings and
house. listen to her stories.
C The three men tell what they B Lee looked forward to Saturdays
think the elephant is. because that was the day he visited
D The ruler in the story learns a his grandmother.
lesson. C During the day they would help Mei
in the kitchen or with customers.
2 Paragraph 1 is mainly about — D Lee thought about his
A Mei’s restaurant and her stories grandmother’s story.
B Lee and his family
C why Lee enjoys visiting his 5 By the end of the story, the reader
grandmother can conclude that Lee —
D Mei’s delicious dumplings A learned a lesson about helping
his grandmother
3 In paragraph 7, what words help the B learned that helping your family
reader know what flexible means? is important to success

A go around it C learned that his grandmother’s
B a snake stories could be funny
C easily bent D learned the importance of
D my fingers finding out about the world for
yourself
30 Test Preparation

Name Date
Visual Literacy: Smithsonian American

Art Museum Use with Student Edition pages 60–61.
Learning to Look
Look at Storm King on the Hudson by Samuel Colman on page 61 in your Student
Edition. Place a blank sheet of paper over the right half of the painting. Write
down three details that you see on the left side of the painting. State facts, not
opinions.
Left Side
Example: There is smoke from the steamship.
1.
2.
3.
Now move the blank sheet of paper over to cover the left half of the painting.
Write down three details that you see on the right side of the painting. State facts,
not opinions.
Right Side
4.
5.
6.
Unit 1 • Visual Literacy: Smithsonian American Art Museum 31
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Interpretation
Look at Storm King on the Hudson again. Imagine a day in the life of the men in the
fishing boat on the right side of the painting. What would their day be like? Write
your answers below.
Men in Fishing Boat
Example: It is very hot out here.
Now imagine a day in the life of the men on the steamship on the left side of the
painting. What would their day be like? Write your answers below.
Men in Steamship
5W&H
Look at Fermented Soil by Hans Hofmann on page 60 in your textbook. Write six
questions you would like to ask the artist about this painting.
What color did you use first?

Example:
1. Who
2. Where
3. When
4. What
5. Why
6. How
32 Unit 1 • Visual Literacy: Smithsonian American Art Museum

Name Date
UNIT
What are the benefits of facing challenges?
2 Reading 1: “Deep Mapping” / “You Can Help the Oceans”
accurate continuous data depth determine theory
Example: accurate : correct and exact
1. : an idea or system of ideas to explain something
2. : distance from the top to bottom of something
3. : facts collected to be analyzed
4. : to cause something to happen in a particular way
5. : without stopping
6. The scientists collected about the ocean exploration.
7. We can test the scientist’s by conducting experiments.
8. The song played in a loop over and over for an hour.

9. It will not be easy to the fastest route to the store.
10. T
hey researched the of the ocean in different locations
around the globe.

During World War II, the United States military wanted to create a code that
could not be broken by the enemy. This was a great challenge. The military finally
decided to base the code on the language spoken by a Native American tribe, the
Navajo. In May of 1942, the first 29 Navajo men came to aid the military. After they
helped develop the code, they accompanied the soldiers overseas to help send and
receive the secret messages.
Example: d accompanied a. help or support given to someone
1. aid b. a way to use words, letters, or numbers to send

secret messages
2. code c. something difficult that you need skill or ability

to do
3. challenge d. went somewhere with someone
4. My aunt my class on a school trip.
5. Alex and his sister used a secret to pass messages.
6. We expected an easy math test, but it was a major .

7. The teacher offered to the students who were falling behind
by helping them after class.
Example: My best friend accompanied me to the park.
8. When I need help, can offer me aid.
9. sends messages in code.
10. I think the biggest challenge I face is .

Name Date
Word Study Words with ch and tch Use with Student Edition page 67.
REMEMBER In English, the consonant clusters ch and tch sound the same but are spelled differently.
For example: touch and match. Learning these two patterns can help you spell many words correctly.
Read the words in the box below. Then write each word in the correct column in
the chart.
chain switch attach sketch latch

such watch touch patch champion
Words with -ch Words with -tch

chain
Fill in the missing letters in each word. Use ch or tch. Check your answers in a
dictionary.
Example: Mark shouldn’t scra tch his mosquito bite!

1. Cleaning my room is one of my ores.
2. I have to do some resear on chimpanzees.

3. Risa has one apter left to read in the novel.
4. On Saturday, I baked a ba of cookies.
5. My favorite vegetables are carrots, peas, and spina .
6. We usually stre before and after we exercise.

Reading Strategy Recognize Cause and Effect
REMEMBER Recognizing cause and effect can help you better understand a text. Look for words and
phrases such as because, since, so that, therefore, and as a result of.
Some students have something called test-taking anxiety. The thought of

taking a test can keep them from studying well. This anxiety makes it difficult to
concentrate when taking the test. Because of this nervousness, students will do
poorly, even though they studied. Psychologists call it test anxiety and offer students
tips on dealing with their feelings, so that they can perform better during tests.
1. What is the cause in the paragraph?
2. What is the effect in the paragraph?
Javan was excited about going camping. He became disappointed when the bus
had to stop at the bridge. The river was high and flooded the bridge, so they couldn’t
get across to the campgrounds. As a result, the group got off the bus and crossed the
river on foot in a place where the water was low. They hiked the rest of the way to the

campsite.
3. What is the cause in the paragraph?
4. What is the effect in the paragraph?
5. How might the skill of identifying cause and effect help you when reading the text?

Name Date
1. Marie Tharp and Bruce Heezen’s main goal was to .
a. map the ocean floor b. locate the deepest c. invent new ways to
part of the ocean explore the ocean
2. Marie Tharp’s work was so unique at the time because she .
a. was a female scientist b. worked harder c. had no data

than Heezen to work with
3. Tharp and Heezen used new technology that utilized to measure distance.
a. light b. water c. echoes
4. Tharp and Heezen’s data was used to make a map that was later .
a. painted b. photographed c. explored by submarine
5. Before Tharp and Heezen’s mapping, scientists used the theory of to learn
about the ocean.
a. echo sounding b. the ocean floor c. continental drift
To help you write an article about Marie Tharp’s achievements, record your
answers to the 5Ws: Who? What? Where? When? Why? Look at examples of news
headlines and use them to guide you as you write your own articles.

Grammar Simple and Compound Sentences
REMEMBER A simple sentence contains a subject and a predicate. The predicate tells what the
subject does. A predicate always has a verb. Example: I walk my dog after school.
A compound sentence has two simple sentences joined by a coordinating conjunction (and, but, or so),
so it often has two verbs. Use a comma before the conjunction that joins the two sentences.
Example: I swim after school, and sometimes I play soccer.
Remember that and connects two ideas, but contrasts two ideas, and so shows a result.
Write simple if a sentence is simple. Write compound if it is compound.
1. Birds and butterflies fly south in the fall.

2. The sun rises in the east, and it sets in the west.
3. S
pending time in the woods and by the ocean teaches you
about nature.
4. Dragonflies migrate, but they fly in only one direction.
5. I became interested in Gary Paulsen, so now I want to read
more of his books.
Write compound sentences by adding the coordinating conjunction in

parentheses and a simple sentence.
Example: (and) Bees were buzzing, and in the distance a crow was cawing.
6. (but) They planted a garden,
7. (and) She went for a walk in the woods,

8. (so) Tomorrow he will build a tree house,
9. (so) It was getting cold,
10. (but) It has not rained all week,

Name Date
Grammar Agreement in Simple and Compound Sentences

REMEMBER In simple sentences and in both independent clauses in compound sentences, the verbs
must agree in number with their subjects. For example, if the subject is a plural noun or pronoun
(the boys, them, etc.), the verb must be plural (take, were, etc.). Pronouns must agree with their
antecedent, which is the noun that precedes the pronouns that refer to it. For example, if the antecedent
is singular and feminine (the girl, Anna, etc.), the pronouns that follow must be singular and feminine
(she, hers, etc.).
Rewrite the sentences, correcting the errors in verb agreement and antecedent-
pronoun agreement.
Example: The boys has finished my homework.

The boys have finished their homework.
1. Our teacher don’t like noisy students. She make him leave class.
2. The pony haven’t eaten today, and they are hungry.
3. My head hurt, so she took some medicine.
4. Ben go to a private school, but her sister go to a public school.

5. We doesn’t have a new car, but they is good enough for me.
6. The television were broken, so I played a game.

Writing Write a Story with a Starter
Complete your own word web with details for a fictional narrative beginning with
the story starter: The view was unlike anything I had ever seen before.
Setting
Details about time Details about place
Have your partner complete (√) the Peer Review Checklist. Use this feedback to
help you edit your final draft.

Does the paragraph have a clear setting?
Is the setting specific and believable?

Does the writer describe the place and the time?
Is the paragraph an interesting story starter? Does it make you want
to read more?
Are simple and compound sentences used correctly?
Do the sentences have the correct subject-verb and pronoun
agreement?

Name Date
UNIT
2 Reading 2: “Five New Words at a Time” / “Quilt”
REMEMBER Characters are the people or animals involved in a story. Stories are told from the point
of view of a character or narrator. When you are reading a story, it is important to know who is telling
the story. The story is told from that character’s point of view. Words such as I, our, and us normally
indicate a first-person point of view. An author’s memoirs or diaries use the first-person point of view.
Words such as he, she, and they normally indicate a third-person point of view. If someone who isn’t in
the story is telling it, the third-person point of view is used.
Label each sentence with the point of view that is used. Write the name of the
character.
Point of View / Character Sentence

third person / Norman Norman went to the party.
1. “Are we going?” my friend asked.
2. “I’m tired, too,” I replied.
3. We sat down and tried to think of an answer.
Write a sentence for each character and point of view.

Character / Point of View Sentence

Meredith: first person I sang the song with a smile.
4. Samuel: third person
5. the team: first person

Maria is my French pen pal. We communicate mainly through email. I write to

her in French, and she writes to me in English. It’s exciting when I get a response
from her. We approach learning a foreign language in similar ways. We both like
reading and writing, and we also enjoy using resources such as language CDs and
videos to help with listening and pronunciation.
definitions.
Example: response : something that is said, written, or done as a reaction or reply

to something else
1. : a supply of materials used to complete a task
2. : express your thoughts or feelings so other people

understand them
3. : a way of doing something or dealing with a problem
4. The to your letter can be found in today’s newspaper.
5. Yu-Lan always used school , such as the library and computers.
6. I usually by email with my friend in Germany.

7. We tried a new to solve the problem.
Example: I approach tough projects slowly and carefully .
8. I got a positive response when I asked my friends to

.
9. I communicate with friends by .
10. Some useful resources in my town are .

Name Date
Word Study Prefixes im-, over-, un-, after-

REMEMBER A prefix is a letter or group of letters added to the beginning of a word to change its
meaning. For example, the prefixes im- and un- mean “not.” When you add im- to the word possible,
the new word is impossible, the opposite of possible. Knowing just a few prefixes can help you figure
out many unfamiliar words.
Look at the chart below. Add the prefixes im-, over-, un-, or after- as directed to
create a new word. Write the new word on the chart. Then write the meaning.
Base Word Prefix New Word Definition

balance im- imbalance not balanced
1. patient im-
2. estimate over-
3. flow over-
4. even un-
5. healthy un-
6. thought after-
7. shock after-
Create a new word by adding the prefix im-, over-, un-, or after- to each word
below. Write the definition next to the new word. Check a dictionary if needed.
Examples: heat overheat heat to excess

8. taste
9. steady
10. effect
11. measurable
12. pay
13. believable
14. mature
15. look

Reading Strategy Identify Problems and Solutions
REMEMBER When you find the problems and solutions in a text, you will understand it better.
Hannah could see that her dog, Fergus, was thirsty and hot from running in
the summer sun, but she’d forgotten to bring water. She was warned that he might
get overheated. Hannah made Fergus lie down, but that didn’t help. Then she
remembered there was a creek at the edge of the park. She took Fergus to the creek
where he could get a drink of water.
1. What is the problem in the passage?
2. What is the solution in the passage?
Supunnee missed her friends in Thailand, and she wouldn’t be going home
again for several months. She wondered what her friends were doing, and she felt
sad. Then she remembered the friendly girl, Caroline, whom she’d met in class. She
decided to give her a call. They made plans to meet before class for lunch. Supunnee

felt much better.
3. What is the problem in the passage?
4. What is the solution in the passage?
5. How might the skill of identifying problems and solutions help you when reading a
story or informational text?

Name Date
1. Yu-Lan dreaded going to school because .
a. she was the smallest b. she was afraid of not c. her mother’s bad
student understanding people English embarrassed her
2. Yu-Lan’s mother worked in a Chinese-speaking restaurant because .
a. she wanted to cook b. she wanted to work c. she didn’t know

Chinese food during the night much English
instead of the day
3. When Yu-Lan was upset, her mother .
a. became very quiet b. gave her confidence c. did not understand
4. Yu-Lan and her mother practiced English by .
a. reading together b. going to classes c. speaking English at

together the restaurant
5. “Quilt” is about the way families .
a. seem brand-new and b. fall apart after many c. stay together even in
well put-together years hard times

In the poem “Quilt,” Janet Wong compares the connections between her family
members to the threads and fabric in a quilt. The quilt is a symbol of the love in
her family. Think about your own family and friends. Write a short paragraph
about a symbol that best represents the connections between you and the people
you love.

Grammar Gerunds as Subjects and Subject Complements
REMEMBER A gerund is the -ing form of a verb that can function as a noun. When a gerund or
gerund phrase is the subject of a sentence, it is followed by a third-person-singular verb. When a
gerund is a subject complement, it follows a linking verb, such as be. To form a negative gerund, use
not before the gerund.
Example: Memorizing the words is helpful, but my mistake is not being thorough.
Complete the sentences with the gerund form of the verbs from the box.
not drink surprise see bake wash walk
Example: Surprising someone on his or her birthday is fun.
1. enough water when it’s hot is a bad idea.
2. A good form of exercise is .
3. a live performance is always exciting.
4. The best way to spend a rainy day is cookies.
5. His least favorite chore at home is the dishes.
Write sentences about yourself with gerunds as subjects or subject complements,

using the verbs in parentheses.
Driving long distances makes me sleepy.

Example: (drive)
6. (win)
7. (travel)
8. (give)

Name Date
Grammar Gerunds as Objects Use with Student Edition page 91.
REMEMBER A gerund or gerund phrase can be the object of certain verbs, such as appreciate,
start, mention, or mind. A gerund or gerund phrase can also be the object of a preposition or certain
verb-preposition combinations, such as participate in, talk about, and insist on.
Complete the sentences with the gerund form of the verbs from the box.
explain say go eat meet run stand change
Example: You should keep going until you see a stop sign.
1. He has a habit of funny things.

2. The teacher did not bother the answers.
3. I tried on one leg for ten minutes.

4. He began in races when he was fifteen.
5. Did you stop meat?
6. Sammy avoided Jane after their date.
7. I’m considering my major from biology to English.
Write sentences about yourself with gerunds as objects, using the verbs in
parentheses.
Example: (cook) I love cooking a big pot of soup on cold days.

8. (write)
9. (research)
10. (bike)

Writing Rewrite a Familiar Story Use with Student Edition pages 92–93.
Complete your own T-chart comparing different characters’ points of view from a
story you know well.

Does the paragraph help the reader to understand the character’s
point of view?
Does the paragraph describe the feelings and opinions of the
character?
Is the character interesting? Is it well developed?
Are pronouns used correctly?
Are gerunds used as subjects, subject complements, and objects?

Name Date
UNIT
2 Reading 3: “A Dark Day with Bright Spots” / “Do This, Not That!”
REMEMBER A conflict is a struggle involving a character and outside forces. The way a character
responds to conflicts reveals something about that character’s point of view. A character’s point of
view drives the conflict in a story and its resolution.
Read each sentence. Write yes if it depicts a conflict. Write no if it does not depict a
conflict.
Conflict? Description
no Tom wanted a cup of coffee very badly.
1. Paolo struggled to cross the stream without falling.
2. She didn’t think she could get past the mean guard dog.
3. I woke up angry today.
4. Agi’s father always tells her what to do.
5. The rain made us all wet and cold.
Read the brief author interview below. Circle words and phrases that indicate how
the author’s point of view affects his writing.
Q: Have your experiences affected your writing at all?

A: Yes, I moved to Chicago from rural Ohio when I was twenty. The move was difficult
for me, but I came to love the city. My favorite setting for my stories is Chicago, and
my characters often struggle with the hardships of city life. It is easy to meet people
in the city, and I had many good friends who helped me. Often my characters will
find someone who similarly helps them. The lessons I have learned from people I
admire are more important to me than writing about favorite places or things.

The rivers of the northwestern United States are home to millions of salmon.
Salmon need to travel up and down the rivers to survive. Unfortunately, many of
these rivers are blocked by dams. A map can display where dams are located. Each
dam creates lakes and helps make fresh water available to humans. However, the
dams also block the salmon’s path and have injured or killed many salmon as they
try to pass through them.
definitions.
Example: available : able to be used or seen

1. : continue to live after an accident or illness
2. : hurt
3. : a setup in a store or other location to show things easily
4. We were surprised that no one was in the crash.
5. I’m not to talk during lunchtime.
6. If you were lost in the woods, would it be possible to on

water and berries?
7. Turn right at the giant art in the middle of town.
Example: I want to survive to the age of 250 .
8. The is a famous display in our town.
9. In our school library, are available as resources

to help students learn.
10. If you’re not careful, you can get injured while .

Name Date
Word Study Closed Compound Nouns

REMEMBER A compound noun is made up of two or more nouns. Compound nouns can be written
in different ways. A closed compound noun is written as one word, as in sailboat.
Look at the nouns in the boxes below. Then combine the nouns in each row to
make a closed compound noun.
Noun + Noun = Compound Noun

stock broker stockbroker
1. sales person
2. data base
3. tooth paste
4. black board
5. sea port
Create closed compound nouns by combining the nouns in the box. Then use each
closed compound noun in a sentence. Note that nouns may be used more than once.
burn bed coat room beam drop rain fall sun dial
Example: bed + room = bedroom We painted the bedroom white.

6.
7.
8.
9.
10.

Reading Strategy Predict Use with Student Edition page 97.
REMEMBER Before you read, predict what a story will be about. You can also make new predictions
as you read. Stop from time to time and ask, “What will happen next?” Look for clues in the story. Think
about what you already know.
Seeing Stefan Again

One Saturday morning, Angela and her two cousins were riding the subway
downtown to the New York Public Library to do research. Two stops before they
were going to get off, Angela saw Stefan waiting on a subway platform. She shouted
“Stefan!” just before the subway doors closed. He turned just in time to see her before
the train left the stop. When they reached the public library stop, Angela got off the
train and stood on the platform, stunned she had seen him in the city. She was still
standing there when the next train arrived and Stefan stepped through the sliding
doors.
1. Read the title. What do you predict the story will be about?
2. Where does the story happen?
3. When does the story happen?

4. After you read the paragraph, what do you predict will happen next?
5. Set a purpose for reading this text.

Name Date
1. Avni’s mother was , so Avni had to go shopping with her aunt.
a. busy b. sick c. away on business
2. Auntie Tara wanted Avni to choose clothes that were than Avni preferred.
a. duller b. brighter c. more formal
3. Before falling to the ground, Auntie Tara thought she saw .
a. spots and shapes b. more clothing than c. people talking to Avni

was on the racks
4. To get help for Auntie Tara, Avni .
a. waved to people b. yelled until someone c. threw clothing in front

passing by came of the security camera
5. The experience between Auntie Tara and Avni .
a. made Auntie Tara upset b. made them fight with c. drew them closer
each other more together
As you write your incident report, draw a scene that shows a store clerk or security
guard coming to help Auntie Tara and Avni. Add what you include in your drawing
into your incident report.

Grammar Passive: Simple Past;
Regular and Irregular Past Participles Use with Student Edition page 108.
REMEMBER Use the passive form when the focus is on the receiver, not the performer, of an
action. A by-phrase identifies the performer.
Example: The election was won by the best candidate.
Create the passive form with the verb be + the past participle. Regular past participles are formed by
adding -d or -ed to the base form of the verb. Irregular past participles must be memorized.
Example: The cookies were eaten at the end of the club meeting.
Complete each sentence with the passive form of the verb in parentheses.
Example: (impress) The scientists were impressed by Finlay’s theory.
1. (know) Yellow fever as yellow jack.
2. (kill) Troops by the deadly virus.
3. (study) Mosquitoes by Dr. Carlos Finlay.
4. (train) Dr. Walter Reed in the study of bacteria.
5. (find) No cure for yellow fever .
Rewrite each sentence using the passive form.
Example: Ships carried the immature mosquitoes from Africa to America.

The immature mosquitoes were carried by ships from Africa to America.
6. Doctors and scientists read accounts of yellow fever.

7. Yellow fever claimed millions of lives.
8. Yellow fever struck the Mississippi Valley.
9. The researchers proved the doctor’s theory.
10. Vaccines controlled yellow fever.

Name Date
Grammar Passive Forms of the Verb: Review

REMEMBER The passive form can be used with any form of a verb. Create the passive with a form
of be + the past participle. The be verb in a passive sentence reflects the form of the verb in the active
sentence. For example, in the present perfect (have or has + past participle), the form of be in the
passive is has or have + the past participle of be (been).
If there is an object pronoun in an active sentence (her ), it will change to a subject pronoun in passive
(she). The word order of the rest of the sentence in the passive form does not change. For example,
prepositional phrases that come at the beginning or end of an active sentence remain there in passive.
Example: (active) Someone has pulled the car out of the ditch.
(passive) The car has been pulled out of the ditch.
Write the tense of each sentence. Then rewrite each sentence using the passive
form. Use the by-phrase only when necessary.
Example: The young horse has eaten all the oats. present perfect
All the oats have been eaten by the young horse.
1. Someone has designed a new hybrid car.
2. The gorilla crushed the tin can.
3. Mr. Smith will give a test to our class.

4. A person is giving a lecture on the planets at the community center.
5. A new teacher is going to teach biology.
6. Someone approached me from behind.

Writing Write a Personal Narrative
Complete a three-column chart for a personal narrative about a memorable

experience you had with a friend or classmate.
Who was there What happened What was said

Does the paragraph describe a memorable event?
Does the paragraph establish a time and place for the setting?
Does the writer include dialogue to make the characters seem real?
Did the story sustain my interest?
Is the passive form used correctly?
Are regular and irregular past participles used correctly?

Name Date
Organize your ideas in the graphic organizer below to help create a fictional
narrative.
Characters Setting Problem Solution

Did the story sustain my interest?
Is the plot engaging?

Is the action well paced?
Is the setting specific and believable?
Are the characters interesting? Are they well developed?
What changes could be made to improve the story?

Learning Log Use after completing Student Edition page 120.

characters accurate accompanied resources
conflict continuous aid response
point of view data challenge available
depth code display
determine approach injured
theory communicate survive
Skills I can . . .
spell words using ch and tch.
Word Study recognize and use prefixes im-, over-, un-, after-.
recognize and use closed compound nouns.
recognize cause and effect.

Reading
identify problems and solutions.
Strategies
predict.
use simple and compound sentences.

Grammar use gerunds as subjects, subject complements, and objects.
use the passive form.

write a story with a starter.
rewrite a familiar story.
Writing
write a personal narrative.
write a fictional narrative.

Name Date
Test Preparation
Test 1
DIRECTIONS
Look at the illustrations and answer the questions.
1 Where is the sign found?
A In a car
B In a store
C By the road
D By the door
2 A square is a quadrilateral. It is a rhombus because it has four

congruent . It is a rectangle because it has four 90°
angles. All squares are rectangles and rhombi, but all rhombi
and rectangles are not squares.
A geometry
B similar
C sides
D shapes
Test Preparation 59

Test 2
DIRECTIONS
Rosa Parks
1. One evening in December 1955, an African-American woman named Rosa
Parks left work and boarded a bus in Montgomery, Alabama. She walked
toward the back of the bus and sat down in the front row of the section of the
bus where African Americans were forced to sit. The bus became crowded and
the bus driver told Rosa Parks to give her seat to a white passenger. But Rosa
Parks refused and was arrested by the police.
2 Rosa Parks was well-known in the civil rights movement. The following
night, Dr. Martin Luther King, Jr. met with other leaders who were fighting
for equal rights for African Americans. They decided to protest Rosa Parks’
arrest by leading a boycott of public buses in Montgomery. For over a year,
most African Americans refused to ride the city’s buses.
3 The Montgomery Bus Boycott led to other protests against segregation
all over the South. In 1956 the judges of the U.S. Supreme Court ruled that
African Americans could no longer be separated from white Americans on
public buses. This helped end segregation.
1 What is paragraph 1 mainly about? 3 What does the word boycott most
A Why African Americans had to sit at likely mean?
the back of the bus A To refuse to use a product or
B Why Rosa Parks was arrested service
C Why African Americans boycotted B To fight for equal rights
buses C To make a change

D Why Rosa Parks was well known D To force someone to do something
2 The selection is best described as — 4 According to the selection, the

A informative arrest of Rosa Parks —
B humorous A caught the attention of the
C persuasive Supreme Court
D expressive B started protests that helped end
segregation
C happened when she was going to
work
D began the fight for equal rights
60 Test Preparation

Name Date
Test 3
DIRECTIONS
Avalanche Survivor
1 One winter day, 17-year-old J.D. Smith and four of his close friends went
snowboarding on a remote mountainside outside of Denver, Colorado. They
knew it was a risky area but couldn’t resist the idea of snowboarding down the
untouched, powdery snow.
2 Suddenly the group looked up to see an avalanche starting on the ridge
above them. They tried to run but had not taken five steps before the snow
was on top of them.
3 “I’ve never seen anything like it. It looked like pure white coming at us,”
Smith said later. “It sounded like an earthquake. Just by instinct, I knew that
I had to get my hands up to my face, to make an air pocket. Then I just had to
ride that snow all the way down and hope for the best.”
4 The avalanche carried the boys about a quarter mile down the mountain.
Smith was buried under three and a half feet of snow, but it was powdery, so
he was able to dig himself out. He started searching for his friends, breaking
off a tree branch to probe the snow. He didn’t see the next avalanche coming.
“It happened really fast,” he recalled, “and it was over before I even knew it.”
5 The second avalanche carried Smith all the way down to the bottom of the
mountain. He was buried just 10 inches below the surface, but the snow was
wet and packed, and he couldn’t dig himself out. Eventually, he was able to
get his head out of the hard snow and call for help. Smith had been trapped
for more than an hour when someone nearby heard his calls and helped dig
him out. Only one of Smith’s friends also survived the powerful avalanches.
Test Preparation 61

1 Look at the timeline.
Timeline of the Avalanches
J.D. Smith and An Smith digs A nearby

his friends go avalanche his way out. person digs
snowboarding. traps the Smith out.
boys.
Which event BEST completes the timeline C Smith and his friends go to a risky
of events in the story? area to snowboard. An avalanche hits
A Smith makes an air pocket with his the boys. Smith is buried. He digs out
hands. and looks for his friends. A second
B An avalanche carried the boys down avalanche hits Smith and buries him.
the mountain. Smith digs out enough to call for help.
C Smith probed the snow. A nearby person helps him.
D A second avalanche hits Smith. D An avalanche hits the boys. Smith
is buried. He digs out and looks for
2 Paragraph 4 is mainly about — his friends. A second avalanche hits
A what happened after the first Smith and buries him. Smith digs
avalanche hit Smith out enough to call for help. A nearby
B what the first avalanche looked like person helps him.
C what happened when the second
avalanche hit the boys 4 According to the article, why did the boys
D what the second avalanche sounded go snowboarding in a risky area?
like A They did not think an avalanche
could happen.
3 Which of these is the BEST summary of B They did not know the area was risky.
the selection? C They could not resist snowboarding
A Smith and his friends go to a risky area on new snow.

to snowboard. Smith is buried. He digs D They thought they could go faster
out and looks for his friends. A nearby than an avalanche.
person helps him.
B Smith and his friends go to a risky
area to snowboard. An avalanche
hits the boys. Another avalanche hits
Smith. Smith is buried. He digs out
and looks for his friends. A nearby
person helps him.
(continued)
62 Test Preparation

Name Date

Learning to Look
Look at The Sick Child by J. Bond Francisco on page 123 in your Student Edition.
Study the hands of the boy and the woman sitting beside him. Write three details
about the boy’s hands and the clown that he holds. State facts, not opinions.
Boy’s Hands
Example: He holds the clown by the leg.
1.
2.
3.
Write three details about the woman’s hands and the knitting needles she’s
working with.
Woman’s Hands
4.
5.
6.
Interpretation
Look at The Sick Child again. What might the woman be thinking? Write your
answers below.
Example: If only his fever would break, he would get well quickly!

KWLH
Look at Embroidered Garment by Alice Eugenia Ligon on page 122 in your

Student Edition. Use the artwork to complete the KWLH chart below.
K W L H
What do you know What do you want to What have you How did you learn
about this work of learn about how the learned about the this?
art? artist made it? artist and her work?
She is a
woman.

Name Date
UNIT
How are relationships with others important?
3 Reading 1: from Salsa Stories “Aguinaldo”
REMEMBER Irony is the difference between what happens and what a reader expects to happen in a
story. Situations of irony can cause surprise and amusement. Foreshadowing is an author’s use of clues
to hint at what might happen later in a story. It builds suspense and shapes the reader’s expectations.
Read the description of each situation. Write irony if it is an example of irony. Write
foreshadowing if it is an example of foreshadowing.
Irony or
Situation
foreshadowing?
foreshadowing It was an unusually icy day when they began their car trip. The roads
were slippery.
1. Jeffrey drove for four straight days – only to end up back where he
started.
2. The policeman watched the customer with interest. Then he picked up

his radio and said, “Chief, could you check on something for me?”
3. Our team did well that day. But there were a lot of games left, and
things didn’t go well for very long . . .
Read the passage. Underline the elements of foreshadowing in the story.
Miles threw his shoes and shirt into the closet carelessly. He looked down at his
desk. There was an unopened letter sitting there, but he tried not to look at it. He
opened the window, then shut it again for no reason. The clock seemed to tick more
loudly than before. He looked at the picture of his family hanging on the wall. What
if it’s bad news? he thought. He went downstairs for a glass of water, but once he got
to the kitchen he forgot to pour it. He thought of his brother, and how much time
had passed since his previous letter. Why would he write now? A moment passed.
“OK then,” Miles said. He marched upstairs, ready for anything. Even bad news.
4. What do you think happens next? .

There is a non-profit organization in our town that distributes free lunches to the
elderly. Volunteers bring the lunches to elderly residents’ homes every day at noon.
No elderly person who requests a free lunch is ever turned down, although some
feel reluctant to ask for help. Both volunteers and the elderly find delivering and
receiving free lunches a very positive experience.
Example: b reluctant a. gives something to different people or places
1. residents b. feeling uncomfortable about doing something
2. distributes c. good or useful
3. positive d. people who live in a place
4. Even though the situation was unpleasant, she tried to keep a

attitude.
5. All the of the apartment building helped to keep the

grounds clean.
6. He was to clear the table just in case people were not

done eating.

7. Every Sunday, she flyers to her neighbors to advertise her
crafts store.
Example: I had a very positive experience while volunteering at the soup kitchen .
8. If I ask a friend to see a movie with me, I am reluctant to
.
9. I like the residents of my neighborhood because .
10. Before each class, my teacher distributes .

Name Date
Word Study Spelling s- Blends Use with Student Edition page 129.
REMEMBER A consonant blend is two or three consonants that are placed together in a word. You
can hear the sound of each consonant in a consonant blend.
Look at the words in the word box. Underline the consonant blend that begins
each word. Then write each word in the correct category in the chart.
sport stall strength swing spell stand strange swell spend store
sw- sp- st- str-

swing
Complete each sentence by adding the correct s- blend in the space provided.
1. I want to end more time at home.
2. My favorite ort is soccer.
3. I have to stay in bed so that I can recover my ength.
4. I do not know how to ell that word.
5. It was a very ange movie.

6. I have a omachache.
7. My parents always make me feel ecial.
8. I am going to the ore to buy milk.

Reading Strategy Recognize Cultural Context
REMEMBER Analyzing the cultural context of a story helps you visualize and understand what’s
happening. Notice the author’s descriptions and think about the characters’ language, country, ideas,
and beliefs. Also, think of what you know from your own experiences.
I didn’t know what to expect when David invited me to his Chanukah party. He
explained that Chanukah is the Jewish festival of lights. We played a game with a
four-sided top called a dreidel to win the most Chanukah gelt—foil-wrapped chocolate
candy. Later, he and his family lit a special candleholder called a menorah. We had
delicious potato pancakes called latkes and later we had special Chanukah doughnuts
called sufganiyot. Yum!
1. What culture does the narrator experience?
2. What does the narrator learn about the culture of the family he or she visits?
3. How does the family in this passage feel about their culture?

4. Did you learn anything new about Chanukah from this passage?
5. How do you think the strategy of recognizing a story’s cultural context can help you
read with better comprehension?

Name Date
1. Marilia doesn’t want to go on the trip to the nursing home because .
a. she is sick b. her grandmother c. nursing homes are

died in one boring
2. An aguinaldo is a .
a. nursing home b. sweet coconut c. surprise Christmas gift

patient
3. The morning of the trip, Marilia .
a. is excited b. refuses to leave home c. pretends to be sick
4. During her time with Elenita, Marilia feels .
a. happy b. angry c. bored
5. The main irony of the story is that Marilia .
a. spoke to an b. tried to escape her c. received an aguinaldo

elderly woman obligations but couldn’t of her own
By the end of the story, Marilia has made a new friend. If the story continues, and
Marilia visits the nursing home again, what do you think will happen?

Grammar Imperatives Use with Student Edition page 140.
REMEMBER Imperatives are often used to give a command or instructions. Form an imperative
with the simple present, omitting the subject you. To make an imperative negative, add do not or don’t
before the verb.
Examples: Turn on the oven. Don’t touch it! It’s hot!
Use please before an imperative to make a request or offer. Use let’s before an imperative to include
yourself in a suggestion.
Examples: Please come with me. Let’s go together.
Underline all the imperatives and circle all the negative imperatives in the recipe.
Preheat oven to 360 degrees. Mix butter, eggs, and sugar until foamy. Slowly add
flour to butter-egg-sugar mixture. In a separate bowl, stir cocoa into a third of the
dough. Don’t use all the cocoa. Now it is time to pour the dough into the baking
pan, alternating layers of light and dark dough. Use a fork to create a pattern. Place
the baking pan into the preheated oven.
Rewrite each sentence using an imperative.
Example: You need to use two pieces of bread.

Use two pieces of bread.
1. First you need to use a knife to put peanut butter on both slices.
2. Then you should spread the jelly evenly on both slices of bread.

3. After that, you need to put one slice of bread on top of the other.
4. Next it is time to cut the sandwich in half diagonally.
5. Now you can enjoy your sandwich.

Name Date
Embedded Questions Use with Student Edition page 141.
REMEMBER An embedded question is a type of noun clause and can be the subject or object
of a sentence. Embedded information questions begin with a question word, such as what or when.
Embedded yes / no questions begin with if or whether. Use normal word order (subject + verb) for
embedded questions. The noun clause is often preceded by phrases such as I don’t know . . . ,
I wonder . . . , and Could you tell me . . . ?
Complete each sentence with an embedded question, using the question in

parentheses.
Example: How he finished early I’ll never know. (How did he finish early?)
1. I wonder . (What time does the bus come?)
2. Do you know ? (Where did Sarah go last night?)
3. I can’t remember . (What is your address?)
4. is on everybody’s mind. (Who will come to

the party?)
Correct the errors in the embedded questions in the following sentences.
Example: Do you know what time is it? Do you know what time it is?
5. I don’t know where did she go.
6. I wonder what does he do.
7. Can you tell me who is she?

8. I’m not sure when does class begin.

Writing Write Instructions Use with Student Edition pages 142–143.
Complete your own sequence chart containing instructions for something you
know how to do well.
First
Then
Next
Finally

Does the first sentence introduce the main idea?
Are the instructions clear and easy to follow?

Are the instructions given in the correct order?
Does the writer use transition words to make the sequence clear?
Are imperatives and embedded questions used correctly?

Name Date
UNIT
3 Reading 2: “Inspiring Peace”
barriers confront cultivate enemy political violence
Example: enemy : people who hate you or want to harm you
1. : relating to the government of a country
2. : try to develop a friendship with someone who can help you
3. : things that prevent people from doing something
4. : address someone or something
5. : behavior that is intended to hurt other people physically
6. The government wants to keep its from getting

too strong.
7. It’s good to friendships with people who share your interests.
8. Their differences led to an argument about government.

9. He had to the difficult situation.
10. is not the way to solve a problem, because we should try to

solve things peacefully.

When I first met Sanaya, I assumed we could never be friends. She wore very
strange clothes and her hair was dyed pink. But I remembered what my mother
always said: “Don’t judge a book by its cover.” One shouldn’t just focus on
appearance. We are all individuals and each person has value. So I decided that if I
just tried talking to Sanaya, maybe I would like her. I was right! We discovered we
had many similarities. Now she is my best friend.
Write the Academic Words from the paragraph above next to their correct definitions.
Example: focus : pay special attention to a particular person or thing instead

of others
1. : the qualities of being similar, or the same
2. : thought that something was true without having proof
3. : people; not a whole group
4. The students preferred to receive their diplomas one at a time, as

.
5. The student he had done well on the test, but he was wrong.
6. The girls learned that their were as important as their

differences.
7. This week in history class we will on the War of the Roses.
Example: Two similarities between my friend and me are

our tempers and our interest in history .
8. After school I like to focus on .
9. For a long time, I assumed that .
10. I think that it’s important for people to be treated as individuals because
.

Name Date
Word Study Suffixes -er, -or Use with Student Edition page 147.
REMEMBER A suffix is a letter or group of letters placed at the end of a base word. Adding a suffix
changes the meaning of the base word. Adding the suffix -er or -or to a base word adds the meaning
“one who.” Example: Traveler means “one who travels.”
Look at the base words and suffixes in the chart. Add the suffix -er or -or to create a
new word. Then write the definition of the word using the verbs in the box.
teach sing play facilitate create visit act read write own
Base Word + Suffix = New Word Definition

write -er writer one who writes
1. instruct -or
2. perform -er
3. inspect -or
4. believe -er
5. create -or
6. review -er
7. edit -or
8. direct -or
Complete each sentence by adding -er or -or in the space provided. Use a
dictionary if needed.
9. The act was great in his role as a spy.
10. Diego is the best play on our soccer team.
11. The artist was a brilliant sculpt .
12. My mother is the own of a business.
13. We have a visit at our school today.
14. Mr. Jones is my favorite teach .
15. I’d like to be a photograph .

Reading Strategy Compare and Contrast
REMEMBER When you compare, you see how things are similar. When you contrast, you see how
things are different. Comparing and contrasting can help you understand what you read.
Read each paragraph. Then answer the questions that follow.
Dara and Dora are identical twins. They look the same with dark hair and big brown
eyes. Their friends call them opposites, however. Dara is smart but grumpy. Dora is
pleasant but lazy.
1. How are Dara and Dora alike?
2. How are Dara and Dora different?
The United Kingdom and the United States have a lot in common. English is the first
language in both countries. Both countries have been the most powerful nations in
the world. However, the United Kingdom is small and the United States is large. In the
U.K., people love soccer, rugby, and cricket; in the U.S. they favor American football,
basketball, and baseball—although football is becoming more popular than ever.
3. How are the United States and the United Kingdom alike?
4. What are some differences between the United Kingdom and the United States?
5. How can comparing and contrasting make you a better reader?

Name Date
1. The purpose of Seeds of Peace is to .
a. teach people how b. help bring c. perform research

to argue about understanding to on kids
politics and religion the Middle East
2. Seeds of Peace combines regular camp activities with .
a. two-hour dialogue b. international c. history lessons about

sessions competitions Palestine and Israel
3. Professional facilitators help campers to discuss .
a. why people live in b. which religion is better c. their own experiences and
different regions and more ancient difficulties
4. The campers at Seeds of Peace hope to .
a. become leaders in their b. become camp c. no longer communicate with

own communities counselors people from neighboring
regions
5. Sometimes the conversations among the campers can get heated because they .
a. disagree about b. come from feuding c. do not get along with

the camp regions the facilitator

Look up areas of the world where conflict and war are ongoing. Who is involved in
each conflict? How long has it gone on? Write the results of your research in the chart.
Location Who is involved? How long?

Afghanistan Afghanistan, the since 2001
Taliban, the United
States

Grammar Complex Sentences Use with Student Edition page 154.
REMEMBER A complex sentence consists of a main clause and at least one subordinate clause
joined with a subordinating conjunction. A main clause has a subject and a verb and expresses a
complete thought. A subordinate clause has a subject and a verb, but does NOT express a complete
thought. When a complex sentence begins with a subordinate clause, a comma follows the clause.
Underline the subordinate clause(s) and circle the main clause in each sentence.
Example: When Noor joined the camp, he didn’t know that he would meet Shirlee.
1. At the camp, Arabs and Israelis meet for the first time and they learn to get along.
2. Sometimes the campers fight with each other because they disagree.
3. Although the Arab and Israeli students disagree on many topics, before Seeds of
Peace, they disagreed even more.
4. Until people from warring regions get along, there will always be problems.
5. Before Seeds of Peace, many children would not have been friends.
Join the clauses with the subordinating conjunction in parentheses.
6. (because) The camp was amazing. I learned a lot about the world.
7. (before) The situation got out of control. The counselors would help us talk about
the issues.

8. (although) Many of our discussions were heated. We never got angry at each
other.
9. (because) I made new friends. There were so many interesting people.
10. (after) I told my friends about Seeds of Peace. They wanted to join.

Name Date
Agreement in Complex Sentences Use with Student Edition page 155.
REMEMBER The main and subordinate clauses in a complex sentence should be in agreement.
When a clause is in the present and has a singular subject, be sure to use a singular verb. Also,
pronouns must agree with their antecedents. In the example, both clauses are in the present.
The singular subject, Allie, agrees with the verb wants; the singular subject she agrees with needs.
The pronoun she agrees with its antecedent, Allie, and the pronoun them agrees with its antecedent,
Paul and David.
Example: If Allie wants to drive with Paul and David, she needs to call them right away.
Correct the errors in verb form in the following sentences.
loves has
Example: Every mother love her child because she had an instinct to.
1. When John slipped and fell, he were running down the stairs.
2. I doesn’t know where I was going. Can you help me?
3. While we was eating dinner, the phone rings.
4. Until spring come, we isn’t planting our garden.
Complete each sentence with the correct pronoun(s) that agrees with the
underlined antecedent.
Example: Although the cat was fat, it was very active.
5. The children stayed in rooms because

were being punished.
6. Although John forgot lines during rehearsal,

remembered them during the performance.
7. The boy ate snack after finished his

homework.
8. Children sometimes have toys that carry with

until start school.

Writing Write a Critique Use with Student Edition pages 156–157.
Complete your own content web with ideas for a critique of a story, movie, video
game, or place you have visited.
Work or Experience
Standards
Standards met Standards not met

Does the first sentence introduce the topic?
Does the paragraph clearly identify the criteria for evaluation?
Does the writer evaluate the event or experience according to the
criteria?
Is the writer’s opinion clear?
Are connecting words used to link ideas and create complex
sentences?
Do nouns and pronouns agree in complex sentences?

Name Date
UNIT
3 Reading 3: from Blue Willow
REMEMBER Oral tradition is the practice of storytellers passing stories down from one generation
to the next. These stories sometimes included a legend, or traditional story that moves away from
factual events to describe more fictional events and characters. Character motivation is a reason that
explains a character’s thoughts, feelings, action, and speech.
For each situation listed, give the motivation of the main character.
Motivation Situation
fatigue Luke put down the ax and wiped his brow. Almost done, he
thought, and then I can finally go to sleep!
1. “I don’t want to see it,” Deng said. He backed away from the
display slowly, shaking. “It’s too awful to even think about,” he
added.
2. DeWayne looked greedily at the stack of $20 bills that would be
given out as prizes. He grinned and rubbed his hands. “I’d like to
enter the contest,” he said.
3. Corrina looked at the clock every few minutes. When the day
was over, her parents would arrive. If she could have made time
move faster by working harder, she would have.
Does one of the passages have the characteristics of a legend? Write yes or no.
4. Thor raised his hammer and struck the earth to scare away the
fiery dragon. Behind the dragon he could see treasure boxes spilling over with gold.
5. The weather in Miami, Florida, is often humid and hot. Even in

the winter, the temperatures can be in the high 70s and low 80s.

John’s uncle is an authoritative figure among the Dagomba people of northern

Ghana. He is a griot—someone who tells stories through music. John had
always wanted to visit him. Last month, after getting the consent of his uncle,
John’s parents surprised him with a plane ticket to Ghana. His reaction was pure
excitement. John spent two weeks in Ghana and his uncle taught him how to play a
“talking drum.” John’s encounter with his uncle was one he will never forget.
Example: c reaction a. respected and trusted as being true, or making

people respect or obey you
1. authoritative b. an occasion when you meet someone without

planning to
2. encounter c. the way you behave in response to someone

or something
3. consent d. permission to do something
4. The forest ranger had an unexpected with a grizzly bear.
5. The students all had a positive to the field-trip

announcement.

6. Before the operation could begin, the patient had to give her .
7. This article contains several mistakes, so it is not an source.
Example: The Senator is an authoritative leader.
8. When I get bad news, my reaction can range from

to .
9. I need parental consent before I can .
10. I once had a funny encounter with .

Name Date
Word Study Synonyms Use with Student Edition page 161.
REMEMBER Synonyms are words that have the same or nearly the same meaning.
Example: loud and noisy
For each word in column 1, find its synonym in column 2. Write the letter of the
synonym next to each word.
1. pretty a. costly
2. kind b. cruel
3. mean c. nice
4. large d. attractive
5. expensive e. big
For each of the words below, write a synonym. Use a thesaurus or dictionary if
needed.
6. ask
7. inform
8. knowledge
9. shout
10. detest
11. beautiful
12. small
13. clever
14. unusual
15. cheap

Reading Strategy Identify with a Character
REMEMBER When you identify with a character, you try to understand the actions and feelings of a
character. This can help you enjoy and understand a story.
Read each paragraph. Then answer the questions that follow.
Martina saw that Grayson had left his social studies test right on the library table. Nobody
else was around. If she wanted to, she could take a quick look at his answers. After all,
Grayson was the most brilliant student in the class. Martina hadn’t taken the test
herself. But on the other hand, what would Grandma Rose think if she found out that
her granddaughter was a cheater? I need a good grade! she thought. What should I do?
1. What choice is Martina facing in this passage?
2. What would you do if you were Martina, and why?
Zach loved creating music. He played guitar, drums, and piano, and recorded his songs
on his computer. He knew they were getting better all the time. However, he had a
problem: when he opened his mouth to sing, he was always off-key. Then he learned
about the band contest. The winner could get a scholarship to music school. It was
everything he dreamed about. How could he show how good his music was when he
couldn’t sing?

3. What does the main character care about in this passage?
4. What problem does Zach face in this passage?
5. How can the strategy of identifying with a character help you become a better
reader?

Name Date
1. Kung Shi Fair and Chang the Good .
a. never meet b. are sworn enemies c. fall in love

in the story
2. The merchant attempts to .
a. keep Kung Shi Fair b. scare the villagers c. bring people together
and Chang the with stories about
Good apart a ferocious leopard
3. Kung Shi Fair and Chang believe that .
a. they will kill b. one day they c. the merchant will bring
the leopard will marry them gifts
4. The merchant insists that Kung Shi Fair wait for .
a. two swallows b. a rainbow c. a bolt of lightning
5. If the merchant had not been so stubborn, then perhaps .
a. his daughter would b. he would have caught c. Chang might never have
have lived the leopard met Kung Shi Fair

Write a different ending to the story Blue Willow. Tell what might have happened if
Kung Shi Fair’s father had approved of the poor fisherman.

Grammar Transitions Use with Student Edition page 172.
REMEMBER The transitions and transitional phrases however, on the other hand, and instead
contrast two ideas. As a result, therefore, thus, and consequently show cause-and-effect. Use a period
when a transition or transitional phrase connects two sentences; use a semicolon when connecting
two independent clauses. A comma follows a transition or transitional phrase when it begins a
sentence or clause. Commas offset a transitional phrase midsentence, but a comma is not used with
most one-word transitions midsentence. One exception is consequently, which is offset with commas.
Circle all the correct transitions to complete each sentence.
Example: Jerome volunteered for the Peace Corps. (However / As a result / Therefore),
he went into relief work.
1. She didn’t like the blue dress. (Thus / Instead / However), she liked the green one.
2. The principal awarded Roger honors. Roger, (as a result / on the other hand /
consequently), went to the best university.
3. Marcia ate too much cake; (consequently / instead / thus), she had a stomachache.
4. I’m not fond of fish. (Instead / Therefore / On the other hand), I love shellfish.
Add punctuation (commas, semicolons, and periods) to correct the use of the
transitions in the sentences below.
5. Becky studies a lot therefore she gets good grades.
6. Adam doesn’t like to play video games instead he enjoys reading.
7. We practiced every day for weeks Consequently the concert was a success.

8. Chuck was hungry after running As a result he ate six eggs.

Name Date
Grammar Adjectives Use with Student Edition page 173.
REMEMBER Adjectives describe nouns and can be placed in different categories based on their
qualities. Use a chart like the one shown to order adjectives that describe the same noun.
Determiner Opinion Size Age Shape Color Material Origin Purpose NOUN
odd-looking ugly big old thin black metal used exercise bike
Complete each sentence by placing the adjectives in the correct order.
Example: We bought a small, round cake for her birthday.
1. That , bird just flew off the branch.

(red / tiny)
2. We looked on the map at the , ,

route to the city. (winding / long / rural)
3. There are no more , ,

desserts left in the kitchen. (delicious / chocolate /
heart-shaped)
4. My best friend has , ,

hair. (curly / red / long)
Example: I can see the long, winding stream from the hilltop.
5. I would describe soccer as a(n) , sport.
6. Our school is having a(n) , bake sale.
7. As part of the performance, there was a(n) ,

, chorus.
8. We saw a(n) , ,
giraffe at the zoo.

Writing Write to Compare and Contrast
Complete your own Venn diagram comparing and contrasting two people, places,
or things you know well.
Both

Does the first sentence explain what is being compared or
contrasted?
Does the paragraph describe similarities and differences?
Does the paragraph include specific examples to support the main
points?
Are compare and contrast structures used correctly?
Are transitions used to contrast ideas?
Are adjectives ordered correctly?

Name Date
Organize your ideas in the graphic organizer below to help draft an expository
essay.

Was the essay clearly organized?
Was the information interesting?
Did I understand the topic better after reading it?
Did the first paragraph introduce the topic?
Did the concluding paragraph sum up the main points?


foreshadowing barriers distributes individuals
irony confront positive similarities
oral tradition cultivate reluctant authoritative
legend enemy residents consent
character motivation political assumed encounter
violence focus reaction
Skills I can . . .
spell words using -s blends.
Word Study recognize and use the suffixes -er and -or.
recognize and use synonyms.
recognize cultural context.

Reading
compare and contrast.
Strategies
identify with a character.
use imperatives and embedded questions.

use complex sentences.
Grammar use agreement in complex sentences.
use transitions.
use adjectives.

write instructions.
write a critique.
Writing
write to compare and contrast.
write an expository essay.

Name Date
Test Preparation
Test 1
DIRECTIONS
The Red River War

1 In the mid-1800s, the United States expanded west. Native
Americans living on land that belonged to the United States were
forced to leave their homes. The tribes were moved to reservations.
The reservations were not like the homes the Native Americans
left behind. The government gave them food. They trained to be
farmers. But this was not the life that many of the Native Americans
wanted.
2 In 1874, some of the Native Americans were not on reservations.
A few attacked a group of buffalo hunters in Texas. The army then
declared war on all Native Americans who were not on reservations.
Leaders of the tribes were sent to Florida. The Native Americans did
not have leaders on the reservations. Soldiers hunted any Native
American in the area. Native Americans were forced onto the
reservations or killed.
3 In 1875, the army negotiated with the last group of Native
Americans outside of the reservations. Their leader, Quanah Parker,
led his people to Fort Sill, ending the war.
1 What is the purpose of the selection?

A To inform the reader about an important event
B To persuade the reader to visit Fort Sill
C To explain to the reader how to live in peace
D To describe to the reader life on the reservations
2 In the selection, what does expanded mean?

A lived
B hunted
C spread
D traveled
Test Preparation 91

Test 2
DIRECTIONS
The Bald Eagle

1. The bald eagle is the national bird of the United States. This beautiful bird
is the only eagle that is unique to North America. It is also one of the largest
North American birds. Adult male eagles have a wingspan of about six and
a half feet. The female eagles are even larger. They have a wingspan of about
eight feet. They can fly at speeds of thirty miles per hour.
2 Eagles eat fish, other birds, and small mammals. They spot their prey from
the air because they can see it from several hundred feet away. Then they dive
to catch their food. They can dive as fast as 100 miles per hour. They grab their
prey in their talons and fly away. They can lift prey that weighs about five
pounds.
3 Eagles live for thirty years or more. Eagles also live in pairs and have the
same partner for life. A pair of eagles builds a large nest in a big tree near a river
or lake. Because the eagles add new material to their nest each year, a single
nest may weigh up to 2,000 pounds.
1 What is paragraph 2 mainly about? 3 In paragraph 2, what words help

A The wingspan of bald eagles the reader know what prey means?
B How bald eagles find and catch food A they spot
C Bald eagle nests B from the air
D Where to find bald eagles C eat fish
D mile away
2 According to the article, where do bald

eagles build their nests? 4 The author probably wrote this
A On cliffs article to —
B In small trees A persuade people to protect bald
C In trees near the ocean eagles
D In big trees B give information about bald
eagles
C explain how bald eagles
became the national symbol
D give an opinion about bald
eagles
92 Test Preparation

Name Date
Test 3
DIRECTIONS
Shirley and Jenny

1 Shirley, like many elephants transported overseas, has had a hard life.
Shirley was born in the jungle of Indonesia in 1948. Five years later, she was
captured and sold to a circus in the United States. She performed under the
circus big top for more than twenty years. Then in 1975, when Shirley was
twenty-eight, another elephant attacked her and broke one of her back legs.
Her leg was not treated properly, and Shirley’s recovery took many months.
She could hardly walk. Shirley was sold to a zoo in Louisiana. It was a small
zoo, and Shirley was the only elephant. She lived there for twenty-two years
and had no contact with other elephants. In 1999, the zoo gave Shirley, now
fifty-one, to the Elephant Sanctuary, a new 120-acre sanctuary in Tennessee.
The Elephant Sanctuary is a place where people take care of neglected
elephants.
2 On her first day at the sanctuary, Shirley did not want to go outside. A
younger elephant named Jenny entered the stall next to Shirley’s. Through
the bars separating the stalls, Jenny and Shirley touched trunks. Immediately
Jenny and Shirley became very excited and started to roar. When the
sanctuary staff opened the gate between the stalls, Shirley and Jenny
comforted each other for a long time. Then Jenny led Shirley out into the
green pastures of the sanctuary. From that moment, the two elephants were
always together.
3 The staff at the Elephant Sanctuary searched the records and discovered
that Shirley and Jenny had worked together in the circus when Jenny first
arrived in the United States. They had been together for only a few months,
but during that time they became attached to each other. Perhaps Shirley had
been like a mother to the five-year-old Jenny. After more than twenty years
apart, they were finally together again.
Test Preparation 93

1 Look at the timeline below.
Born in Indonesia Attacked by another

(1948) elephant (1975)
1940 1950 1960 1970 1980 1990 2000
Sold to a Goes to the

circus in the Elephant
United States Sanctuary
(1953) (1999)
Which of the following belongs in 4 The reader can conclude that

the box? Shirley —
A Performed under the big top A will miss performing in the
B Sold to a zoo in Louisiana circus
C Transported to the United States B will continue to be happy at the
D Meets Jenny sanctuary
C will become upset at the
2 Paragraph 2 is mainly about — sanctuary
A Shirley’s life in the circus D will miss Jenny
B Shirley’s reluctance to go outside
C the reunion of Shirley and Jenny 5 Which sentence in paragraph 2 shows
D the sanctuary staff that Shirley was happy to see Jenny?
A A younger elephant named
3 In paragraph 1, what words help the Jenny entered the stall next to
reader know what sanctuary means? Shirley’s.
A a place B Immediately Jenny and Shirley

B in Tennessee became very excited and started
C take care to roar.
D 120-acre C Through the bars separating the
stalls, Jenny and Shirley touched
trunks.
D Then Jenny led Shirley out into the
green pastures of the sanctuary.
94 Test Preparation

Name Date

Learning to Look
Look at Placa/Rollcall by Charles “Chaz” Bojórquez on page 187 in your Student

Edition. The artist uses shapes in place of letters in this painting. Find the shapes
and then list as many as you can. State facts, not opinions.
Example: triangle
1. 4.
2. 5.
3. 6.
Interpretation
Look at Merce C by Franz Kline on page 186 in your Student Edition. Imagine that
each of the brushstrokes in the painting is a dancer. Describe his or her movements.
Example: The brushstroke on the right looks like it is moving an arm.

What sounds or music is the dancer dancing to? Explain your answer.

5W&H
Look at Placa/Rollcall by Charles “Chaz” Bojórquez again. If you could interview

Chaz’s friends, whose names appear in his artwork, what would you ask them? Use
questions that begin with Who, Where, When, What, Why, and How.
Example: Where did you grow up?
7. Who
8. Where
9. When
10. What
11. Why
12. How

Name Date
UNIT
What does home mean?
4 Reading 1: “97 Orchard Street” / “The Pros and Cons of
Tenement Life”
Write each Key Word in the box next to its definition.
exhibit inspector mission neighborhood preserved tenement
Example: neighborhood : a small area of town
1. : an assignment or purpose
2. : apartment house in a poor area of a city
3. : something shown to the public
4. : kept from harm or change
5. : official who examines things carefully
6. The museum’s is to tell the story of the old town.
7. We visited an art gallery where a new was on display.
8. The looked around and said the wiring was safe.

9. The residents of the were proud of their new library.
10. The family from China many old Chinese traditions.
M04_NKS_WB_L08_33795_RG1.indd 97 1/11/19 6:08 PM

Heirlooms are items that are passed down from one family member to another.
One benefit of keeping this tradition alive is that heirlooms give children of
immigrants an incentive to learn more about their ancestors’ country. The design of
the heirloom usually tells something about the cultural background it came from. For
example, people in an Irish community sometimes wear a ring called a Claddagh. The
ring is usually passed down from parents to their children. The ring shows two hands
holding a heart, with a crown on top. These are symbols of ancient Ireland.
Write the letter of the correct definition next to each Academic Word.
Example: b cultural
1. immigrants a. people who enter another country in order to live there
2. benefit b. relating to a particular society and its way of life
3. community c. all the people living in one place
4. incentive d. something that encourages or motivates
e. something that helps you or gives you an advantage
5. The were happy in their adopted country.

6. The annual parade brought together people in the .
7. One of a balanced diet is more energy.
8. Traveling in a foreign country is a(n) to learn some of the

language.
Example: Most of the immigrants in my community are from Haiti .
9. An incentive for me to learn English is .
10. One benefit of living in a diverse community is .

Name Date
Word Study Silent Letters Use with Student Edition page 193.
REMEMBER The letters gn, bt, mb, and kn stand for one sound, not two. For example: the g is silent in
gnome, the b is silent in indebted, the b is silent in plumber, and the k is silent in knead. Knowing when
letters are silent will help you spell and pronounce words correctly.
the chart.
designing knowledge crumb gnarled knack undoubted

plumber doubt doubted knob thumb gnaw
Words with gn Words with bt Words with mb Words with kn

designing
Identify and write the silent letter in each word below.
Example: knoll silent k
1. gnat
2. assign
3. doubtful
4. knot
5. tomb
6. reign
7. knitting
8. bomb
9. knee

Reading Strategy Use Visuals Use with Student Edition page 193.
REMEMBER Visuals are the art, photographs, diagrams, charts, and maps that can come with a text.
You can use visuals to learn more about the topic.
Look at the pictures and the text and answer the questions that follow.
About 12 million immigrants entered the

United States through Ellis Island between 1892
and 1954. Roughly one-half of U.S. citizens have at
least one ancestor who passed through here.
First- and second-class passengers did not have
to go through Ellis Island. They were inspected
aboard ship. If they were healthy and didn’t have
legal problems, they left when the ship docked.
Third-class passengers had to go to Ellis Island to
have physical, mental, and legal examinations. Number of People
Year
Entering Ellis Island
The chart shows that 1907 was Ellis Island’s
busiest year. The busiest day was April 17, 1907, 1892 445,987
when 11,747 immigrants arrived. After World War
1898 178,748
I, the United States opened embassies around
the world, where people filled out forms and had 1907 1,004,756
medical exams before traveling. In November 1954,
1919 26,731
the last person left Ellis Island. In September 1990,
the main building reopened as a museum. About 1924 315,587
two million people visit every year. (Source: Annual Reports of the Commissioner General
of Immigration, 1892–1924. Washington, D.C.)
1. What do you think the article is about?

2. How does the picture help you understand the text?
3. How does the chart help you understand the text?
4. What is one interesting thing you learned from the information given?
5. How do you think the skill of using visuals can help you understand the text?

1. The museum at 97 Orchard Street in New York City allows visitors to .
a. meet people who b. see the immigrant c. do the same work that
grew up at that experience firsthand immigrants did in
address factories
2. The museum shares immigrant history by presenting .
a. audio lectures b. apartments of c. movies and books

immigrants from
long ago
3. The United States’ most famous gateway for immigrants was at .
a. the Lower East Side b. the Upper West Side c. Staten Island
4. In the early 1900s, new immigrants found social support and assistance in .
a. their home countries b. their jobs c. fraternal groups
5. Tenement life created many .
a. cultural problems b. health problems c. financial problems
Research five groups of immigrants that came to the United States. Find out where
they settled in large numbers and what neighborhoods they formed there. Write
the groups and the names of their new neighborhoods on the chart below.
Immigrant Group Neighborhoods (U.S. city)

Italians Little Italy (NYC), North End (Boston)

Grammar Adjectival Clauses: Subject Relative Pronouns
REMEMBER An adjectival clause beginning with a relative pronoun describes a noun in an

independent clause. A nonrestrictive adjectival clause gives extra information and is set off with
commas. A restrictive adjectival clause is necessary to understand the antecedent to which it refers
and is not set off with commas. When the relative pronoun is the subject of the adjectival clause, use
who to refer to a person, that to refer to a thing in a restrictive clause, and which to refer to a thing in a
nonrestrictive clause.
Example: My new Prius, which is parked over there, was hit by a red car that fled the scene of the
accident.
Circle the correct relative pronoun in each sentence below.
Examples: People ( who /which) travel are called tourists.

1. People (who / which) arrive in New York City by ship see the Statue of Liberty.
2. The statue, (that / which) is in Lafayette Park, was made by Berge.
3. The man (who / which) designed the statue was French.
4. Visitors explore the city, (who / which) has dozens of neighborhoods.
5. They travel on trains (who / that) run underground.
Circle the correct subject relative pronoun. Then complete each sentence with
your own ideas.
Examples: My mom’s stories, (which / that) are always about our family , are my
favorite.

6. The people (who / which) live in my neighborhood .
7. My favorite book, (who / which) sits on my shelf, .
8. My best friend, (who / that) lives , .
9. The immigrants (who / which) came to this country
10. The homes (who / that) were built a hundred years ago

Name Date
Grammar Adjectival Clauses: Object Relative Pronouns

REMEMBER When a relative pronoun is the object of the adjectival clause, use whom to refer to
people, that (in restrictive clauses) and which (in nonrestrictive clauses) to refer to things, where to refer
to places, when to refer to times, and whose to show possession. Object relative pronouns come at the
beginning of the clause. Be sure to use commas with nonrestrictive clauses.
Example: The Darjeeling Café, where we went for my birthday, has closed down.
Complete the sentences with whom, that, which, where, when, or whose.
Example: The woman whom I met at the play called me.
1. We are staying in Astoria, my friend lives.
2. A visitor can take a tour, volunteers give.
3. The tours usually end at 5:00 p.m., the museum closes.
4. The tour guide I saw earlier is leaving.
Write each pair of sentences as one using the correct object relative pronoun.
Example: The salesclerk was very rude. I waited in her line.

The salesclerk whose line I waited in was very rude.
5. The concert was great. It ended late.
6. I told you about the movie. I saw it last night.

7. Denmark is in northern Europe. I’ve always wanted to go to Denmark.
8. My only brother is graduating tomorrow. You met him last night.

Writing Write a Magazine Article Use with Student Edition pages 202–203.
Complete your own 5Ws chart for a magazine article about an event in your town.
Who?
What?
Where?
When?
Why?

Does the first sentence introduce the topic?
Does the paragraph answer the 5W questions about the topic?
Does the writer grab the reader’s attention with interesting
information?

Is the vocabulary appropriate to the topic?
Are adjectival clauses used correctly?
What changes could be made to improve the article?

Name Date
UNIT
4 Reading 2: “A Tree Grows in Brooklyn”
REMEMBER Setting is the time and place of a story. Authors provide the reader with details to
understand the where and when of the story. Authors may also use a flashback to provide the reader
with more information. A flashback is something that happened at a time earlier than the main story.
Read each excerpt from a story. Write yes if it describes the setting. Write no if it
does not.
Setting?
“What happened here exactly?” the woman asked.
1. It was a scene of complete devastation. There wasn’t a tree

standing in the forest.
2. The man’s face was frozen, like he had seen a ghost.
3. The sun was setting, and a cold wind was starting to blow.
Write one or two sentences describing each setting. Be creative. Use a flashback
where appropriate.
Setting Sentences
an old house Every window in the old house was broken and the yard was
overgrown with weeds. It had once been the finest home on the
boulevard.
4. a city street
5. a time in the future
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Despite his short height, and guidance from his family to try other sports, Ali
could think of nothing other than playing basketball. He was on the court every
spare moment he had. Finally, his parents recognized that when determination like
their son’s occurs, it has to indicate that some things are just meant to be.
definitions.
Example: occurs : happens
1. : advice or recommendation
2. : having a firm purpose
3. : say or do something that shows what you want or intend

to do
4. A lunar eclipse, where the moon is in the earth’s shadow,

twice a year.
5. It was only through her incredible that she was able to succeed.
6. Please that you know the answer by raising your hand.

7. I don’t usually take from others well, but in this case I knew
he was right.
Example: The best guidance I ever got was to find work that makes you happy.
8. A clear sign of determination is .
9. Something that occurs every day at my school is .
10. I often indicate how I feel by .

Name Date
Word Study Homophones Use with Student Edition page 207.
REMEMBER Homophones are words that sound the same but are spelled differently and have
different meanings. For example, I, aye, and eye are homophones. I means “me”; aye means “yes”;
and eye means “the part of your face that you see with.” When you use or read a homophone and are
unsure of its meaning and part of speech, look it up in a dictionary.
Write your own definitions for each pair of homophones in the chart. Then check
your definitions in a dictionary.
Homophones Definitions
Example: ad, add advertisement, to total
1. heir, air
2. bald, bawled
3. barren, baron
4. steel, steal
5. tease, teas
Write definitions for each pair of homophones below. Use a dictionary if necessary.
Then use both words in sentences that show their meanings. You can write a
sentence for each word or use both words in one sentence.
Example: tense, tents nervous; canvas housing structures

The kids feel tense when they are camping in tents and see bears coming!
6. bazaar, bizarre
7. threw, through
8. sighs, size
9. leak, leek

Reading Strategy Summarize Use with Student Edition page 207.
REMEMBER To summarize, find the main ideas and state them in a few short sentences. Leave out
details and focus on the most important points.
Read each passage. Then answer the questions that follow.
There are many ways to travel between the U.S. cities New York and Boston.
You can take the fast train, which takes 3 ½ hours. You can take the bus, which takes
about 4 hours. You can drive in your own car, which takes about 4 hours. You can
take a plane, which takes just 1 hour.
1. Summarize the passage above in one sentence.
2. Which details did you leave out of your summary?
Homes come in all kinds of shapes and sizes. Igloos are homes made of ice and
snow. Log cabins are homes made of wood. Many homes in cities are tall apartment
buildings made of steel and concrete. Whatever type of home a person has, all that
really matters is that it feels safe and warm.
3. Summarize the passage above in one sentence.

4. What details did you leave out of your summary?
5. How can the strategy of summarizing help you to better understand what you read?

1. Francie liked the smell of her library better than the smell of her .
a. house b. church c. school
2. Francie asked the librarian for guidance choosing a book .
a. once a month b. every day c. once a week
3. Francie liked looking at the pottery jug because it changed with the .
a. seasons b. months c. holidays
4. Francie’s favorite setting to read in on Saturdays was .
a. on the branch of b. on the fire-escape c. in the old, shabby library

a tree
5. Francie once started copying a book because she .
a. wanted to have her b. had to write a report c. damaged a library book

own book for school
Write a short paragraph describing what you think Francie will be like when she’s
older. What are some careers she might choose?

Grammar Adjectives and Adjectival Phrases
REMEMBER An adjective or adjectival phrase modifies, or describes, a noun or noun phrase. It

usually comes before the noun it describes or after a linking verb. A prepositional phrase can also
function as an adjective; if follows the adjective it modifies.
Underline the adjective(s) or adjectival phrase in each sentence. Circle the noun or
noun phrase that is modified.
Example: The woman from our office is tall and intelligent.
1. We picked wild mushrooms from the forest.
2. A slim, elegant woman entered the room.
3. The movie about the dog was wonderful.
4. John is a young man full of ideas.
Answer each question using the adjectival phrase in parentheses.
Example: How was the movie? (sad but interesting)
It was sad but interesting.
5. What kind of person is he? (nice, thoughtful)

6. What kind of dancer is she? (talented and graceful)
7. How was the movie? (boring, without much plot)
8. What kind of cheese is this? (goat, from Switzerland)

Name Date
Adverbs and Adverbial Phrases Use with Student Edition page 217.
REMEMBER An adverb or adverbial phrase modifies a verb, an adjective, or another adverb. Many
adverbs that modify verbs are formed by adding -ly to an adjective.
A prepositional phrase can also modify a verb, telling place and time.
Example: She doesn’t usually work at the hospital on Saturdays.
A qualifier is a type of adverb that modifies another adverb or adjective. Adverbs can appear in
numerous places in a sentence, but qualifiers like quite, very, rather, etc. appear before the word they
modify.
Example: He walked rather quickly because he was very happy to see me.
Underline the adverb(s) or adverbial phrase(s) in each sentence. Circle the verb,
adjective, or adverb that is modified.
Example: The girl patiently waited in the car.
1. He politely opened the door.
2. The man walked quickly to the shop.
3. He marched very proudly in the parade.
4. They lived happily in Canada for many years.
Insert the adverb(s) or adverbial phrase(s) correctly into each sentence. More than
one answer may be possible.
gracefully in the moonlight

Example: She danced. (gracefully, in the moonlight)

5. She reacted to the news. (quite calmly)
6. Joan arrived. (finally, at the cafe)
7. Serena buys stamps. (very often, downtown)
8. A tall man entered the room. (rather, quietly)

Writing Write a Plot Summary Use with Student Edition pages 218–219.
Complete your own plot summary chart for a story from a book, film, or television
show you know well.
Characters
Setting
Conflict
Main events
Resolution

Does the paragraph include only the main points?
Does the paragraph describe the characters, the setting, and the
main events of the story?
Does the paragraph explain the main conflict and the resolution of

the story?
Are adjectives and adverbs included?
Are adjectival and adverbial phrases included?

Name Date
UNIT
4 Reading 3:
The Lotus Seed
REMEMBER The speaker of a poem is the character who tells the poem. A symbol is anything that
stands for something else. It has its own meaning, but can also stand for an idea or feeling.
Read each sentence. Write whether it contains a symbol or a line of a poem

narrated by a speaker.
Sense Description
speaker I think you’re like a summer day, / Please listen and I’ll count
the ways
1. We stand watching / leaves falling in autumn
2. The statue represented happiness.
3. Do you remember the smell of evening? / We shared it, smiling
Read the two poems below. Circle the clues that help you determine who the
speaker is. Then write who the speaker is. The first clue has been circled.
When I was ten-and-three We float above waiting,

I’m certain I did see Rumble and light,

A tiny brontosaurus High overhead.
I’m sure it said to me Gather and burst
“I live beneath a certain tree Then tumble and down,
Right here, deep in the forest.” Splatter and splash
Dear grandson, this is true! We pool at your feet
It might happen to you . . . And race down your rivers
4. And dampen your hair.
How else would we meet?
5.

My grandmother removed the ruby ring she was wearing and showed it to me.
She said, “I’m very attached to this ring. It’s very significant to me because it was
my own grandmother’s.” I examined the small, but very beautiful, ring. By my
grandmother’s smile, I could see that the ring was a source of great pleasure for her.
“A ruby can symbolize love,” she said.
definitions.
Example: examined : observed carefully
1. : represent a quality or feeling
2. : emotionally connected to
3. : important
4. On the American flag, the stars the 50 states.
5. Solar energy is a source of power in my country.
6. The puppies were to their mother right away.
7. I the book closely to make sure it was mine.

Example: Children grow very attached to their pets .
8. Doves often symbolize .
9. The doctor examined .
10. A significant part of my diet is .

Name Date
Word Study Spelling Long o Use with Student Edition page 223.
REMEMBER The long o sound can be spelled several different ways. These include o as in cold, oa
as in roast, o_e as in bone, and ow as in show. Knowing these sound-spelling relationships will help
you spell and say words with long o correctly.
the chart.
pagoda moan swallow zone toast snow

aglow loaf hello vote ago telephone
Words with long o Words with long o Words with long o Words with long o
spelled o spelled oa spelled o_e spelled ow
pagoda
For each word below, write the letter or letters that stand for the long o sound.
Example: colt long o spelled o

1. boast
2. hold
3. strove
4. row
5. float
6. unknown
7. grown
8. nowhere
9. tone

Reading Strategy Analyze Text Structure
REMEMBER When you read, analyze text structure by studying the way the parts of a text are
arranged. Remember that poems and plays have a special text structure. They are arranged in lines and
groups of lines called stanzas. Narrative poems are written in verse. Punctuation doesn’t always follow
the same rules in poetry as it does in other types of text.
Read each passage below. Then answer the questions that follow each passage.
Every day
In every way
I try to grow
Strong and proud
1. What is the text structure of the passage above?
2. Are there rhyming lines in the passage above? If so, what are they?
KIM: We have to solve the mystery!

JUAN: I told you already. It’s too dangerous!
KIM: If we don’t solve it, who will?
JUAN: Promise me that one day you’ll stop dragging me into your adventures!
KIM: Does that mean you’ll help me solve the mystery?
JUAN: I guess I have no choice.

3. What is the text structure of the passage above?
4. What do the words in bold represent in this text structure?
5. How can the strategy of analyzing text structure help you become a better reader?

1. The speaker’s grandmother takes the lotus seed in order to .
a. give it to her b. remember the emperor c. remember Vietnam

grandchildren
2. When the grandmother’s family left the country, she .
a. took the lotus seed b. took her hair combs c. took water from the
River of Perfume
3. For the grandmother, the lotus seed symbolizes .
a. a new life in the b. the old ways in c. the Vietnam War

United States Vietnam
4. When Bà sees the lotus blossom growing in her garden, she feels .
a. remorse b. anger c. hope
5. The seed allows the speaker to .
a. connect her life to her b. plant her own garden c. see the golden
grandmother’s life dragon throne
in Vietnam of the emperor
In The Lotus Seed, the seed acts as a symbol for the grandmother. Think of your
own family and your heritage. What symbol would you choose to represent your
memories and traditions? Write a short paragraph describing this symbol.

Grammar Adverbial Clauses of Time Use with Student Edition page 230.
REMEMBER Adverbial clauses of time are subordinate, or dependent, clauses that express
when and are used with a main, or independent clause. Adverbial clauses begin with subordinating
conjunctions (after, before, when, while, as soon as, by the time, until, whenever). Each of these
shows a different time order. For example, as soon as and by the time imply that the action in the
adverbial clause must be finished before the second action can happen. Until implies an action in the
future. When is often used with a clause in the simple form; while is often used with a clause in the
progressive form.
Underline the adverbial clause in each sentence. Circle the subordinating

conjunction.
Example: We went out to dinner when my father got home.
1. Whenever my aunt visits, we get presents.

2. I plan to be a doctor after I graduate.
3. As soon as you know the answer, raise your hand.
4. You can’t go until you finish your homework.
5. The caterpillar will turn into a butterfly by the time it matures.
Complete the sentences with information about yourself.
Example: I usually read a book whenever it rains.
6. When we don’t have school, .
7. after school lets out for summer.

8. As soon as I save enough money, .
9. By the time I’m 25, .
10. while I was doing my homework.

Name Date
Adverbial Clauses of Purpose, Reason, and Contrast

REMEMBER An adverbial clause, like other adverbs, can modify the action of a sentence. To express
the purpose of an action, use the subordinating conjunctions in order that or so that. To express the
reason for an action, use because, since, or as. To contrast two actions, use although, even though, or
though.
When an adverbial clause begins a sentence, it is followed by a comma.
Underline the adverbial clause in each sentence. Write whether it is an adverbial

clause of purpose, reason, or contrast.
Example: He couldn’t swim since it was winter. reason
1. Although he enjoyed his vacation, he was ready to go home.
2. Marty built a tree house so that he would have his own private place.
3. As it was almost noon, the teacher postponed our test.
4. In order that we could leave early, my father left work at three.
Combine the pairs of sentences with an appropriate subordinating conjunction.

More than one answer is possible.
Example: Ariana came home early. She was having a good time.
Ariana came home early even though she was having a good time.
5. I joined the soccer team. I could get into shape.

6. Jessica took off her sweater. It was warm inside the house.
7. He likes sports cars. He likes to drive fast.
8. School usually begins in September. This year, it began in August.

Writing Write a Response to Literature
Complete your own idea web for a response to a story or another piece of
literature.
Clear idea
Detail or example Detail or example
Detail or example

Does the paragraph explain the main idea of the story or poem?
Does the paragraph explain how the main idea is developed
through the details of the story or poem?
Are the statements supported with evidence from the text?
Is the paragraph clearly organized?
Are adverbial clauses of time used correctly?
Are adverbial clauses of purpose, reason, and contrast used
correctly?

Name Date
I.
A.
B.
II.
A.
B.
III.
A.
B.
IV.
A.
B.
V.
A.
B.

Was the essay clearly organized?
Was the information interesting?
Did I understand the topic better after reading it?
Did the first paragraph introduce the topic?
Did the concluding paragraph sum up the main points?



flashback exhibit benefit attached
setting inspector community examined
speaker mission immigrants significant
symbol neighborhood incentive symbolize
preserved determination
tenement guidance
indicate
occurs
Skills I can . . .
spell words with silent letters.
Word Study recognize and use homophones.
recognize and spell words with long o.
Reading use visuals.

Strategies summarize.
analyze text structure.
use subject and object relative pronouns in adjectival clauses.
Grammar use adjectives and adjectival phrases.
use adverbs and adverbial phrases.

use adverbial clauses of time, purpose, reason, and contrast.
write a magazine article.
Writing write a plot summary.
write a response to a piece of literature.

Name Date
Test Preparation
Test 1
DIRECTIONS
Coming Home
1 Natalia and her family had a terrific vacation. Visiting family in
Colombia is always fun. Natalia played with cousins she had not
seen in years.
2 The long plane ride home made Natalia tired. Her little sister
Anna whined and cried. Mother tried to quiet her. Father gave Anna
candy. Nothing worked.
3 Anna curled up against Natalia’s shoulder. Natalia talked softly
to the girl. She told Anna that she should fall asleep. If she did, she
could dream about home. Anna could play with her friends. She
could play with her toys. Anna could dream of lying in bed with
Natalia in their own bedroom.
4 All the talking made Natalia very sleepy. She drifted off, still
holding Anna’s hand. She had sweet dreams. Soon she heard Anna
calling her name. They were finally home.
1 According to the passage, Natalia visited .
A her parents and sister
B cousins at the airport
C family in Colombia
D friends back home
2 In the selection, what does drifted off mean?

A floated away
B landed softly
C flew away
D fell asleep
Test Preparation 123
M04_NKS_WB_L08_33795_TP.indd 123 1/11/19 6:09 PM

Test 2
DIRECTIONS
Mammals
1 Mammals are animals that produce living young, feed their babies milk,
and breathe using lungs. Humans, lions, and bears are examples of mammals.
Most mammals make their home on land. For example, lions live in prairies,
plains, and savannah grasslands. These large areas of land are covered with
grasses and have very few trees or shrubs. Bears live in forests and woods.
Some mammals, like whales and dolphins, make their home in water. They
can be found in oceans around the world.
2 All mammals have fur or hair to keep them warm and protect their bodies.
The amount of hair or fur they have depends on the climate of their home.
Mammals that live in cold weather, such as polar bears, usually have a lot of
fur or hair to keep them warm. Mammals that live in warmer climates often
do not have as much hair because it takes less to keep their bodies warm.
Elephants, whales, and humans are examples of mammals that don’t have a
lot of hair. In fact, whales have hair only on their face.
1 What is paragraph 1 mainly about? 3 In paragraph 2, what word or words

A Where mammals live help the reader know what climate
B Where lions live means?
C Where whales live A fur or hair
D Where bears live B cold weather
C their home
2 How did the author organize this article? D polar bears

A The article defines mammals and
explains why mammals have fur or 4 Why do elephants have less hair
hair. than polar bears?
B The article explains why mammals A They live in a cold climate.
live on land and water. Then the B They live on the plains.
article describes why mammals have C They do not need to keep warm.
different amounts of hair. D They live in a warm climate.
C The article defines mammals,
describes where they live, and explains
why mammals have different amounts
of hair.
D The article compares and contrasts
different kinds of mammals.
124 Test Preparation

Name Date
Test 3
DIRECTIONS
Taro and the Sea Dragon’s Palace

1 Many years ago in a small village by the Sea of Japan, there lived a poor
young fisherman named Taro Urashima. One day, Taro noticed some boys
teasing a baby sea turtle with sticks and stones. Taro felt sorry for the turtle,
so he rescued it and put it back into the ocean.
2 Some time later when Taro was fishing, a giant sea turtle emerged from
the water. Taro was startled when he saw the turtle rise up from the ocean.
The turtle thanked Taro for rescuing him and offered to take him to the Sea
Dragon’s Palace at the bottom of the sea so that Princess Oto might thank
him, too. Never having seen the bottom of the sea, Taro agreed. He jumped
onto the turtle’s back, and they went deep into the ocean.
3 Taro and the turtle arrived at an enormous golden palace. The beautiful
Princess Oto welcomed Taro inside. She had prepared a great feast with the
most delicious food Taro had ever tasted. After dinner, the princess asked if
Taro would like to stay at the palace. Taro agreed, and each day thereafter
was filled with wonders and riches.
4 After some time, Taro began to feel homesick. The princess wept when he
told her this, but Taro was determined to return home. As a parting gift, the
princess gave Taro a jeweled box. She told him to always keep it with him but
never to open it.
5 When Taro arrived back at his village, he didn’t recognize any of the
people. When he went to his parents’ house, it wasn’t there. He asked an old
woman where the Urashima family could be found. She laughed and said
the Urashima family had been gone for over a hundred years.
6 Sitting by the sea, very sad and confused, Taro looked at the box Princess
Oto had given him. Forgetting her warning, he opened it. A huge cloud of
green smoke came out. When the smoke cleared, Taro was an old man. He
had been at the Sea Dragon’s Palace for many, many years.

1 Which sentence from the selection 4 The reader can conclude that before
shows that Taro is kind? Taro opened the box —
A After some time, Taro began to feel A he thought the box would help
homesick. him find his family
B He jumped onto the turtle’s back, B he looked the same as the day he
and then went deep into the ocean. went into the sea
C Taro felt sorry for the turtle, so he C he wanted to return to the
rescued it and put it back into the golden palace
ocean. D he wanted to find out where his
D One day, Taro noticed some boys family had gone
teasing a baby sea turtle with sticks
and stones. 5 In paragraph 2, the phrase “Never
having seen the bottom of the sea”
2 Paragraph 5 is mainly about — tells the reader that Taro —
A how the village changed while A is afraid of the ocean
Taro was in the sea B likes to visit new places
B how the village had grown while C has not been to the ocean before
Taro was in the sea D does not like visiting new places
C how the old lady reacted to Taro
D where Taro’s family home had
gone
3 In paragraph 2, what words help the

reader know what emerged means?
A was startled
B was fishing
C rise up
D some time later

Name Date

Learning to Look
Look at Camas para Sueños by Carmen Lomas Garza on page 244 in your student
book. Use that artwork to complete the web diagram below. For each “string” in
the diagram, write a detail that you see. State facts, not opinions.
The mother wears an apron. Camas para Sueños

Carmen Lomas Garza

Interpretation
Look at The Ocean Is the Dragon’s World by Hung Liu on page 245 of your student
book. What title would you give Hung Liu’s painting?
Example: I would call this painting The Great Empress because it shows a
royal Chinese woman.
Write your title and explain why you chose it.
Compare & Contrast
Look at The Ocean Is the Dragon’s World and Camas para Sueños again. Write three
details about the woman in The Ocean Is the Dragon’s World.
Example: The woman has very long fingernails.
1.
2.
3.
Write three details about the mother in Camas para Sueños.
4.

5.
6.
How are the two figures similar?
How are the two figures different?

Name Date
UNIT
What is the human spirit?
5 Reading 1: “Alone on a Raft”
Write each Key Word in the box next to its definition.
conditions experiences fortunately incredible rescued survive
Example: rescued : saved from a dangerous situation
1. : things you do, or happen to you
2. : very good, or hard to believe
3. : continue living
4. : circumstances or state of something
5. : luckily; by good fortune
6. It is very difficult to in the desert without water.
7. The weather were so bad that it was impossible to travel.
8. My father found a ladder and the kitten from the tree.
9. , everyone was able to finish the race before it started raining.

10. Both good and bad shape our lives.
11. C
limbing Mount Everest was one of the most experiences of
her life.

A trade union is a group of workers who bargain together to improve their wages,
benefits, and working conditions. The idea behind a union is that workers who stand
together have a stronger impact. One of the best-known unions is The American
Federation of Labor. It was founded in 1886 by Samuel Gompers. Its first aim was to
protect the safety of workers who performed manual labor. Gompers’ persistence led
to better pay, shorter hours, and more job security for all union members.
Write the letter of the correct definition next to each Academic Word.
Example: c remarkable
1. aspect a. one part of something that has many parts
2. persistence b. determination to do something even though it is difficult

or other people oppose it
3. impact c. amazing and worthy of attention
d. effect that an event or situation has on someone or

something
4. “Alone on a Raft” is a story of survival.
5. The speech had a great on everyone who

heard it.

6. Which of the story did you find most interesting?
7. He didn’t know the answer right away, but with his ,

he finally got it.
Example: Students who show great persistence often do well in school .

8. The last experience that had a great impact on me was
.
9. One of the most remarkable things I’ve ever seen was

.
10. For me, the most difficult aspect of English is .


Name Date
Word Study Capitalization Use with Student Edition page 251.
REMEMBER Capitalize the word I, the first letter of the first word in a sentence, all proper nouns,
names, and titles of people. Also capitalize geographical terms (and streets, cities, states, countries,
continents), historical events (eras, calendar items), and the names of ethnic groups, national groups,
and languages.
Look at the chart below. Capitalize each word correctly. Write the correct word in
the chart. Then write the rule.
Incorrect Capitalization Correct Capitalization Rule

Today i walk the dog. I Capitalize I.
1. The moon is full tonight.
2. My father is dr. lee.
3. We visit the grand canyon.
4. Tomorrow is new year’s eve.
5. Risa studies spanish.
Look at the sentences below. Write corrected sentences on the lines.
Example: a new chinese restaurant opened on main street.

A new Chinese restaurant opened on Main Street.
6. the red cross, a health group, went to haiti where many people speak french.
7. we study the european renaissance and enlightenment in mr. smith’s class.
8. i live at 22 vine avenue in london, england.
9. the empire state building and the statue of liberty are located in new york city.
10. my birthday is on the fourth monday in april, the same as earth day.

Reading Strategy Identify Main Idea and Details
REMEMBER When you read, identify the main idea and details. The main idea is the most important
idea in the text. The details are pieces of information that support the main idea. The main idea may be
at the beginning, in the middle, or at the end of a paragraph.
Read the paragraph and answer the questions below.
Don’t panic if you realize you are lost. Find or build a shelter before nightfall. Gather
wood and light a fire. Take inventory of everything that you have with you. These are a
few survival tips if you get lost in the wilderness.
1. In what sentence is the main idea of the paragraph?
2. What is the main idea of the paragraph?
3. How many details are provided that support the main idea? What are they?
4. How can the strategy of identifying the main idea and details help you become a
better reader?

1. Conditions for workers on merchant ships were on passenger ships.
a. better than b. worse than c. about the same as
2. The Ben Lomond was sunk by a submarine.
a. Chinese b. German c. British
3. A helped Poon Lim survive immediately after the sinking.
a. life jacket b. canvas roof c. life raft
4. Poon Lim spent about months on his raft.
a. 4 b. 3 c. 2
5. After his rescue, Poon Lim eventually moved to .
a. Brazil b. the United States c. England
We read about many of the challenges Poon Lim faced in this remarkable survival
story. Write a paragraph about some of the other challenges you imagine he faced
that weren’t mentioned in the story.

Grammar Inseparable Phrasal Verbs Use with Student Edition page 260.
REMEMBER A phrasal verb is made up of a verb and one or more prepositions. The meaning of a
phrasal verb differs from the meaning of the original verb.
Example: I try to work out at the gym every day. Work means to labor, but the phrasal verb work out
means to exercise.
When a phrasal verb is inseparable, a noun or pronoun cannot be placed between the verb and the
preposition that follows it.
Example: She dropped out of the race.
Notice that the race must follow the phrasal verb dropped out of.
Underline the phrasal verb in each sentence below.
Example: My mother works out every day.
1. He got into the back seat of the car.
2. She was not feeling well, and yesterday she came down with a cold.
3. When you are walking, hold on to the handrail so that you do not fall.
4. We went over our tests in class so we could see our mistakes.
5. It was hard to catch up with Cyrus. He ran very fast.
Read the definitions of each phrasal verb in parentheses. Then write a sentence
with the phrasal verb. (Some phrasal verbs have more than one meaning. Use the
meaning that is given here.)
Example: (wait up for = stay awake until someone arrives)

Whenever I go out in the evening, my mother waits up for me.

6. (look after = take care of someone)
7. (come across = find something accidentally or unexpectedly)
8. (not give in = not stop fighting)

Name Date
Separable Phrasal Verbs Use with Student Edition page 261.
REMEMBER When a phrasal verb is separable, the object can either follow the preposition or come
between the verb and preposition. When the object is a pronoun, it must come between the verb and
preposition.
Examples: Please bring back your library book. Please bring it back.
Circle the best definition for each underlined separable phrasal verb.
Example: She called the party off. She was sick.
a. canceled b. held
1. The teacher gave our tests back.
a. took b. returned
2. Can I get back my book? I’d really like to read it.
a. give b. receive
3. Brett has set up a website where you can see his photos.
a. closed b. arranged
4. She turned off the TV.
a. started b. stopped
Rewrite the sentences in the exercise above, placing the object either between the
preposition and the verb or after the preposition.
Example: She called off the party.

5.
6.
7.
8.

Writing Write a Letter to the Editor
Complete your own graphic organizer for an issue you feel strongly about in your
school or community. Start by listing your main idea. Next, write a topic sentence
that expresses your main idea. Finally, list as many details as you can that support
the main idea.
Main Idea:
Topic Sentence:
Detail: Detail: Detail:

Does your topic sentence clearly express your main idea?
Do your details support your main idea?
Will your topic sentence and details help your reader understand
the key points you are trying to make?

Name Date
UNIT
5 Reading 2: From “Three Letters: A Play in One Act”
REMEMBER A drama is a play that is performed by actors. It consists of dialogue and stage
directions. Stage directions describe the action and environment onstage. They are often printed in
italics or brackets.
Read each sentence in the chart. Imagine that you are reading a drama. Write
stage directions if you think the sentence is part of the drama’s stage direction.
Write dialogue if you think the sentence is part of the drama’s dialogue.
Dialogue or Stage Directions? Description

stage directions Paula held the jewel up to the light.
1. What do you mean by that?
2. I think it’s time I should be leaving.
3. There’s a loud noise outside the window.
Read the following excerpt from a play.
MIKE: [angrily] Give it back, Ty! I’m warning you.

TY: Mike, you know I didn’t take Ana’s letter. [Sighing] I would never do that.
[Ty reaches out a hand to Mike, who refuses to take it.]
MIKE: Well if you didn’t take it, who did? The cat?
[Ty’s cat walks across the stage in a purple spotlight. They watch it go.]
TY: Somehow I doubt it, Mike.
[After a moment they both smile.]
4. Underline the names of the speakers, and circle the stage directions.
5. Write two more lines of dialogue for the scene between Mike and Ty.

Our school has a student handbook for new students. The handbook has
information about the school and lists regulations that students must obey. It also
lists rules about how to behave when entering and leaving school. For example,
we are not supposed to make noise in front of the school, as this would disturb the
occupants of the apartment building next door. Though the handbook contains a
lot of information, it has assisted many new students in adjusting to our school. You
can correspond with the school, and we’ll be happy to send you a copy.
definitions.
Example: regulations : official rules or orders

1. : helped someone
2. : communicate in written form
3. : people who live in a building, room, etc.
4. Nowadays, people often electronically rather than on paper.
5. The tutor me with my homework.
6. The of the apartment weren’t home when we visited.

7. In the lab, it’s important to follow safety so you don’t
get hurt.
Example: The older students have assisted the incoming students .
8. Some people like to correspond because .
9. The occupants of my home are .
10. In my school there are important regulations to follow, such as

.

Name Date
Word Study Antonyms Use with Student Edition page 267.
REMEMBER Antonyms are words that have opposite or nearly opposite meanings. For example, near
is an antonym for far. Learning antonyms helps you express your exact meaning and figure out the
meaning of words you do not know.
Look at the chart below. Write an antonym for each word. Use a thesaurus or a
dictionary if needed.
Words Antonym
ending beginning
1. friend
2. distant
3. optimistic
4. defeat
5. agitated
Look at the chart below. Write an antonym for each word. Then write a sentence
using the antonym. Use a thesaurus or a dictionary if needed.
Word Antonym Sentence

courageous cowardly The cowardly lion ran from the mouse.
6. expensive
7. early
8. succeed
9. generous
10. enormous

Reading Strategy Read Aloud
REMEMBER Learning to read aloud brings a story and characters to life.
Read each passage. Then answer the questions.
Lucy: Remember when we had that big fight?

Jenna: I’m sorry about that. I didn’t mean those things I said.
Lucy: I forgive you, because it’s important to forgive your friends, right?
Jenna: Right!
Lucy: Then I hope you’ll forgive me, because I just crashed your bike.
1. If you were reading Jenna’s first line, what emotion would you show?
2. If you were reading Lucy’s last line, what emotion would you show?
Papa: You can’t go to the party and that’s final.

Julio: But you said I could go!
Papa: That’s before I found out that the party is 100 miles away!
Julio: That’s so unfair!
3. If you were reading Papa’s lines, what emotion would be in your voice?
4. How does the punctuation in this passage help you to know how to read Julio’s Copyright © 2019 Pearson Education, Inc.
lines?
5. How do you think the strategy of reading aloud with expression will make you a
better reader?

1. The Ito family is living in a .
a. barracks b. house c. barn
2. The family used to grow .
a. tea b. strawberries c. tomatoes
3. The first letter in the play tells the Ito family that they have lost their .
a. house b. son c. farmland
4. Louise’s brother George is a(n) .
a. soldier b. MP c. doctor
5. Yoshiko changes her mind about going to .
a. the post office b. the garden c. the jazz concert
The Ito family was forced to leave their farm in California during World War II and
live in an internment camp. They lived in a barracks with many other families.
They couldn’t leave the camp and had many rules to follow. There were soldiers
and guard towers. Try to imagine living in those conditions. In the space below,
write a short paragraph describing how that might feel.

Grammar Present Past Perfect Use with Student Edition page 278.
REMEMBER Use the present perfect to describe an action that began in the past and continues into
the present. The present perfect is formed with have or has + the past participle of a verb. Use the past
perfect to tell about events that happened at an unspecified time in the past. When the simple past
is used with the past perfect, the clause in the past perfect tells about the event that happened first.
Form the past perfect with had + the past participle. When for is used with the present or past perfect,
it specifies how long an activity has or had been going on. When since is used with the present or
past perfect, it specifies the exact point in time when an activity began. Use adverbs such as just, yet,
already, ever, before, and never to show different time orders.
Circle the correct word to complete each sentence.
Example: I can watch TV now. I (have / had) finished my homework.
1. We’ve lived here (for / since) 2017.
2. He (has / had) eaten dinner before he went to the party.
3. She had worked there (for / since) three years when she changed jobs.
4. Have you (ever / before) visited France?
5. She called her mother after the movie (has / had) finished.
Answer each question with information about yourself, using the present or past
perfect.
Example: How long have you studied English? I’ve studied English for two years .
6. Where had you studied before you came to this school?
.

7. What are some interesting places that you’ve visited?
.
8. What had you already done today before you came to class?
.

Name Date
Factual and Unreal Conditionals Use with Student Edition page 279.
REMEMBER A conditional sentence has an if-clause that presents a condition and a result clause
that tells what may or may not happen if the condition is met. Look at the examples.
Present Factual: The condition may be true in If a disease spreads, people get sick.
the present. When a storm hits, we stay indoors.
Future Factual: The condition may be true in

If your house floods, where will you go?
the future.
Present Unreal: The condition is not true in the If he didn’t enlist, he was afraid of what would
present. happen to his family.
Past Unreal: The condition was not true in the If he hadn’t been a translator, he would have
past. had to go to the front.
Complete the conditional sentences with the correct form of the verb in
parentheses.
Example: If you come with me, we 'll have (have) a good time.
1. When it’s cold, she (wear) a hat.
2. If he hadn’t lost his keys, he (pick) us up.
3. If I (study) all the time, I would fail this class.
4. What would happen if you (stay) out all night?
5. If we hadn’t met at that party, we (be) friends now.

6. What do you think you (do) when you graduate?
7. If you give him money, he (spend) it.
8. If he (cause) so much trouble, I would invite him to the party.

Writing Write a Persuasive Paragraph
Complete your own pros-and-cons chart for a paragraph on an issue you feel
strongly about.
Pros Cons


Is the main issue clearly presented?
Is the writer’s opinion clearly stated?
Does the writer give supporting reasons for this opinion?
Are both sides of the argument presented?
Does the writer give reasons for disagreeing with the opposing
arguments?
Are present perfect and present perfect progressive used correctly?

Name Date
UNIT
5 Reading 3: “A Place in the World”
REMEMBER A dialogue is a conversation between characters. Dialogue is shown with quotation

marks. Quotation marks let you know which character is speaking and how the dialogue should be
read. The theme is a central message in a story. Usually it is not stated directly. You must decide
what the theme is by looking closely at the work.
Read each sentence below. If a sentence contains dialogue, write yes in the space
provided. If a sentence does not contain dialogue, write no in the space provided.
Dialogue? Sentence
yes Darrell said, “You should come to dinner with Jen and me.”
1. “I’ve been listening to this song all day,” she said, grinning.
2. We told them we would show up later in the evening.
3. It’s always been easy for her.
4. I responded, “I don’t think it exists.”
Read the dialogue below. Answer the question below.
“How are you doing?” Sarah asked, sitting beside Leah.

“Not great!” Leah replied. “I haven’t finished my work and it’s so late.” She sighed.
Sarah smiled helpfully. “Would you like me to stay up a while with you?” she asked.
Leah beamed back. “Thanks, I really could use some help.”
“Excellent!” Sarah said. “I’ll make cocoa.”
5. What is one theme of the passage above?

A very important tradition in my family is getting together for the holidays.

Even though I live far away, my mother says that it’s crucial I attend. This year,
unfortunately, my city was hit with a terrible snowstorm and I was unable to travel.
My mother said they would alter their plans and wait until I could attend, but I
insisted they proceed as planned. “Well, okay,” she finally agreed, “but it just won’t
be the same without you.”
Example: alter : to make or cause a change
1. : move forward or continue
2. : a belief or custom that has existed for a long time
3. : critical or extremely important
4. Maintaining the quality of our products is for our success.
5. Circumstances have changed so we need to some of our plans.
6. Honestly, I’m not quite sure how we should .
7. In some families, it’s a to give thanks before each meal.
Example: Some animals are able to alter their appearance .

8. is crucial for maintaining good health.

9. We’ve decided to proceed with .
10. My favorite family tradition is .

Name Date
Word Study Words Ending with Consonant + -le, -al, -el

REMEMBER In English, many words end with a consonant and -le as in thimble, -al as in mental, or
-el as in gavel. There are no rules for spelling these words, so it’s best to memorize the spelling
for each.
the chart.
tickle lapel rental sample

corral dispel hotel example oriental
Consonant + -le Consonant + -al Consonant + -el

tickle
Underline the two-word letter pattern at the end of each word below. Then write a
sentence using the word. Use a dictionary if needed.
Examples: divisible Four, six, and eight are divisible by two.

1. pickle
2. canal
3. capital
4. novel
5. sentimental
6. camel
7. candle

Reading Strategy Make Inferences
REMEMBER Drawing inferences helps you figure out information that an author does not give
directly. As you read, think about the characters and the setting, as well as your own experiences.
Read each paragraph and answer the questions that follow.
When Libby’s dad signed her up for the swim club, she was angry. The first day, she
could swim only two laps, while kids half her age swam for hours without getting
tired. But after the first month, she could swim twenty laps without stopping. When
Libby told her dad that the coach wanted her to join a swim meet, he was surprised by
her reaction.
1. What can you infer about Libby’s reaction from the passage above?
2. What event from your own experience has helped you understand Libby’s feelings?
Dan and Evan had been best friends since second grade, even though they were
complete opposites. Dan loved sports. He played baseball, soccer, lacrosse, and
football. Evan dreamed of being a famous movie director. Then Carlos moved into the
house between the two boys. Carlos loved movies just as much as Evan did.

3. What can you infer about how Carlos’ arrival may affect the friendship between Dan
and Evan?
4. What event or knowledge from your own experience helped you to make an
inference about the passage?
5. How do you think drawing inferences can help you to understand what you read
better?

1. The name of the hurricane was _____.
a. Imelda b. Rose c. Miguel
2. Mrs. Moreno’s kiosk was special because it _____.
a. was in the best location in town b. had the lowest-priced

products
c. was a tradition in the community
3. Mrs. Moreno loaned Miguel _____.
a. a power cable b. a binder clip c. a packet of graph paper
4. Miguel’s idea was to _____.
a. rebuild Mrs. Moreno’s kiosk b. help Mrs. Moreno get a store
c. raise money to buy a new kiosk
5. Miguel painted _____ on the back of the kiosk.

a. “Thank You!” b. the kiosk’s name c. a smiley face
Imagine the scene at the end of “A Place in the World” when Mrs. Moreno sees her
rebuilt kiosk for the first time. What does the kiosk look like? Who is there? How
do the people feel? Draw a picture of the scene in the space below.

Grammar Quoted Speech and Reported Speech
REMEMBER Use quotation marks (“ “) and a comma (,) to separate direct, or quoted, speech from
the phrase that identifies the speaker. Reported speech does not use quotation marks and may be a
paraphrase of the person’s exact words. The verb form usually changes.
Change the sentences from quoted speech to reported speech, or from reported
speech to quoted speech.
Example: “We can all help her,” he said. He said (that) they could all help her .
1. She said that it was too expensive.
2. “Are you OK?” he asked.
3. They said (that) they weren’t coming.
4. “The storm destroyed everything,” she said.
5. He said (that) he could take me.
6. “I don’t know where my keys are,” my father said.
7. She answered (that) she really appreciated it. Copyright © 2019 Pearson Education, Inc.
8. “Can you come to the party?” Emery asked.

Name Date
Present Perfect Progressive Use with Student Edition page 297.
REMEMBER Use the present perfect progressive to emphasize the duration of an action that was in
progress in the past and may continue into the present. For, since, and the phrases all morning, all day
long, etc., signal the present perfect progressive. Form the present perfect progressive with has or have
+ been + the present participle.
Example: He has been studying all morning. (He is still studying or he has just finished.)
Complete the sentences with the present perfect progressive form of the verb in
parentheses. Then write whether the action continues or is completed.
Example: He has been working (work) in this company since 1999.

continues
1. I (wait) for you since two o’clock. What took you

so long?
2. Marta (live) in Kiev since 2001.
3. He’s tired because he (play) handball for two

hours.
4. We (look) for the exit for an hour and still

haven’t found it.
5. How long she (work) in

the garden? It’s getting hot.
6. It (snow) for hours and is still coming down.

7. They (talk) for the last hour.
8. What you (do) for the last

20 minutes?
9. Jim (teach) at the school for the last three years.
10. I (exercise) a lot lately.

Writing Write a Review Use with Student Edition pages 298–299.
Complete your own idea web for a review of a book, play, or film.
Opinion
Reasons
Example Example

Does the paragraph include the main points of the film or book?
Is the writer’s opinion clearly stated?
Is the writer’s opinion supported with details and examples?
Is punctuation used correctly?
Is reported speech used correctly?

Name Date
Pros Cons

Was the writer’s opinion clearly presented?
Was the opinion supported with details and facts?
Did the writer present both sides of the argument?
Did the writer give reasons for not agreeing with the opposing
position?
Did the concluding paragraph sum up the main points in a

memorable way?


drama conditions aspect
stage directions experiences impact
dialogue fortunately persistence
theme incredible remarkable
rescued assisted
survive correspond
occupants
regulations
altered
crucial
proceed
tradition
Skills I can . . .
recognize and spell capitalized words.
Word Study recognize and spell words ending with consonant + -le, -al, and -el.
recognize antonyms.
make inferences.
Reading
read aloud.
Strategies
identify the main idea and details.

use inseparable and separable phrasal verbs.
use quoted speech and reported speech.
Grammar use the present perfect progressive.
use the present and past perfect.
use factual and unreal conditionals.
write a persuasive paragraph.

Writing write a letter to the editor.
write a review.

Name Date
Test Preparation
Test 1
DIRECTIONS
Read this selection. Then choose the best word to complete
the sentences.
History Report
Today students are reading about what they will need to do to complete a
report for a history class. The selection below is about preparing to present
the report.
1 After you have finished your research, you are ready to create note
cards. You will use the note cards to remind you of the information
you found. This lets you talk about your 1 , instead of reading the
entire report. This makes your presentation more interesting to
listen to.
2 The note cards should each give an important fact about this 2
in history. Add details about the fact on the card. Do not write in
complete sentences. Just write phrases that will remind you of what
to say.
3 After you write all of your note cards, put them in order. You can
group your cards by 3 ideas, or you can put them in time order.
Make sure that the grouping of the ideas will make sense to your
audience.
4 Practice giving your report more than once. You should speak
for five minutes. If you cannot speak that long, you need more
information in your report. If you do not know what to say about
a fact, add more details to your note cards. Ask friends or adults
to listen to your presentation. Then let them tell you if anything
was 4 .
1 A person 3 A similar
B project B interesting
C present C faithful
D public D concerned
2 A group 4 A undone
B alarm B unclear
C watch C unopened
D period D untied
M05_NKS_WB_L08_33795_TP.indd 155 1/11/19 3:05 AM

Test 2
DIRECTIONS
The Photographs of Dorothea Lange

1 Dorothea Lange’s photographs help us see the world she saw. Lange
photographed the world of everyday people with compassion and dedication.
She showed how these people dealt with the problems they faced. Her
depiction of ordinary people in difficult times has helped us understand the
history of the United States.
2 She is especially known for her work during the Great Depression. She
captured on film families escaping from Dust Bowl farms and migrating west
in search of work. Her best-known picture, titled “Migrant Mother,” shows a
woman who kept her family alive on frozen vegetables taken from the field
and birds captured by her children.
3 During World War II, Lange’s work showed the effects of the war on the
home front. She photographed the internment camps where Japanese
Americans were relocated and held during the war. She showed workers,
including women and minorities, at California shipyards.
4 Thanks to Lange’s photographs, we can see today what she saw years ago;
we can look directly at the human spirit of the past. More importantly, her
vision helps us see our present-day world more clearly. As Lange said, “The
camera is an instrument that teaches people how to see without a camera.”
1 In paragraph 1, what words help the 3 According to the article, what was one
reader know what depiction means? effect of World War II?
A she showed A farmers migrating west

B the problems B people searching for work
C faced C Japanese internment camps
D compassion D migrating mothers
2 Which sentence is an opinion? 4 The article suggests that because of

A She photographed the internment Lange’s photographs —
camps where Japanese Americans were A people can appreciate how hard life
relocated and held during the war. is today
B During World War II, Lange’s work B people today can understand
showed the effects of the war on the how people of the past survived
home front. difficulties
C More importantly, her vision helps us see C people should use a camera in
our present-day world more clearly. order to understand the past
D She captured on film families escaping D photographers will continue to
from Dust Bowl farms and migrating take pictures of events in history
west in search of work.

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Test 3
DIRECTIONS
Roberto Clemente
1 Roberto Clemente was born in Puerto Rico in 1934. He was the youngest of
seven children. As a child, Roberto loved playing baseball. Because his family
didn’t have much money, he used tree branches for bats. To make baseballs,
he wrapped old golf balls in string and tape.
2 While in high school, Clemente began playing for a professional baseball
team in Puerto Rico. Soon, the Los Angeles Dodgers spotted him and hired
him to play for a minor league team. One year later, the Pittsburgh Pirates
asked him to play for the major leagues. He played right field for the Pirates for
eighteen years. During that time he won twelve Golden Glove awards and was
voted Most Valuable Player.
3 Though Clemente spoke English, it was not perfect, and sports writers
sometimes made fun of him. However, he was proud of his heritage. He did
not let the sports writers make him feel ashamed of his traditions and history.
He was also determined to help other native Spanish speakers. He helped
many young Spanish-speaking baseball players and held baseball clinics for
children in Puerto Rico.
4 In 1972, three strong earthquakes hit Nicaragua, killing thousands of
people and leaving many homeless. Clemente and four others decided to
help the victims by flying a plane to Nicaragua filled with medicine and
supplies. His wife begged him not to go because she thought the trip was too
dangerous. Unfortunately, she was right. The plane crashed into the ocean,
killing all those on board.

5 After his death, Clemente became the first native Spanish speaker to be
elected to the Baseball Hall of Fame. Though he died young, he gave a lot to
the world during his lifetime.

1 How did Roberto Clemente help other 4 The reader can conclude that Roberto
native Spanish speakers? Clemente —
A He flew to Nicaragua to help A was a good baseball coach
victims of an earthquake. B was a talented baseball player
B He won the Golden Glove Award. C loved his wife and family
C He was voted Most Valuable Player. D was stubborn
D He held baseball clinics for children
in Puerto Rico. 5 Which sentence in paragraph 4 shows
that Roberto Clemente was kind?
2 Paragraph 4 is mainly about — A His wife begged him not to go
A how Roberto Clemente died because she thought the trip was too
B how Roberto Clemente helped dangerous.
native Spanish speakers B Unfortunately, she was right. The
C Roberto Clemente’s wife plane crashed into the ocean, killing
D an earthquake in Nicaragua all those on board.
C In 1972, three strong earthquakes hit
3 In paragraph 3, what words help the Nicaragua, killing thousands and
reader know what heritage means? leaving many homeless.
A for children D Roberto and four others decided to
B traditions and history help the victims by flying a plane to
C not perfect Nicaragua filled with medicine and
D feel ashamed supplies.

Name Date

Learning to Look
Look at Spirit of Life by Daniel Chester French on page 311 in your Student Edition.
Describe six things you see in this sculpture. State facts, not opinions.
Example: The figure has wings.
1.
2.
3.
4.
5.
6.
Interpretation
Look at Fan Quilt, Mt. Carmel by the Residents of Bourbon County, Kentucky, on
page 310 in your textbook. Imagine that you are helping them to make the quilt.
Recreate a conversation they might have had. Include yourself as a character!
Example:This is so time consuming, but I love to sew with different colors.


KWLH
Look at Speaking to Hear by Michael Olszewski on page 311 in your Student Edition.
Use that artwork to complete the KWLH Chart below.
K W L H
What do you know What do you want to What have you How have you
about using fabric learn about this work learned about using learned about fabric
in art? of art? fabric in art from in art?
looking at this work?

Name Date
UNIT
How does the sky influence us?
6 Reading 1: “The Girl Who Married the Moon”
REMEMBER A myth is a short fictional tale that explains the origins of elements of nature. It has
been passed from generation to generation by storytellers. Sometimes myths use personification,
which gives human qualities to nonhuman animals or things.
Read each sentence. Write yes if it uses personification. Write no if it does not use
personification.
Personification? Sentences
yes The house stood watchfully at the end of the lane.
1. The roof pointed toward the sky.
2. The city came alive, stretching its limbs, beginning to speak morning words.
3. There’s a sense of humor to the moonlight tonight. It’s as if the Moon wants
us to stay out a little later.
Read the short myth and answer the questions that follow.
The face of the Moon is a mirror. It’s carried across the sky by a family, whose
skin is so pale and delicate that they can only come out at night, so they don’t get
burned. The family members pull the Moon across the sky. They look at Earth in
the mirror. That way they remember where they came from. The smiling face in
the Moon belongs to the person carrying the Moon. The stars twinkle at them in
greeting. And the ocean waters wave and say hello when the Moon floats by.
4. Underline the words and phrases that personify nonhuman objects or animals.
5. What natural phenomena does the myth try to explain?

My first job was babysitting for a family with two children named Haley and
Jack. At first I thought the children were well-behaved and compatible. Haley was
still a baby, and her parents instructed me how to change her diaper. I was told their
older child Jack was restricted from watching television after 8:00 p.m. Jack did not
like when I told him it was time to go to bed. He ignored me and kept watching
television. The first night babysitting was hard. However, my mom says it is just a
phase and that I will get used to babysitting soon.
Example: d job a. able to exist together without problems

1. compatible b. one stage of a process of change
2. instructed c. taught or showed someone how to do something
3. phase d. a particular duty or responsibility that you have
4. Our grandmother us how to play the game of bridge.
5. Each of the moon lasts about one week.
6. His boring summer was not much fun.

7. The teacher sat the students together because they seemed .
Example: My dad instructed me to get out of bed early.
8. In my family, I am most compatible with .
9. My ideal job would be .
10. The moon phase I like best is .

Name Date
Word Study Spelling Long i Use with Student Edition page 317.
REMEMBER The long i sound can be spelled several different ways. These include i_e as in side, igh
as in tight, y as in my, and i as in kind. Knowing these patterns will help you spell words with the long i
sound correctly.
the chart.
while style isle tonight worthwhile supply

grind tightly versatile blind blight July
Long i spelled i_e Long i spelled igh Long i spelled y Long i spelled i
while
Write the letter-sound pattern for long i in each word below.
Examples: might long /i/ spelled igh

1. island
2. sign
3. slice
4. simplify
5. sprite
6. sigh
7. rind
8. unify

Reading Strategy Read For Enjoyment Use with Student Edition page 317.
REMEMBER When you read for enjoyment, you aren’t just reading for information. You are reading to
be entertained by other things, such as the characters, the setting, or the pictures that go with the text.
Read the passage. Then answer the questions that follow.
Anne of Green Gables is one of the most famous fictional characters in English literature.
One of the best things about her is that she is not perfect. She has several things she can’t
stand about herself, including her plain name (she adds the “e” to the end of “Ann”
to make it seem fancier) and her bright red hair. She is always getting in trouble. But
although the book was published in 1908, it is still popular. In fact, thousands of people
still visit Canada’s Prince Edward Island just to see where Anne was supposed to live!
1. What qualities do you think make a great character?
2. Who is your favorite fictional character? Why?
3. What is your favorite setting in a novel or story you’ve read?

4. What is the name of the book that you have most enjoyed reading? Why?
5. When you read for pleasure, what sorts of texts do you choose to read? Write the
name of one book you would like to read for pleasure.

1. The two cousins could have married almost anyone but they fell in love with .
a. the stars b. the sun c. the Moon

2. The Moon wanted a wife who was very .
a. patient b. pretty c. quiet

3. After awhile, the Moon’s wife became .
a. bored b. sad c. content

4. The people lying facedown on the trail were .
a. suns b. stars c. more moons

5. The Moon decided to let his wife .
a. rest at home b. carry pieces of Moon c. watch the sun

rise with him
Find a chart showing the Moon in orbit around Earth. What part of the lunar cycle
is carried by the Moon? What part is carried by his wife? Draw your own diagram
to show the answers.

Grammar Prepositions Use with Student Edition page 328.
REMEMBER Prepositions such as at and in can be used to show time; they answer When?
In, to, and from can be used to show place; they answer Where?
By, with, from, for, and of can be used to provide details; they answer How? or Why?
A preposition is always followed by a noun or noun phrase. This is called a prepositional phrase.
Underline the prepositional phrase in each sentence. Then write the question that
each answers: When? Where? How? or Why?
Example: The team scored another point by stealing the ball. How? .
1. He got to school at 8:45.
2. The old man rose slowly from the chair.
3. I was calling with my cell phone.
4. The doors were locked with a deadbolt.
5. He spoke softly into the phone.
Complete each sentence with one of the prepositions from the box.
in to from for of at
Example: He lived in New York for many years.
6. Several the people had left.
7. He left the office five o’clock.

8. We learned English a native speaker.
9. They are going Berlin this summer.
10. My father worked the Peace Corps when he was young.

Name Date
More about Antecedent / Pronoun Agreement Use with Student Edition page 329.
REMEMBER All pronouns must agree in number and gender with their antecedents. For example, if
the antecedent is a singular, feminine noun, the pronouns must also be singular and feminine.
Example: Deirdre locked herself out of her car.
A generic noun refers to a whole group; it does not have a gender since it does not refer to anything
in particular. When a singular generic noun refers to a person, use any singular pronoun that names a
person. When a singular generic noun refers to a thing, use a neutral pronoun. When a generic noun is
plural, use a plural pronoun.
Examples: When a child cries, she usually wants her mother.
Something fell, but I don’t know what it was.
People always like to hear themselves talk.
Circle all the correct pronouns to complete each sentence.
Example: A student should always do (his / her / its) homework.

1. Somebody left (his / its / her) cell phone in the cafeteria.
2. The cat ran under the fence, and (it / he / they) ran up a tree.
3. I get worried when the neighbors let (its / his / their) dog out.
4. Everyone needs to pick up (his / her / my) own trash.
5. Paul and I are riding (his / our / her) bikes through the park.
6. Even though the party was fun, (he / they / it) was crowded.
7. When a person has a car accident, (I / he / she) should pull off the road.
8. Katie and Adam are concerned about (his / her / their) grades.

Grammar Capitalization and Punctuation of Titles
REMEMBER Titles of short stories, short poems, myths, legends, songs, interviews, and informational
texts are enclosed in quotation marks. Titles of novels, collections of stories, long poems, plays,
paintings, movies, magazines, and newspapers are italicized. When writing by hand, you can show
italics by underlining the title. If the title has a subtitle, use a colon after the title and capitalize the
subtitle.
Example: Don McLean’s song “Vincent” was inspired by Van Gogh’s Starry Night.
Circle the title in each sentence. Then write each title in the space provided,
correcting the capitalization and punctuation.
Example: My little sister got scared watching the wizard of oz. The Wizard of Oz
1. The only magazine my mother reads is rolling stone.
2. Our class is going to see romeo and juliet.
3. We sang the Beatles’ song hard day’s night at the recital.
4. We read the road not taken in our poetry class.
5. Have you seen harry potter on Blu-ray?
6. We get the new york times delivered to our door.
7. My parents have a copy of Renoir’s painting two sisters.
8. My mom gave me a collection of short stories called oddly enough.

Name Date
Punctuation: Hyphens and Dashes Use with Student Edition page 331.
REMEMBER A hyphen (-) is used within words. For example, a two-word adjective before a noun is
hyphenated. Hyphens are also used with compound words.
Dashes are longer than hyphens (—) and are used between words. There are no spaces before or after
a dash. A pair of dashes is used to draw attention to an interruption in a sentence. Use a single dash to
set off an appositive.
Example: He didn’t like the gift I gave him—a long-sleeved T-shirt.
Add hyphens to the adjectives and compound nouns in the following sentences.
Example: I got a sixty-six on my test.
1. She turns twenty three tomorrow.
2. James is a well known soccer player.
3. My neighbor is a very kind hearted man.
4. Have you responded to my e mail?
Add dashes to set off interruptions or appositives in the following sentences.
Example: Pam sat—alone and by herself—in the corner.
5. Greg ran quickly the quickest he’d ever run before.
6. The cat fat and lazy slept on the sofa as the mouse ran by.
7. The child went everywhere with her teddy bear worn and tattered as it was.
8. My brother as much as I love him drives me crazy sometimes.


Writing Include Paraphrases and Citations
Complete your own source chart listing citations for a paragraph about a myth.
Paraphrase Source


Is the main idea clearly presented?
Is the main idea supported with details?
Is information from sources paraphrased to support the main idea?
Are in-text citations provided?
Are sources cited correctly?
Are capitalization and punctuation used correctly?

Name Date
UNIT
6 Reading 2: “Starry Nights” / “Stars” / “Escape at Bedtime”
REMEMBER A stanza is a group of lines in a poem, usually similar in length and pattern. Stanzas are
separated by spaces. Rhyme is the repetition of sounds at the ends of words. The lines in a stanza
sometimes rhyme. Rhyme scheme is the pattern of the rhyme.
Read each pair of lines. Write yes if the lines rhyme. Write no if the lines do not
rhyme. (Words with similar spellings may not have the same sound.)
Rhyme? Lines
The snow is very nice
yes But I detest the ice
1. Lush as a peach,
twice as smooth
2. The passing of time
is quick and sublime
Her love was a lamp
3.
Illuminating my heart
4. Alone, in despair
He sat in his chair
5. Write a stanza of a poem that has four rhyming lines.

Jackson Pollock was a famous painter. He didn’t paint realistic images of people,
places, or things. He created paintings by pouring and dripping paint all over a
canvas placed on the floor. Each drip and splash is a visible record of how he created
the picture. Many art lovers and critics have tried to analyze the meaning behind
Pollock’s work. One interpretation is that it represents the artist’s need to let go
and create freely. Like a writer using different poetic devices, Pollock used different
artistic elements to create his work.
Example: c analyze a. important parts of a whole system that work

together to tell a story or create a feeling
1. devices b. a picture that you can see through a camera,
on a television, in a mirror, etc.
2. elements c. examine or think about something carefully in

order to understand it
3. image d. how words are used in literature to achieve

an effect
4. The on the movie screen was twenty feet high.

5. The students included different poetic in the assignment.
6. The author used four different of poetry in the selection.
7. The scientists took three months to the data from the

satellite.
Example: His stories analyze the way people show their love .
8. I’ll always remember the image of .
9. A poet can use poetic devices to .
10. Some elements of the painting include .

Name Date
Word Study Lexical Sets Use with Student Edition page 337.
REMEMBER Words that describe one main idea are called lexical sets. For instance, the lexical set for
easy can include simple, effortless, straightforward, and uncomplicated. Knowing lexical sets can help
you use the precise word you need to convey your meaning.
Look at the chart below. Underline the word that is not part of the lexical set. Use
a dictionary if needed.
Word Word Word Word

common familiar usual exotic
1. casual formal mellow easygoing
2. surprising startling unanticipated predictable
3. clean spotless tidy grimy
4. sour tart sugary bitter
5. interesting dull appealing fascinating
Write two or more words for each lexical set. Use a dictionary or thesaurus if
needed.
Example: difficult hard, tough

6. exciting
7. unusual
8. cheap
9. nice
10. boring

Reading Strategy Analyze Text Structure and Elements of Poetry
REMEMBER Analyzing text structure can help you understand what kind of text you’re reading. It can
also help you set a purpose for reading. Remember that poems have a special text structure. They are
arranged in lines and groups of lines called stanzas. Punctuation doesn’t always follow the same rules
in poetry as it does in other types of text.
Read the poems by Christina Rossetti. Then answer the questions.
53 55
If stars dropped out of heaven, What do the stars do
And if flowers took their place, Up in the sky,
The sky would still look very fair, Higher than the winds can blow,
And fair earth’s face. Or the clouds can fly?
Winged angels might fly down to us Each star in its own glory
To pluck the stars, Circles, circles still;
But we would only long for flowers As it was lit to shine and set,
Beyond the cloudy bars. And do its Maker’s will.
1. What is usually the purpose of reading poems?
2. Are there any rhyming lines in either poem? If so, what are they?

3. How are the poems similar?
4. What different perspectives about stars do the poems give you?
5. How can the strategy of analyzing text structure help you become a better reader?

1. In the poem “Stars,” Sara Teasdale describes the stars as .
a. friendly and close b. angry and fearsome c. distant and amazing
2. The final stanza of Teasdale’s poem focuses on .
a. an early morning sky b. a city cafe at night c. the way stars make
her feel
3. In “Escape at Bedtime,” Stevenson rhymes every .
a. two lines b. three lines c. four lines
4. Van Gogh felt that most paintings of nighttime scenes did not capture night’s .
a. loudness b. darkness c. colors
5. Unlike many other painters who worked on nighttime scenes, van Gogh .
a. painted at night b. used mainly c. painted in daylight

black paint
Van Gogh’s description of a café at night is found on page 339 of your textbook. Read
his description again. Then write a short poem about what van Gogh saw there.

Grammar Expressions of Quantity: both, either, neither
REMEMBER Use both (of the), either, or neither when you are talking about two items. Use a plural
subject and verb with both. Use a singular subject and verb with either and neither. However, use a
plural noun and singular subject with either of the and neither of the.
Example: Neither of the boys was there.
When you name each individual person, place, or thing, use both … and, either … or, and neither … nor.
Complete the sentences with the simple present form of the verb in parentheses.
Example: Neither of the cars (work) works right now.
1. Either CD (sound) good to me.
2. Both of the children (want) to watch the movie.
3. Both cats (lie) on the bed when it’s sunny.
4. Either of the horses (be) ready to ride.
5. Neither of the girls (go) swimming on Saturdays.
Combine the pairs of sentences using both . . . and, either . . . or, or neither . . . nor.
Remember to use an affirmative verb with neither . . . nor.
Example: My brother doesn’t like eggs. My sister doesn’t like eggs.
Neither my brother nor my sister likes eggs. .
6. Jane washes the dishes. Cynthia washes the dishes. (either . . . or)

7. He doesn’t enjoy fishing. I don’t enjoy fishing. (neither . . . nor)
8. Karen lives in Maine. Will lives in Maine. (both . . . and)
9. Frank is going to come. Isabelle is going to come. (either . . . or)
10. I’m good at swimming. Sandra is good at swimming. (both . . . and)

Name Date
Parallel Structure Use with Student Edition page 345.
REMEMBER Using parallel structure means that words, phrases, or clauses connected with
conjunctions have a similar pattern.
Examples: The birds, the bees, and the flowers help each other. [all plural verbs]
Birds start to build their nests in spring, but they don’t begin to mate until later. [both infinitive phrases]
When winter comes, the flowers die. [both simple present verbs]
The animals were given shelter after they were fed. [both clauses in passive voice]
Choose the best word or phrase to complete each sentence.
Example: We were hungry, cold, and (sleepy / felt like sleeping).
1. I have met his brother, but I (didn’t meet / haven’t met) his sister.
2. They love skiing and (to snowboard / snowboarding).
3. Plants need light, (to have enough water / enough water), and an appropriate
climate.
4. Italy has warm beaches, great restaurants, and (Roman architecture / architecture
from the Romans).
Combine the pairs of sentences with the conjunction in parentheses, making one
sentence that has parallel structure.
Example: Ben is generous. Ben is honest. Ben is kind. (and)

Ben is generous, honest, and kind.
5. Mae opened the door. Mae greeted her guests. (after)

6. We had a quiz on Friday. We had a test on Monday. (before)
7. She quit her job. She moved to New York City. She became an actor. (and)

Grammar Punctuation: Semicolons Use with Student Edition page 346.
REMEMBER You can use a semicolon instead of a period to connect two independent clauses that
are closely related. A conjunctive adverb or transition often begins the clause after a semicolon.
Example: He wanted to go; however, he didn’t have the time.
You can sometimes replace a coordinating conjunction with a semicolon.
Example: Jane was hurt, and she was angry, too. Jane was hurt; she was angry, too.
If groups of items in lists contain commas, semicolons may be used to separate them.
Add semicolons to the sentences below.
Example: You can have soup or salad to start; vegetables, pasta, or fish for the main
course; cake or fruit for dessert; and coffee, tea, or water to drink.
1. I am going home I intend to stay there.
2. It rained all afternoon we managed to have our picnic anyway.
3. She couldn’t make it to my party therefore, she brought me flowers the next day.
4. I have been to the U.S. states of California, Washington, and Oregon on the West
coast Texas and New Mexico in the South and New York, Maine, and Massachusetts
in the North.
5. We’re going to the concert then we’re going out to dinner.
6. Some colleges offer full scholarships others do not.
7. It’s such a beautiful day I’ll walk to the store.
8. She had very high grades in high school as a result, she got into a good university.

Name Date
Punctuation: Colons Use with Student Edition page 347.
REMEMBER A colon is often used to introduce a list. The clause before the colon is always an
independent clause.
Example: To make clam chowder you need five ingredients: clams, milk, potatoes, butter, and onions.
NOT To make clam chowder you need: clams, milk, potatoes, butter, and onions.
A colon can be used when an appositive, or an explanation, is introduced. The appositive may be a
word, phrase, or clause.
Example: He was watching his favorite movie: The Lord of the Rings.
Draw a line to connect each independent clause on the left with a phrase or clause
on the right. Then add colons.
Example: Paul was not happy: regular attendance and class

participation.
1. Course requirements are the a passport.

following
2. He learned a valuable lesson He would major in biology.
3. Only one thing was on her mind In fact, he felt terrible.
4. It’s very easy to make lemonade Addison, Olivia, and Sarah.
5. Here are the most common girl’s I found my wallet that I’d lost.
names
6. He finally made up his mind Never argue with your mother.
7. I couldn’t believe my luck passing the test.
8. There is one thing you need to get Squeeze lemons into water and
add sugar.

Writing Write an Introductory Paragraph
Complete your own inverted pyramid to narrow your topic down to a single
researchable question.
Very broad topic
Narrower topic
Question to direct research

Does the first sentence introduce the main research question?
Does the paragraph explain why the topic is interesting?
Does the paragraph explain what the report will be about?
Is the information interesting? Did you want to find out more about
the topic?
Is punctuation used correctly?

Name Date
UNIT
6 Reading 3: “The Moon” / “No Need to Establish a Moon Base”
base crater lunar mine universe voyage
Example: mine : dig into the ground in order to get gold, coal, etc.
1. : all of space, including the stars and planets
2. : a round hole in the ground made by something that has

fallen or exploded
3. : relating to the moon
4. : a long trip, especially in a ship or space vehicle
5. : a shelter or headquarters from which an exploration

can depart
6. The phases of the moon are known as the cycle.

7. A journey across the known might take trillions of years.
8. The hikers established their at the bottom of the mountain.
9. Developers in areas where they know coal exists.
10. The ship’s captain was looking forward to the .

NASA, the United States’ National Aeronautics and Space Agency, uses telescopes
and spacecraft to investigate our solar system and beyond. NASA scientists research
important issues related to Earth, other planets, and the universe. NASA also works
to promote public interest in its space programs. It has an excellent website with
amazing photographs of the universe.
definitions.
Example: research : serious study of a subject that is intended to discover new

facts about it
1. : help something develop and be successful
2. : subjects or problems that people discuss
3. : try to find out the truth about something
4. The group deals with major social like poverty and health
care.
5. Alex put up flyers to his new band.
6. The detective began to the crime scene.

7. Sawyer is doing on the way fruit flies balance in the air.
Example: Forest workers promote forest safety .
8. Two important issues facing young people today are

.
9. I would like to investigate .
10. In school I’m doing research on .

Name Date
Word Study Acronyms Use with Student Edition page 353.
REMEMBER Acronyms are created by using the first letters of a phrase, as in LCD, liquid crystal
display. The letters are usually all capitalized and do not have periods between them.
Read each acronym. Then use a dictionary to find out what it stands for. Write the
phrase in the chart.
Acronym Words that Form Acronym

PIN Personal Identification Number
1. NASA
2. ATM
3. FAQ
4. CEO
5. WWW
Write the definition of each acronym. Use a dictionary if needed.
Example: UFO unidentified flying object
6. ZIP (code)
7. TLC
8. Sonar
9. FYI
10. VIP

Reading Strategy Take Notes Use with Student Edition page 353.
REMEMBER Taking notes helps you understand and remember new information. Think about your
purpose for reading when you take notes. Scan the text and look for the information you need. Don’t
write in complete sentences.
Read each passage. Then answer the questions that follow.
Java finches make great pets. They are small birds that are lively and fun to watch
as they fly around in their cages. Their peeps and chirps are quieter than the piercing
sound of parrots. Unlike some larger birds that need room to fly around in your
house, Java finches are happy to live in their cages all the time. But owning pets is a big
responsibility. Java finches need a fairly large cage. They need companionship, so you
should buy a pair of them. They need fresh water for drinking and bathing and fresh
finch seed. They also like fruits and vegetables.
1. Set a purpose for reading the passage. What do you hope to learn from it?
2. Take notes from the passage above.
3. What are the three most important facts in the text?
4. Write one question you have about the information presented in the passage. Copyright © 2019 Pearson Education, Inc.
5. Why is the strategy of taking notes important to understanding and remembering

what you read?

1. Scientists believe that the Moon was originally .
a. part of the sun b. another planet c. part of Earth
2. A moon base might allow astronauts to .
a. study the way b. study the Moon and the c. learn more about the
asteroids move rest of the universe nearby planet Venus
3. NASA wants colonies of astronauts to eventually live on the Moon for .
a. as long as six weeks b. as long as six months c. as long as six years
4. Compared to manned space missions, robotic missions are .
a. more dangerous b. much safer c. about equally safe
5. The two authors disagree .
a. about how to b. about how many space c. if we should explore

explore space missions to fly space further
Several countries have launched satellites in the last 50 years. Research five
countries and tell when they launched their first satellite.
Country Date of first satellite launch

United States January 31, 1958

Grammar More Transitions Use with Student Edition page 360.
REMEMBER Transitions help you make smoother transitions in your writing. They can be used to add
information (moreover, furthermore, in addition); to contrast two ideas (instead, rather, alternatively);
to show cause and effect (as a result, hence, accordingly); to clarify (for example, to illustrate, that is);
to emphasize a point (for this reason, indeed, in fact); and to summarize ideas (in summary, finally, in
conclusion). Transitions begin sentences or clauses and are followed by commas.
Complete the essay with appropriate transitions. More than one answer is possible.
Why the Voting Age Should Be Lowered

by Jen Maddocks
The voting age should be lowered to 16 so that younger people’s voices can be heard.
1. , younger people would become more active in politics.
2. , I believe there is a double standard for young people. We
have adult responsibilities without the rights of adults. 3. ,

16-year-olds have jobs and pay taxes, but cannot take part in electing our officials.
4. , 16-year-olds would contribute more to society if they had

the right to vote. 5. , their votes might change laws that
affect them. 6. , young people have a unique perspective
that needs to be represented. 7. , kids have an interest in
laws having to do with schools.

8. , most youths want to be part of the democratic process
of the nation. I believe that lowering the voting age will give 16-year-olds a
constructive and democratic channel for making their views known.

Name Date
Present and Past Progressive Use with Student Edition page 361.
REMEMBER The present progressive shows an action in progress now or in the future. Form the
present progressive with is, am, or are and a present participle. The past progressive shows an action
in progress at some time in the past. Form the past progressive with was or were and the present
participle. To show that the action was interrupted, use the simple past with the past progressive. The
adverb while with the clause in the present progressive implies a duration of time; the adverb when
with the clause in the simple past implies a point in time.
Underline the verb(s) in each sentence. Write whether the action is in the present,
past, or future.
Example: I’m going to Morocco on vacation this summer. future
1. I was taking a bath when the phone rang.
2. She’s cooking dinner right now.
3. We’re staying at a hotel next weekend.
4. At 5:30, I was washing the dishes.
Complete each sentence below with the present progressive, past progressive, or
simple past of the verb in parentheses.
Example: He ’s working (work) on his project this afternoon.
5. What you (do) after work today?
6. What you (do) when I

(call) you yesterday?
7. I can’t talk right now. I (shop) for some presents.
8. She (not watch) the movie last night. She

(cooking) instead.

Grammar Parentheses, Brackets, and Ellipses
REMEMBER Parentheses (( )) can show extra information or set off an abbreviation.

Example: The states (New York and South Carolina) voted against the amendment.
Brackets ([ ]) can show changes made to original text.
Example: [They] were unhappy with the conditions and voted against the amendment.
Ellipses (…) can indicate a word or phrase missing from original text.
Example: The states . . . voted against the amendment.
Read the following sentences, adding parentheses where necessary.
Example: He works for the United Nations High Commission on Refugees (UNHCR).
1. The boys Tom, Dick, and Harry collected the money.
2. The New York Stock Exchange NYSE is closed for the holiday.
3. Use parentheses to set off an appositive another name for a noun.
Rewrite each sentence, using brackets with the boldfaced words and ellipses
instead of the underlined phrase.
Example: Dr. Smith and Dr. Jones gave a talk at the museum on dinosaurs.
[The professors] gave a talk . . . on dinosaurs.
4. Saul’s paper describing plant life on Mars was interesting.

5. His opinion that the economy will improve is not widely held by the other
economists.
6. The scientists completed, with the help of others, their research.

Name Date
Quoting Sources Use with Student Edition page 363.
REMEMBER When quoting sources in a paper, you can use direct or reported speech. Direct speech
is introduced with a reporting verb, often in present tense, such as says, contends, or argues, and is set
off with quotation marks. Quotation marks are not used with reported speech. A block quotation is used
to quote three or more sentences. Block quotations are introduced with a colon, indented, and don’t
have quotation marks.
Read the passage below. Follow the instructions for quoting sources.
The National Air and Space Museum

by Stan Keeger
The National Air and Space Museum (NASM), which is part of the Smithsonian
Institution, is its most popular attraction. It is conveniently located in Washington, D.C.
It holds the largest collection of historic aircraft and spacecraft in the world. It is also
a center for research into the history of aviation and spaceflight. Almost all space
and aircraft on display are originals. It is a fascinating place to visit.
Example: Quote the first sentence using reported speech.
Keeger states that the NASM is the Smithsonian’s most popular attraction.
1. Quote the second sentence using direct speech.
2. Quote the third, fourth, and fifth sentences using a block quotation.
3. Quote the third sentence using reported speech.
4. Quote the fourth sentence using direct speech.
5. Quote the last sentence using reported speech.

Writing Include Quotations and Citations
Complete your own source chart for a paragraph that includes quotations and
citations.
Quotation Source
Use the Peer Review Checklist below to obtain feedback from your partner. This Copyright © 2019 Pearson Education, Inc.

Is the main idea clearly presented?
Is the main idea supported with details?
Are quotations and citations included?
Do quotations flow smoothly within paragraphs?
Is a “Works Consulted” list provided?

Name Date
I.
A.
B.
II.
A.
B.
III.
A.
B.
IV.
A.
B.
V.
A.
B.

Was the topic clearly introduced in the first paragraph?
Was the information supported with details and facts?
Did the writer show a thorough understanding of the topic?
Did the writer use transitions to show a logical sequence of ideas?
Did the concluding paragraph sum up the main points in a

memorable way?

Learning Log Use after completing page 376.
Underline each vocabulary item you know and can use well. Review and practice

myth lunar compatible interpretation
personification voyage instructed visible
stanza craters job investigate
rhyme base phase issues
rhyme scheme universe analyze promote
mine image research
Skills I can . . .
recognize and use lexical sets.
Word Study recognize and spell words with a long i.
recognize words that form acronyms.
analyze text structure and elements of poetry.

Reading
read for enjoyment.
Strategies
take notes.
use prepositions and antecedent/pronoun agreement.

use punctuation, semicolons, and colons.
use expressions of quantity.
Grammar use parallel structure.
use capitalization, hyphens, and dashes.

use parentheses, brackets, and ellipses; quote sources.
use transitions.
use present and past progressive.
write an introductory paragraph for a research report.
write a paragraph using paraphrases and citations.
Writing
write a paragraph using quotations and citations.
write a research report.

Name Date
Test Preparation
Test 1
DIRECTIONS
Chinese New Year

1 Everyone is invited to celebrate the Year of the Tiger in Chinatown
on February 19 and 20. The two-day event is fun for the whole family.
2 Friday the festival starts with a fashion show. Local musicians will
play traditional Chinese tunes in front of the Hong Kong Market.
Dancers will take the stage at 5:00 p.m. Children are invited to make
tiger masks in honor of the Year of the Tiger.
3 On Saturday, visitors will enjoy the traditional dragon dance.
Again, bands will entertain visitors throughout the day. Chefs from
several restaurants in Chinatown will offer free samples of food. The
evening will end with a huge fireworks display.
1 According to the selection, what is the first event?
A Musicians on stage
B The dragon dance
C A fashion show
D Children making masks
2 Where would you most likely find this passage?

A In a newspaper
B On a highway billboard
C In a restaurant menu
D On a map of Chinatown
3 When will the dancers perform?

A Saturday at 10:00 a.m.
B During the dragon dance
C After the fireworks display
D Friday at 5:00 p.m.

Test 2
DIRECTIONS
Asteroids and Comets

1 Asteroids are part of the solar system. They are pieces of rock and metal.
They can be very small or hundreds of kilometers wide. Most of the asteroids
in our solar system orbit the sun between Mars and Jupiter.
2 Scientists believe that a big asteroid fell to Earth 65 million years ago. It
hit in what is now Mexico. The asteroid was about ten kilometers wide. The
asteroid was moving so fast that it made a hole almost 200 kilometers wide.
Scientists believe the asteroid caused an explosion that sparked huge fires.
The dust and smoke made a dark cloud and blocked sunlight for months.
Many kinds of plants and animals probably died.
3 One of the most beautiful sights in the night sky is a comet. A comet is a
mass of ice, frozen gases, and dust. Comets orbit the sun. You can see a comet
when it is near the sun. The sun heats up the comet. This causes the ice to
turn into a cloud of gases with a long tail. Comets do not make their own
light. They reflect, or throw back, the sun’s light. The brightest comets can be
seen only every ten to twelve years.
1 According to the article, asteroids — 3 In paragraph 3, what words help the

A orbit Earth reader know what reflect means?
B orbit the sun A sun’s light
C orbit Jupiter B throw back
D orbit the Moon C make their own light

D can be seen
2 Which sentence in paragraph 3 is an
opinion? 4 Paragraph 2 is mainly about —
A One of the most beautiful sights in A the cause of an asteroid falling
the night sky is a comet. to Earth
B They reflect, or throw back, the sun’s B What scientist believe happened
light. when an asteroid hit Earth in
C A comet is a mass of ice, frozen gases, the past
and dust. C the size of an asteroid that hit
D You can see a comet when it is near Mexico
the sun. D the animals and plants that died
when an asteroid hit earth

Name Date
Test 3
DIRECTIONS
Pictures in the Stars

1 Ray tapped his foot as he waited for the doors to open. “I hope this doesn’t
take too long,” he thought. “This stuff is boring.” Just then the doors to the
planetarium opened and he followed his classmates inside. He looked up and was
amazed at the images on the dome-shaped ceiling.
2 “Welcome, students,” the guide said. “Today we are going to learn about
common constellations. As you know, constellations are patterns of stars. These
patterns include the stars that we know best, the ones closest to us. Some of these
stars are in patterns that look like people or animals, so people have given them
names. Can anyone name one of the best-known constellations?”
3 Ray raised his hand. “One of the best-known constellations is the Big Dipper,”
Ray said.
4 “That’s right. It’s called the Big Dipper because it looks like a cup with a long
handle. But did you know that the Big Dipper is not a true constellation?” The
students shook their heads.
5 “The Big Dipper is not a true constellation because it is part of another
constellation called Ursa Major, the Great Bear. The Big Dipper’s handle is also
the bear’s tail.” The guide pointed out the image of the Great Bear on the screen
above them. Then he changed the screen and asked the students to look for three
stars in the pattern of a belt.
6 The guide continued, “Another well-known constellation is Orion. Orion
is a character in an ancient Greek myth, or story. He was a great hunter. On a
clear night, look for the three stars that make his belt. Once you have found
his belt, it is easy to see his right thigh and shoulders.” The guide pointed out
other constellations. Then he gave each student a booklet to help them find the
constellations at home.
7 Ray could hardly wait for the sun to set. He wondered whether he would be
able to see all the constellations in the booklet. When night finally came, he went
outside with his dad and started searching the sky.

1 Which sentence BEST shows how Ray 4 Look at the graphic organizer at the
feels about going to the planetarium bottom of the page. Which of the
at the beginning of the story? following belongs in the box for
A Ray tapped his foot as he waited for Event 3?
the doors to open. A The guide described the Big
B “I hope this doesn’t take too long,” Dipper.
he thought. B Ray raised his hand and
C He looked up and was amazed at answered the question.
the images on the dome-shaped C The guide told the students about
ceiling. the constellation named Orion.
D When night finally came, he went D The guide explained that the Big
outside with his dad and started Dipper was one of the best-known
searching the sky. constellations.
2 Paragraph 5 is mainly about — 5 According to the selection, if you can

A Orion find the three stars in the pattern of
B Ursa Major a belt you can —
C the Big Dipper A find the constellation Ursa Major
D Ray’s excitement B find the constellation Scorpio
C find the constellation Orion
3 In paragraph 1, what words help D find the constellation Ursa Minor
the reader know what planetarium
means?
A images on the dome-shaped
ceiling
B the doors
C looked up and was amazed
D opened and he followed his
classmates inside
Event 1 Event 2 Event 3 Event 4
The guide The guide Ray and his

showed the explained that father went
students the Big the Big Dipper outside to find
Dipper. was part of Ursa constellations.
Major.

Name Date

Learning to Look
Look at Orion in December by Charles Burchfield on page 379 in your Student

Edition. The artist felt inspired to paint Orion in December after looking out of his
bedroom window on a winter night. Pretend you are looking out of a bedroom
window. How would you paint the same scene?
Example: I would paint a winter night in December with snow . . .
Interpretation
Look at The Eclipse by Alma Thomas on page 378 in your Student Edition. If this
painting could give off a sound, what would it be? Explain your answer.
Example: The sound would be loud and made with drums.


Compare & Contrast
Look again at Orion in December and The Eclipse again. Use these two artworks to
complete the diagram below. Describe each piece of art in the outer sections of
the diagram. Then list the similarities between the two paintings in the center
where the two circles overlap.
Charles Burchfield Similarities Alma Thomas

Orion in December The Eclipse
The stars have halos in Thomas uses bricks of color
the cold. to create layers.

Editing and Proofreading Marks
199
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Name Date
Additional Editing and Proofreading Practice
Read the paragraph below carefully. Look for mistakes in spelling, punctuation,
and grammar. Mark the mistakes with proofreader’s marks. Then rewrite the
paragraph correctly on the lines below.
Everyone in the family was excited for our trip. my sister was
home from school. I had not seen her in more than six months.
on the day before we left, we had to pack our bags I packed my
toothbrush a summer hat and five pairs of socks. I put them into my
large backpack, Then I choosed two warm shirts and one light one. I
also packed a smallest brown bag just for the car ride. it was a gift
from my grandmother. I put two books in the bag so i could read
them on the way to the cabin My parents told me to bring a bottle
for water, too. I wanted to bring my cat Buster, but he had to stay
home. Cats are not allowed to stay on the cabin with families. But
even without buster, we had a wonderful time.

Additional Editing and Proofreading Practice 201

Edit and Proofread
Last summer, I go away to a nearby college as part of a
program for high school students. I took one class in chemistry
and one in english. The classes was harder than my high school
classes, but I worked hard and did well. the students in my
program all stayd in the same dormitory We played socceer in the
hallway! The athletic field was Nearby, but it wasn’t close enough.
Visiting the city was fun, too. I had never had a chance to exploar
such a big city on my own. I road my bike at musuems and shops,
and my new friends and I walked on the waterfront at night. I
enjoyed studying for classes and working with professors But I
enjoyed my new freedom even more.
202 Additional Editing and Proofreading Practice

Name Date
Edit and Proofread
Read the paragraph carefully. Look for mistakes in spelling, punctuation, and
grammar. Mark the mistakes with proofreader’s marks. Then rewrite the paragraph
correctly on the lines below.
Juan hates it when his mother orders him around. Her latest
instruction is simple: She said Son, clean your room.” So Juan decided
to alfebetize his music collection. He picked up three cds that had
falen behind his desk. They were by his favorite singor, Prince. He
realized that he had never actually lisened to any of them before.
They had fallen behind the desk the day he bought them. Juan decided
maybee his mom was right. maybe it wasnt such a bad idea after all
to be neet and organized.


Edit and Proofread
During the summer, several students from the local high
school had a fun volunteer expereince. The New Hope Clinic, who
provides free medical consultation to neighborhood families,
is located near the school. One of the students’ tasks was to
help make patients feel at home The students would offers
refreshments to the Patients and engage them in conversation

to make them comfortable. When pateints couldn’t read or
write, the students would assist them. Each student also spent
a day shadowing one of the nurses, which were happy to provide
guidance. The nurses prepare the patients for docter visits, take
down patient informatoin, and provide first aid to patients that
need it. One of our students, Enrique Martin, stayed for an extra
week at the end of the summer. He followed Dr. dalek around the
office, watching him treat patients. Enrique has decided to study

medicine next year at college

Name Date
Edit and Proofread
I have been going to the park every day to practice tennis. I
play on the varsity team, but everyone needs practice. One day,
after I had been Practicing for about an hour, I saw my grandad
sitting at one of the picnic benches. He was sitting all alone, and
he looked sad. After I finished practicing, I walked over to his
bench and asked how he was doing. Granddad just grinned. “Do
you play chess” he asked. I has played a few times. He asked if
I wanted to play a game. we played three games of chess that
afternoon. I came close to beeting him once but he smiled and
captured one of my pieces right away After our last game I said
goodbye and walked back to the tennis cort.


Edit and Proofread
paragraph correctly on the lines.
This weak the eighth grade class took a field trip to the
space Exploration museum. Hannah had been to the museum
several times she really enjoyed the exhibits. She dreamed of
growing up to become an astronaut. The group was passing
a Display about Goddard’s rockets when her phone rang Her
mother was calling her. Hannah looked around for a place to

anser the phone in private. She went to a hallway nearby so she
wouldn’t disturb any one. Our teacher got upset that Hannah
left the group.


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Copyright © 2019 by Pearson Education, Inc.

Pearson, 221 River Street, Hoboken, NJ 07030

Cover Credit: Sergii Mostovyi/123RF

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Word Study: Apostrophes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

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Copyright © 2019 Pearson Education, Inc.

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Word Study: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

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Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

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Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153

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Writing Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191

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Vocabulary Key Words Use with Student Edition page 5.

Write each word in the box next to its definition.

advantages developed disadvantages produce shipped traits

Example: shipped : sent from one location to another

1. : made more complete or advanced

3. : characteristics, usually referring to that of a living thing

6. The snow conditions in the mountains presented for the hiking

9. The artist can’t enough paintings to meet the demand at the

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Scientists have achieved success in genetically engineering many different kinds

1. : succeeded in doing something, especially by working hard

2. : not allowed by law

3. : thoughts or feelings about something or someone

5. It is to drive without a driver’s license.

6. Different people have different about politics.

7. Many in medicine have saved lives.

Copyright © 2019 Pearson Education, Inc.

Complete the sentences with your own ideas.

Example: In the past, my ancestors suffered from discrimination.

9. Recent advances in technology include .

10. My attitude toward has changed over time.

11. achieved wonderful things in life.

12. I know that it is illegal to .

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Word Study Double Consonants Use with Student Edition page 7.

Base Word + Ending = New Word

Example: begin + ing = beginning

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Mountainous Region of the Western United States of America

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4. What do you already know about the topic?

5. How can previewing help you understand an article?

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1. One of the biggest changes in modern food is .

a. price b. transportation c. appearance

2. Farmers began breeding two different varieties of plants together to create .

a. nutrients b. genes c. hybrids

3. The first watermelons were grown in .

a. Africa b. Asia c. the Americas