Answer Keys

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 WORKBOOK ANSWER KEY

Page 10
Unit 1
. c; 2.  d; 3.  a; 4.  function; 5.  technology;
1
Page 1 6. significant; 7. created
8.–10.  Responses will vary.
1. developed; 2.  disadvantages; 3. traits;
4. produce; 5.  advantages; 6. disadvantages;
7. shipped; 8.  traits; 9. produce; 10. developed; Page 11
11. advantages . grocery store; 2. breakfast cereal;
1
3. fruit drinks; 4. package design;
Page 2 5. television advertisements
. achieved
1 6. attitudes 6.–10.  Responses will vary; samples are given.
2. illegal 7. advances 6. poodle; 7.  hair; 8.  beach; 9.  gold; 10. plastic
3. attitudes 8. achieved
4. advances 9.–12.  Responses will vary. Page 12
5. illegal 1. Bessie Coleman got her pilot’s license on
June 15, 1921.
Page 3 2. She returned to the United States and
. sitting   6.  fastened or fastening
1 participated in flight shows.
2. submitted   7.  spotted or spotting 3. She performed daring stunts.
3. patted   8.  omitted or omitting 4. the fact that all Americans can now pursue their
4. snapping   9.  slipped or slipping dreams
5. shopping 10.  clapped or clapping 5. Responses will vary but should include:
Understanding the order of events helps me
Page 4 understand when things happened in a passage.
1.–5.  Responses will vary.
Page 13
Page 5 . c; 2.  b; 3.  b; 4.  c; 5. a
1
1. b; 2.  c; 3.  a; 4.  c; 5. a Responses to the Extension will vary.

Page 6 Page 14
1. Then/Next,/After that, 3; . dried; 2.  wanted, closed; 3. tried;
1
2. Then/Next,/After that, 5; 4. didn’t live, move;
3. Then/Next,/After that, 4; 5. What time did you arrive at school?
4. Then/Next,/After that, 2; Answers will vary.
Copyright © 2019 Pearson Education, Inc.

5. Last, 6; 6. When did you start studying English?

6. First, 1 Answers will vary.
Answers will vary. 7. Where did you visit on your last vacation?
Answers will vary.
Page 7 8. What did you do last weekend?
Answers will vary.
. a white-tailed deer, N; 2.  Mary Ellen, R;
1
3. a city of almost five million people, N; Page 15
4. John Kennedy, R; 5.  a red Volkswagen, N;
6. Bill, R; 7.  A friendly and beautiful tabby, N; . knew; 2.  were; 3. threw;
1
8. Raymond, R 4. wasn’t happy, did;
5. What did you make for breakfast this morning?
Page 9 Answers will vary.
6. What time did you come to school today?
. identical   6. emergency
1 Answers will vary.
2. invention    7. device 7. What did you bring to school today?
3. emergency    8. idea Answers will vary.
4. patent    9. patent 8. What did your parents tell you this morning?
5. idea 10. identical Answers will vary.

Workbook Answer Key 65

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 Page 17 Page 28
. sight; 2.  taste; 3.  smell; 4.  a rainforest;
1 1. D; 2.  A; 3.  B; 4.  C
5. sight, sound, touch, smell;
6. small drops of water fell to the ground like petals Page 30
1. A; 2.  C; 3.  C; 4.  B; 5. D
Page 18
1. involved 5. reacted Pages 31–32
. reacted
2 6. goal Responses will vary.
3. goal 7. involved
4. insight 8.–10.  Responses will vary.
Unit 2
Page 19
. Dr. Green’s suggestion; 2.  child’s toys;
1 Page 33
3. wave’s strength; 4.  Mona’s laughter; . theory; 2.  depth; 3.  data; 4. determine;
1
5. flowers’ petals; 6.  you’re; 7.  isn’t; 5. continuous; 6.  data; 7.  theory; 8. continuous;
8. who’s; 9.  they’re; 10. he’ll 9. determine; 10. depth

Page 20 Page 34
1. The passage is about a girl who is about to . a; 2.  b; 3.  c; 4.  accompanied; 5. code;
1
perform on stage. 6. challenge; 7.  aid; 8.–10.  Responses will vary.
2. Sample answer: The lights were so bright I
couldn’t see the audience. For a moment, it felt Page 35
like no one was there.
3. Sample answer: They help me know what a chair; such; touch; champion; switch; latch; watch;
character or setting looks like. patch; attach
4. Responses will vary. 1. chores; 2.  research; 3.  chapter; 4. batch;
5. Responses will vary but may include: 5. spinach; 6. stretch
Visualizing helps me picture the story in my
head, which helps me understand exactly what’s Page 36
happening, how the characters feel, and how . The cause in the paragraph is test-taking anxiety.
1
the story looks. 2. The effect is doing poorly on a test, despite
studying.
Page 21 3. The cause is the flooded bridge that blocked the
1. c; 2.  a; 3.  b; 4.  c; 5. a way of the bus.
4. The effect is the campers hiking the rest of the
way to the campsite.
Page 22
5. Responses may vary but should include:
. icier; 2.  most serious; 3. better
1 Identifying cause and effect in a story or

Copyright © 2019 Pearson Education, Inc.

4. Sentences may vary but should include more informational text can help me understand the
intelligent than. plot or main events.
5. Sentences may vary but should include the
thinnest. Page 37
1. a; 2.  a; 3.  c; 4.  a; 5. c
Page 23
1. most politely; 2.  more happily; 3. worst; Page 38
4. most gracefully; 5.  worse; 6. earlier;
7. higher; 8.  hardest; 9.  more carefully, faster; . simple; 2.  compound; 3.  simple; 4. simple;
1
10. more quietly 5. compound
6.–10. Responses will vary, but the independent
clause should begin with:
Page 27
6. but; 7.  and; 8.  so; 9.  so; 10. but
1. B; 2.  D; 3. D

66 Workbook Answer Key

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1. Our teacher doesn’t like noisy students. She
makes them leave class. OR Our teacher doesn’t
like a noisy student. She makes him (or her)
leave class.
2. The ponies haven’t eaten today, and they are
hungry. OR The pony hasn’t eaten today, and it
is hungry.
3. My head hurts, so I took some medicine. OR Her
head hurts, so she took some medicine.
4. Ben goes to a private school, but his sister goes
to a public school. OR Ben goes to a private
school, but his sisters go to a public school.
5. We don’t have a new car, but it is good enough
for us. OR I don’t have a new car, but it is good
enough for me.
6. The television was broken, so I played a game.
Page 41
. first person/my friend; 2.  first person/I;
1 .  available; 6.  survive; 7. display
3. first person/we; 4.–5.  Responses will vary.
Page 42
. resources; 2.  communicate; 3. approach;
1 1. salesperson 4. blackboard
4. response; 5.  resources; 6. communicate;
7. approach; 8.–10. Responses will vary.
Page 43
1. impatient / not patient
2. overestimate / estimate at too high a value
3. overflow / flow over the boundaries
4. uneven / not level
5. unhealthy / not good for one’s health
6. afterthought / second or later thought
7. aftershock / a shock that comes later
8. aftertaste; a taste which lingers in one’s mouth
9. unsteady; not steady
10. aftereffect; an effect that follows
Copyright © 2019 Pearson Education, Inc.
11. immeasurable; not able to be measured
12. overpay; pay too much
13. unbelievable; cannot be believed
14. immature; not mature
15. overlook; disregard
Page 44
.–5.  Sample answers may include:
1
1. Hannah’s dog, Fergus, is overheated and she
forgot to bring water for him.
2. Hannah takes the dog to the creek to drink
water.
3. Supunnee misses her friends in Thailand.
4. She calls a new friend and makes plans to see
her for lunch.
5. Identifying problems and solutions helps me
better understand what is happening in the text.
Workbook Answer Key
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Page 45
1. b; 2.  c; 3.  b; 4.  a; 5. c
Page 46
1. Not drinking; 2.  walking; 3. Seeing;
. baking; 5.  washing
4
6.–8.  Answers will vary.
Page 47
. saying; 2.  answering; 3. standing;
1
4. running; 5.  eating; 6.  meeting; 7. changing
8.–10.  Answers will vary.
Page 49
1. yes; 2.  yes; 3.  no; 4.  yes; 5. yes
Page 50
1. survive; 2.  injured; 3.  display; 4. injured;
5
8.–10.  Responses will vary
Page 51
2. database 5. seaport
3. toothpaste
  6.–10.  Responses may vary but should include:
6. sundial: The garden has a beautiful sundial.
7. sunbeam: The birds play in the sunbeam.
8. sunburn: Marci used lotion to avoid a sunburn.
9. raindrop: The raindrop glittered in the sun.
10. rainfall: Five inches of rainfall are predicted.
11. raincoat: Juan forgot his raincoat.
Page 52
. Someone will meet a friend named Stefan.
1
2. The story happens in the subway in New York.
3. The story happens in the present time.
4.–5.  Responses will vary.
Page 53
1. a; 2.  b; 3.  a; 4.  c; 5. c
Page 54
. pretty, prenominal; 2.  faraway, postnominal;
1
3. interesting, prenominal;
4. expensive, postnominal;
5. quick, prenominal; 6.  Tiny creatures;
7. something bad; 8.  enormous insect;
9. Frequent rain; 10.  someplace dry
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. present perfect, A new car has been designed.
1 . Jewish culture
1
2. simple past, The tin can was crushed by the 2. Responses will vary. He or she learned that
gorilla. Chanukah was the Jewish festival of lights and
3. future with will, Our class will be given a test by how to play dreidel. He or she saw a menorah
Mr. Smith. being lit and tried new foods, like latkes and
4. present progressive, A lecture on the planets is sufganiot.
being given at the community center. 3. Responses will vary but should include that the
5. future with be going to, Biology is going to be Jewish family is proud of their culture and makes
taught by a new teacher. efforts to celebrate their traditions.
6. simple past, I was approached from behind. 4. Responses will vary.
5. Responses will vary but should include that
Page 59 understanding the cultural context helps
1. C; 2. C students picture the action in the story and
understand the characters.
Page 60
Page 69
1. B; 2.  A; 3.  A; 4. B
1. b; 2.  c; 3.  c; 4.  a; 5. c
Page 62
Page 70
1. D; 2.  A; 3.  C; 4. C
Underline: Preheat; Mix; add; stir; pour; Use;
place
Pages 63–64
Circle: Don’t use
Responses will vary. 1. Use a knife to put peanut butter on both slices.
2. Spread the jelly evenly on both slices of bread.
3. Put one slice of bread on top of the other.
Unit 3
4. Cut the sandwich in half diagonally.
5. Enjoy your sandwich.
Page 65
. irony; 2.  foreshadowing; 3. foreshadowing
1 Page 71
There was an unopened letter; The clock seemed to . what time the bus comes
1
tick more loudly than before; Why would he write 2. where Sarah went last night
now? 3. what your address is
4. Responses will vary. 4. Who will come to the party?
5. I don’t know where she went.
Page 66 6. I wonder what he does.
. d; 2.  a; 3.  c; 4.  positive; 5. residents;
1 7. Can you tell me who she is?
6. rejected; 7.  distributes 8. I’m not sure when class begins.

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8.–10.  Responses will vary.
Page 73
Page 67 1. political; 2.  cultivate; 3. barriers;
sport; stand; stall; strange; strength; swell; 4. confrontation; 5.  violence; 6. enemies;
swing; spend; spell; store 7. cultivate; 8.  political; 9. confrontation;
sw-:  swing; swell 10. violence
sp-:  sport; spend; spell
st-:  stand; stall; store Page 74
str-:  strange; strength . similarities; 2.  assumed; 3. individuals;
1
1. spend; 2.  sport; 3.  strength; 4.  spell; 4. individuals; 5.  assumed; 6. similarities;
5. strange; 6.  stomachache; 7.  special; 7. focus; 8.–10.  Responses will vary.
8. store

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1. instructor: one who instructs
2. performer: one who performs
3. inspector: one who inspects
4. believer: one who believes
5. creator: one who creates
6. reviewer: one who reviews
7. editor: one who edits
8. director: one who directs
9. actor; 10. player; 11. sculptor; 12. owner;
13. visitor; 14. teacher; 15. photographer
Page 76
1. They have dark hair and big brown eyes. They
are identical twins.
2. Dara is smart but grumpy. Dora is pleasant but
lazy.
3. English is the first language. Both have been the
most powerful nations in the world.
4. The U.K. is smaller. In the U.K., people like
different sports than in the U.S.
5. Responses will vary but should include the
idea that comparing and contrasting can help
students better understand what they read.
Page 77
1. b; 2.  a; 3.  c; 4.  a; 5. c
Page 78
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 most topics, before Seeds of Peace began,
they disagreed on even more.
4. Until Arabs and Israelis can agree on Jerusalem,
there will always be problems.
Copyright © 2019 Pearson Education, Inc.
5. Before Seeds of Peace, many children would not
have been friends.
6. The camp was amazing because 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 with each other.
9. I made new friends because there were so many
interesting people.
10. After I told my friends about Seeds of Peace,
they wanted to join.
Workbook Answer Key
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Page 79
1. When John slipped and fell, he was running
down the stairs.
2. I don’t know where I am going. Can you help
me?
3. While we were eating dinner, the phone rang.
OR While we are eating dinner, the phone rings.
4. Until spring comes, we aren’t planting our
garden.
5. their, they; 6.  his, he; 7.  his, he;
8. they, them, they
Page 81
. fear/horror; 2.  greed; 3.  anxiety; 4. yes;
1
5. no
Page 82
. a; 2.  b; 3.  d; 4.  encounter; 5. reaction;
1
6. consent; 7. authoritative
8.–10.  Responses will vary.
Page 83
1. d; 2.  c; 3.  b; 4.  e; 5.  a; 6. question;
7. tell; 8.  wisdom; 9.  yell; 10. hate;
11. pretty; 12.  little; 13.  smart; 14. strange;
15. inexpensive
Page 84
1. Martina faces the choice of whether or not to
cheat on a test.
2. Responses will vary.
3. He cares about creating music.
4. He doesn’t sing in tune and he wants to win a
band contest for a scholarship.
5. Responses will vary but should include that by
being able to identify with a character, students
can better understand and enjoy a story.
Page 85
1. c; 2.  a; 3.  b; 4.  b; 5. a
Page 86
. Instead, However
1
2. as a result, consequently
3. consequently, thus
4. Instead, On the other hand
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.
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. tiny, red; 2.  long, winding, rural;
1 1. b; 2.  b; 3.  a; 4.  c; 5. b
3. delicious, chocolate, heart-shaped;
4. long, curly, red; 5–8.  Answers will vary.
Page 91
1. A; 2. C
Page 92
1. B; 2.  D; 3.  C; 4. B
Page 94
1. B; 2.  C; 3.  C; 4.  B; 5. B
Pages 95–96
Responses will vary.
Unit 4
Page 97
1. mission; 2.  tenement; 3. exhibit;
4. preserved; 5.  inspectors; 6. mission;
7. exhibit; 8.  inspectors; 9. neighborhood;
10. preserved
Page 98
. a; 2.  e; 3.  c; 4.  d; 5. immigrants;
1 Sample definitions: 1. heir: a person who
6. community; 7.  benefit; 8. incentive;
9.–10.  Responses will vary.
Page 99
Words with gn: gnarled, gnaw; Words with
bt: doubt, doubted, undoubted; Words with
mb: plumber, crumb, thumb; Words with kn:
knowledge, knob, knack
1. gn; 2.  gn; 3.  bt; 4.  kn; 5.  mb; 6. gn;
7. kn; 8.  mb; 9. kn
Page 100
Answers will vary.
1. The article is about the history of Ellis Island.
2. The picture shows a crowd of people with boxes
and bags. They look like they don’t have much
with them, so they probably don’t have much
money.
3. The chart shows how the number of people
entering Ellis Island went up and down.
4. Responses will vary.
5. Understanding visuals gives readers additional
information and insight into a text.
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Page 102
. who; 2.  that; 3.  who; 4.  which; 5. that;
1
6. who; 7.  which; 8.  who; 9.  who; 10. that
6.–10.  Answers will vary.
Page 103
. where; 2.  which; 3.  when; 4. that
1
5. The concert, which ended late, was great.
6. I told you about the movie that I saw last night.
7. Denmark, where I’ve always wanted to go, is in
northern Europe.
8. My only brother, whom you met last night, is
graduating tomorrow.
Page 105
. yes; 2.  no; 3. yes
1
4.–5.  Sentences will vary.
Page 106
. guidance; 2.  determination; 3. indicate;
1
4. occurs; 5.  determination; 6. indicate;
7. guidance; 8.–10.  Responses will vary.
Page 107
inherits following someone’s death; air: the gas
surrounding Earth, which people breathe; 2. bald:
having little or no hair on your head; bawled:
shouted or cried loudly; 3.  barren: unfruitful,
incapable of producing offspring; baron: a
businessman with a lot of power or influence;
4.  steel: a strong, hard metal made from iron;
steal: to take something that does not belong to
you; 5.  tease: to annoy or embarrass someone;
Copyright © 2019 Pearson Education, Inc.
teas: drinks made by pouring boiling water onto
dry leaves; 6.–10.  Sentences will vary. Sample
definitions: 6.  bazaar: a sale of various things to
benefit a charity, cause, or organization; bizarre:
very unusual and strange; 7.  threw: to propel,
hurl, or cast away something; through: into one
side or end of something and out the other end or
side; 8.  sighs: to exhale in a long, deep breath that
can be heard; size: how big or small something or
someone is; 9.  leak: a hole or crack through which
liquid or gas flows in or out; leek: a vegetable with
long, straight green leaves that tastes like an onion;
10.  son: your male child; sun: the large ball of fire
in the sky that gives us light and heat
Workbook Answer Key
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1.–5.  Answers will vary.
Page 109
1. b; 2.  c; 3.  a; 4.  b; 5. a
Page 110
. We picked wild mushrooms from the forest.
1
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.
5. He was a nice, thoughtful person.
6. She is a talented and graceful dancer.
7. The movie was boring without much plot.
8. This is goat cheese from Switzerland.
Page 111
1. He politely opened the door.
. The man walked quickly to the shop.
2
3. He marched very proudly in the parade.
4. They lived happily in Canada for many years.
5. She reacted quite calmly to the news.
6. Joan finally arrived at the café. OR Finally,
Joan arrived at the café. OR Joan arrived at the
café finally.
7. Butch buys stamps very often downtown.
OR Butch very often buys stamps downtown.
8. A rather tall woman quietly entered the room.
OR A rather tall woman entered the room
quietly. OR Quietly, a rather tall woman entered
the room. OR A tall woman rather quietly
entered the room. OR A tall woman entered the
room rather quietly. OR Rather quietly, a tall
woman entered the room.
Page 113
. speaker; 2.  symbol; 3.  speaker; 4. a
1 4. In order that we could leave early, purpose
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grandfather; Students should circle: When I was
ten-and-three, Dear grandson; 5.  rain; Students
should circle: We float above waiting, Gather and
burst, Splatter and splash, We pool at your feet, And
race down your rivers And dampen your hair
Page 114
. symbolize; 2.  attached; 3. removed;
1 even though/though this year, it began in
4. symbolize; 5.  removed; 6. attached;
7. source; 8.–10.  Responses will vary.
Workbook Answer Key
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Page 115
Words with long o spelled o: hello, ago;
Words with long o spelled oa: moan, loaf,
toast; Words with long o spelled o_e: zone,
vote, telephone; Words with long o spelled
ow: aglow, swallow, snow; 1.  oa; 2. o;
3. o_e; 4.  ow; 5.  oa; 6.  ow; 7.  ow; 8. ow;
9. o_e
Page 116
. a poem
1
2. Yes. The lines Everyday and In every way rhyme.
3. a play
4. character names
5. Responses may vary but should include that
by analyzing text structure students can better
understand what kind of text they are reading.
Page 117
1. b; 2.  a; 3.  b; 4.  c; 5. a
Page 118
. Whenever my aunt visits, we get presents.
1
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.
6.–10.  Answers will vary.
Page 119
. Although he enjoyed his vacation, contrast
1
2. so that he would have his own private place,
purpose
3. As it was almost noon, reason
5. I joined the soccer team so that/in order that I
could get into shape.
6. Jessica took off her sweater as/because/since it
was warm inside the house.
7. He likes sports cars as/because/since he likes to
drive fast.
8. School usually begins in September, although/
August.
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1. C; 2. D . got into; 2.  came down with;
1
3. hold on to; 4.  went over; 5.  catch up with
Page 124 6.–8.  Answers will vary.
1. A; 2.  C; 3.  B; 4. D
Page 135
Page 126 . b; 2.  b; 3.  b; 4. b
1
1. C; 2.  A; 3.  C; 4. B; 5. B 5. The teacher gave back our tests.
6. Can I get my CD back?
7. Brett has set a website up where you can see his
Pages 127–128
photos.
Responses will vary. 8. She turned the TV off.

Unit 5 Page 137

Page 129
1. experiences; 2.  incredible; 3. survive;
4. conditions; 5.  Fortunately; 6.  survive;
7. conditions; 8.  rescued; 9. Fortunately;
10. experiences; 11. incredible
Page 130
. a; 2.  b; 3.  d; 4.  remarkable; 5. impact;
1 Page 138
6. aspect; 7.  persistence
8.–10.  Responses will vary.
Page 131
1. The; Capitalize the first letter in a sentence.
2. Dr.; Capitalize people’s titles.
3. Grand Canyon; Capitalize proper nouns.
4. Thanksgiving; Capitalize holidays.
5. Spanish; Capitalize languages.
6. The Red Cross; Haiti; French
7. We; Renaissance; Revolutionary War;
Mr. Smith’s
8. I; Vine Avenue; St. Louis; Missouri
9. The Empire State Building; Statue; Liberty;
. dialogue; 2.  dialogue; 3.  stage directions
1
4. Students should underline Don and Rob;
students should circle: angrily, Sighing, Rob
reaches out a hand to Don, who refuses to take
it, Rob’s cat walks across the stage in a purple
spotlight. They watch it go, After a moment they
both smile.
5. Dialogue will vary.
. assisted; 2.  correspond; 3. occupants;
1
4. correspond; 5.  assisted; 6. occupants;
7. regulations; 8.–10.  Responses will vary.
Page 139
/j/ spelled j: project, Japan, jacket; /j/ spelled
g: general, giraffe, gym; /j/ spelled dge:
wedge, lodge, acknowledge
1. g; 2.  j; 3.  g; 4.  dge; 5.  j; 6.  g; 7. j
Page 140
. Sample answer: guilt
1
2. Sample answer: manipulative

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New York City 3. Sample answer: anger or worry
10. My; Monday; May; Memorial Day 4. Sample answer: Both of Raymond’s lines contain
exclamation points. That means that his lines
Page 132 should be read with strong emotion.
5. Sample answer: When you read aloud, you can
. the last sentence
1 participate in the story. You can also sharpen
2. a few survival tips if you get lost in the your understanding of the emotions that
wilderness motivate characters to speak.
3. four—don’t panic, get shelter, start a fire, take
inventory
Page 141
4. answers will vary—helps you see key points the
author is making 1. a; 2.  a; 3.  c; 4.  a; 5. c

Page 133 Page 142

1. a; 2.  b; 3.  a; 4.  a; 5. b . since; 2.  had; 3.  for; 4.  ever; 5.  had;
1
6.–10.  Answers will vary.

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 Page 143 Page 151
. wears; 2.  would have picked; 3.  didn’t study;
1 1. wears; 2.  would have picked;
4. stayed; 5.  wouldn’t be; 6.  ’ll do; 7.  ’ll spend; 3. didn’t study; 4.  stayed; 5.  wouldn’t be;
8. didn’t cause 6. ’ll do; 7. ’ll spend; 8.  didn’t cause
Page 155
Page 145
1. B; 2.  D; 3.  A; 4. B
. yes; 2.  no; 3.  no; 4. yes
1
5. Answers will vary but may include the idea that
friends help each other when they are in need.
Page 156
1. A; 2.  C; 3.  C; 4. B
Page 146
. proceed; 2.  tradition; 3. crucial;
1
Page 158
4. crucial; 5.  alter; 6.  proceed; 7. tradition 1. D; 2.  A; 3.  B; 4.  B; 5. D
8.–10.  Responses will vary.
Pages 159–160
Page 147 Responses will vary.
Consonant + -le: tickle, sample, example
Consonant + -al: coral, rental, oriental
Consonant + -el: lapel, dispel, hotel
Unit 6
1. le; 2.  al; 3.  al; 4.  el; 5.  al; 6.  el; 7. le
Sentences will vary. Page 161
. no; 2.  yes; 3. yes
1
Page 148 4. The face of the moon is a mirror. It’s carried
1. Sample answer: Libby would be excited about across the sky by a family, whose skin is so
the meet because she has become a better pale and delicate that they can only come out
swimmer. at night, so they don’t get burned. The family
2. Responses will vary. members pull the moon across the sky. They
3. Sample answer: Evan might be excited about look at Earth in the mirror. That way they
having a new friend who shares his interest. remember where they came from. The smiling
4. Sample answer: Dan might feel jealous that his face in the moon belongs to the person carrying
best friend might share a strong interest with the moon. The stars twinkle at them in greeting.
someone new. 5. Sample answer: It tries to explain the moon’s
5. Sample answer: By making inferences, students passage across the sky and lunar eclipse.
can understand indirect information and
monitor their overall comprehension of a story. Page 162
. a; 2.  c; 3. b
1
Page 149 4. instructed; 5.  phase; 6.  job; 7. compatible
Copyright © 2019 Pearson Education, Inc.

1. b; 2.  c; 3.  a; 4.  a; 5. c 8.–10.  Responses will vary.

Page 150
1. “It’s too expensive,” she said.
2. He asked if I was OK.
3. “We’re not coming,” they said.
4. She said (that) the storm destroyed everything.
5. “I can take you,” he said.
6. My father said (that) he didn’t know where his
keys were.
7. “I really appreciate it,” she answered.
8. Peter asked if I could come to the party.

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 Page 163 Page 172
Long i spelled i_e: while, isle, tile; Long i 1. d; 2.  a; 3.  b; 4.  image; 5. devices;
spelled -igh: tightly, tonight, blight; Long i . elements; 7.  analyze
6
spelled -y: style, supply, July; Long i spelled i: 8.–10.  Responses will vary.
grind, blind, bite
1. i; 2.  i; 3.  i_e; 4.  -y; 5.  i_e; 6. -igh; Page 173
7. i; 8. -y . formal; 2.  predictable; 3.  grimy;
1
4. sugary; 5.  dull; 6.–10.  Responses will vary.
Page 164
1.–5.  Responses will vary. Page 174
. Answers will vary.
1
Page 165 2. Yes. In #53, the following lines rhyme: And if
1. c; 2.  a; 3.  a; 4.  b; 5.  b flowers took their place, and And fair earth’s
face; To pluck the stars, and Beyond the cloudy
Page 166 bars. In #55, the following lines rhyme: Up in the
. at 8:45, When?;
1 sky, and Or the clouds can fly?; Circles, circles
2. from the chair, Where?; still; and And do its Maker’s will.
3. with my cell phone, How?; 3.–4.  Answers will vary.
4. with a deadbolt, How?; 5. Answers may vary but should include the idea
5. into the phone, Where?; 6.  of; 7. at; that by analyzing text structure, students can
8. from; 9.  to; 10. for better understand what kind of text they are
reading.
Page 167
Page 175
. his, her; 2.  it; 3.  their; 4.  his, her; 5.  our;
1
6. it; 7.  he, she; 8. their 1. c; 2.  c; 3.  a; 4.  c; 5. a

Page 168 Page 176

. Newsweek; 2.  Romeo and Juliet;
1 1. sounds; 2.  want; 3.  lie; 4.  are; 5. goes
3. “Hard Day’s Night”; 6. Either Jane or Cynthia washes the dishes.
4. “The Road Not Taken”; 7. Neither he nor I enjoy fishing.
5. Harry Potter; 6.  The New York Times; 8. Both Karen and Will live in Maine.
7. Two Sisters; 8.  “Oddly Enough” 9. Either Frank or Isabelle is going to come.
10. Both Sandra and I are good at swimming.
Page 169
Page 177
. twenty-three; 2. well-known;
1
3. kind-hearted; 4. e-mail . haven’t met; 2. snowboarding;
1
3. enough water; 4.  Roman architecture

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5. Greg ran quickly—the quickest he’d ever run
before. 5. After Mae opened the door, she greeted her
6. The cat—fat and lazy—slept on the sofa as the guests.
mouse ran by. 6. We had a quiz on Friday before we had a test on
7. The child went everywhere with her teddy Monday.
bear—worn and tattered as it was. 7. She quit her job, moved to New York, and
8. My brother—as much as I love him—drives me became an actor.
crazy sometimes.
Page 178
Page 171 . I am going home; I intend to stay there.
1
. no; 2.  yes; 3.  no; 4.  yes
1 2. It rained all afternoon; we managed to have our
5. Responses will vary. picnic anyway.
3. She couldn’t make it to my party; therefore, she
brought me flowers the next day.
4. I have been to California, Washington, and
Oregon on the West coast; Texas and New
Mexico in the South; and New York, Maine, and
Massachusetts in the North.

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 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.
Page 179
1. Course requirements are the following: regular
attendance and class participation.
2. He learned a valuable lesson: Never argue with
your mother.
3. Only one thing was on her mind: passing
the test.
4. It’s very easy to make lemonade: Squeeze
lemons into water and sugar.
5. Here are the most common girls’ names:
Addison, Olivia, and Sarah.
6. He finally made up his mind: He would major in
biology.
7. I couldn’t believe my luck: I found my wallet that
I’d lost.
8. There is one thing you need to get: a passport.
Page 181
. universe; 2.  crater; 3.  lunar; 4. voyage;
1 and spacecraft in the world. It is also a center
5. base; 6.  lunar; 7.  universe; 8. base;
9. mine; 10. voyage
Page 182
. promote; 2.  issues; 3. investigate;
1 collection of its kind in the world.
4. issues; 5.  promote; 6.  investigate; 7. research
8.–10.  Responses will vary.
Page 183
1. National Aeronautics and Space Administration;
2. Automated Teller Machine;
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3. Frequently Asked Question(s);
4. Chief Executive Officer; 5.  World Wide Web;
6. Zone Improvement Plan;
7. Tender Loving Care;
8. Sound Navigation and Ranging;
9. For Your Information;
10. Very Important Person
Page 184
1.–5.  Responses will vary.
Page 185
1. c; 2.  b; 3.  b; 4.  b; 5. a
Page 186
Sample answers: 1.  As a result; 2. Furthermore;
3. For example; 4.  Moreover; 5. Indeed;
6. In addition; 7.  For example; 8.  In summary
Workbook Answer Key
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Page 187
. was taking, rang past; 2.  ’s cooking, present;
1
3. ’re staying, future; 4.  was washing, past;
5. are . . . doing; 6.  were . . . doing, called;
7. am shopping; 8.  wasn’t watching, was texting
Page 188
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).
4. [His] paper . . . was interesting.
5. His opinion . . . was not widely held by [them].
8. [They] completed . . . their research.
Page 189
Note: Students may use a different reporting
verb, and word use may vary.
1. According to Keeger, “[The National Air and
Space Museum] is conveniently located in
Washington, D.C.”
2. Keeger states:
   [The National Air and Space Museum]
holds the largest collection of historic aircraft
for research into the history of aviation and
spaceflight. Almost all space and aircraft on
display are originals.
3. Keeger points out that the NASM has the biggest
4. Keeger says, “[NASM] is a center for research into
the history of aviation and spaceflight.”
5. In Keeger’s opinion, the museum is an
interesting place.
Page 193
1. C; 2. F; 3. D
Page 194
1. B; 2.  F; 3.  B; 4. G
Page 196
1. B; 2.  G; 3.  A; 4.  H; 5. C
Pages 197–198
Responses will vary.
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 Pages 201–206
Everyone in the family was excited about 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 chose
two warm shirts and one light one. I also packed a
small 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 dog Buster, but he had to stay
home. Dogs are not allowed to stay in the cabin
with families. But even without Buster, we had a
wonderful time.
Last summer, I went 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 were harder than my high school classes,
but I worked hard and did well. The students in
my program all stayed in the same dormitory. We
played soccer 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 explore such a big city on my own. I rode my
bike to museums 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.
Juan hates it when his mother orders him
around. Her latest instruction is simple. She said,
“Son, clean your room.” So, Juan decided to
alphabetize his music collection. He picked up
three CDs that had fallen behind his desk. They
were by his favorite singer, Prince. He realized
that he had never actually listened to any of them
before. They had fallen behind the desk the day he
bought them. Juan decided maybe his mom was
right. Maybe it wasn’t such a bad idea after all to be
neat and organized.
76
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During the summer, several students from the
local high school had a fun volunteer experience.
The New Hope Clinic, which 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 offer refreshments to the
patients, and engage them in conversation to
make them comfortable. When patients couldn’t
read or write, the students would assist them. Each
student also spent a day shadowing one of the
nurses, who were happy to provide guidance. The
nurses prepare the patients for doctor visits, take
down patient information, 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.
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 on 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. Grandad just grinned. “Do you
play chess?” he asked. I have 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
beating 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 court.
This week 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
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display about Goddard’s rockets when her phone
rang. Her mother was calling her. Hannah looked
around for a place to answer the phone in private.
She went to a hallway nearby so she wouldn’t
disturb anyone. Our teacher got upset that Hannah
left the group.
Workbook Answer Key
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 READER’S COMPANION ANSWER KEY
Unit 1
Page 2
Use What You Know  Responses will vary.
Reading Strategy: Preview  Responses will
vary.
Comprehension Check  Students should
underline A hybrid is created by breeding two
different varieties of plants together.
Responses will vary but might include a tomato
that is sweet with a thick skin that is good for
shipping.
Page 3
Preview  Students should place a box around
3,000 B.C.
The sentence refers to the time and place where the
first watermelons were grown.
Comprehension Check  Students should
underline spring in the first paragraph.
Watermelons are picked in the summer.
Text Structure  Students should circle Summer
Every Day and Science on the Farm.
The subheadings help keep information about
summer fruits different from information about
how science can be used to improve farming.
Page 4
Reading Strategy: Preview  Students should
underline Scientists look at the basic material that
makes every food unique.
Copyright © 2019 Pearson Education, Inc.
Responses will vary about what students expect
to learn.
Comprehension Check  Students should circle
Vitamin A.
Scientists change the genes of a variety of rice to
make Golden Rice.
Text Structure  Students should circle deficiency.
Sentences will vary.
Reader’s Companion Answer Key
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Page 5
Reading Strategy: Preview  Responses will
vary.
Text Structure  Students should circle pesticides.
Sentences will vary.
Comprehension Check  Students should
underline But hydroponic farms grow plants
without soil.
Responses will vary but should indicate that
hydroponic plants grow in a mixture that provides
the nutrients they need.
Page 6
Reading Strategy: Preview  Responses will
vary.
Comprehension Check  Students should
underline Crickets are a more efficient food than
many other animals because they require less food
and water to raise them.
Crickets are eaten whole or ground into flour.
Comprehension Check  Students should
underline A new technique allows scientists to grow
meat in a laboratory, using animal cells.
Responses will vary but students should indicate
that the meat grown in the labs was never live
animals.
Page 7
Text Structure  Students should underline
During one special sale in 2015, more than 215,000 of
these appliances were sold in a single day!
The sentence tells how many pressure cookers were
sold in one day.
Text Structure  Students should circle
electromagnetic radiation.
Sentences will vary.
Comprehension Check  Students should
underline These ovens were easier to turn on and set
specific temperatures.
Responses will vary.
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 Page 8 Page 15
Retell It!  Responses will vary. Text Structure  Students should circle
general anesthesia.
Reader’s Response  Responses will vary.
Responses will vary but should include the idea
Think About the Skill  Responses will vary. that general anesthesia allows surgeons to perform
procedures without patients’ feeling pain.
Page 10 Comprehension Check  Students should
underline British manufacturer Bryan Donkin
Paragraph 1 error:  aren’t carefully controlled bought the rights to the idea.
Correction:  are carefully controlled 1813; Britain’s Royal Navy
Paragraph 2 error:  taking up small plots Reading Strategy: Recognize
of land Sequence  Students should draw boxes
Correction:  taking up huge plots of land around 1804 and 1810.
six years
Page 11
1. hybrid 6. vertical Page 16
2. selective 7. pesticides Comprehension Check  Students should
3. genes 8. hydroponic underline Paper bags at the time were more like flat
4. engineering 9. radiation envelopes.
5. blindness 10. pressure Knight had to fold and glue bags to make them
+ + H V + + + + + + + + + + + flat-bottomed.
+ + + Y E + + + + + + + + + B Text Structure  Students should circle
+ + + + D R R + + + + + + + L Beasley invented a much better life raft that saved
+ P + + E R T A + + + + + + I many lives.
+ + E + + N O I D + + + + + N Responses will vary but should include the idea
that Beasley’s improvements to the life raft made it
+ + + S + + G P C I + + + + D
better and safer than ever.
+ + + S T + + I O A A + + + N
+ P + E + I + + N N L T + + E Comprehension Check  Students should
H + R L + + C + + E I + I + S underline Her raft was fireproof and could fold. It
also had railings that kept riders from falling off.
Y + + E + + + I + + E C + O S
Responses will vary but may mention that they
B + + C S + + + D + G R + + N saved more than 700 people on board the Titanic.
R + + T + S + + + E + E I + +
I + + I + + U + + + S + N N + Page 17
D + + V + + + R + + + + + E G

Copyright © 2019 Pearson Education, Inc.

Comprehension Check  Students should
+ + + E + + + + E + + + + + S underline Drivers had to get out to wipe off snow
and just drive through rain.
Page 14 Anderson got her idea when she saw a streetcar
driver get out to clear a windshield.
Use What You Know  Responses will vary.
Text Structure  Students should circle
Text Structure  Students should circle Who,
windshield.
What, and When.
This word refers to Mary Anderson.
The subheadings tell the name of the inventor, the
name of an invention, and the date it was invented. Comprehension Check  Students should
underline magnetic attraction. Responses will vary
Reading Strategy: Recognize Sequence
but should include the idea that Ochoa invented
Students should underline It took many years for
other items, such as a clip and toy plane.
people to develop safer roller skates.
The first roller skates could not be controlled.

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 Page 18 Page 23
Comprehension Check  Students should 1. metal 6. patent
underline These early devices opened too easily. 2. surgery 7. boots
Responses will vary but should include the idea 3. billion 8. television
that Sundback added more interlocking teeth to 4. railings 9. refilled
look like the zippers we know today. 5. streetcar
Reading Strategy: Recognize S + + + + + + + + + + + + + + + + M + +
Sequence  Students should draw a box B T + + + + + + + + + + + + + + + E + +
around 1942. O + R + + + + + + + + + B + + + + T + +
1946 O + + E + + + + + + + + I + + + + A + +
T + + + E + + + + + + + L + + + + L + +
Comprehension Check  Students should
S + + + + T + + + + + + L + P + + + + +
underline When he was just 17 years old . . .
+ + S + + + C + + + + + I + A + + + + +
He used parts found in flea markets.
+ + + U + + + A + + + + O + T + + + + +
Page 19 + + + + R + + + R + + + N R E + + + + +
+ + R + + G + + + + + T + A N + + + + +
Comprehension Check  Students should + + + E + + E + + + + E + I T + + + + +
underline had to be filled with wet, messy ink. + + + + F + + R + + + L + L + + + + + +
Responses will vary but should indicate that Biro’s + + + + + I + + Y + + E + I + + + + + +
invention replaced the pen tip with a ball that used + + + + + + L + + + + V + N + + + + + +
quick-drying ink that did not need to be replaced + + + + + + + L + + + I + G + + + + + +
for months. + + + + + + + + E + + S + S + + + + + +
+ + + + + + + + + D + I + + + + + + + +
Reading Strategy: Recognize
+ + + + + + + + + + + O + + + + + + + +
Sequence  Students should circle 1958.
+ + + + + + + + + + + N + + + + + + + +
After World War II matches the time period
+ + + + + + + + + + + + + + + + + + + +
of 1958.
Comprehension Check  Students should
underline He also saw that people in Japan were Unit 2
willing to wait in long lines for fresh noodles.
Responses will vary but may indicate that his
invention made a tasty food quicker and easier for
Page 26
people to get. Use What You Know  Responses will vary.
Text Structure  Students should draw a box
Page 20 around continually.
Responses may vary.
Retell It!  Responses will vary.
Reading Strategy: Recognize Cause
Copyright © 2019 Pearson Education, Inc.

Reader’s Response  Responses will vary.

Think About the Skill  Responses will vary.
Page 22
Paragraph 1 error:  plastic wheels
Correction:  metal wheels
Paragraph 2 error:  crashed into a barn door
Correction:  crashed into an expensive mirror
and Effect  Responses will vary but may include
identifying where regions change from a sea to
an ocean, identifying features such as hills or
mountains, and understanding the sizes of oceans.
Text Structure  Students should draw a box
around Deep Mapping.
It is a heading.
Page 27
Reading Strategy: Recognize Cause
and Effect  Responses will vary but may include
having scientific fields closed to you, not being
treated equally as a scientist, and being in a field
made mainly of men.
Text Structure  Students should circle 1947.
Tharp and Heezen had to map the entire ocean
floor.

Reader’s Companion Answer Key 79

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 Comprehension Check  Students should circle
Then World War II started.
Tharp was happy about the opportunity and
became a professional geologist.
Page 28
Text Structure  Students should draw a box
around raw data.
Sentences will vary.
Comprehension Check  Students should
underline They planned to use a new invention called
a continuous echo sounder.
Responses will vary but should indicate that the
sounder uses electricity to send out an electronic
ping sound to indicate location.
Reading Strategy: Recognize Cause
and Effect  Heezen worked on the ship and sent
Tharp the raw data to analyze.
Page 29
Text Structure  Students should circle rift.
Responses will vary.
Comprehension Check  Students should
underline Tharp spent countless hours “plotting,
drawing, checking, correcting, redrawing, and
rechecking” the data.
It took her years to analyze the information.
Reading Strategy: Recognize Cause
and Effect  Students should underline This theory
suggests that Earth’s continents move very slowly,
appearing to wander across the planet’s surface.
Responses will vary but should include that
Heezen called it “girl talk” but it eventually became
accepted scientific theory.
Page 30
Reading Strategy: Recognize Cause
and Effect  Students should underline As a result,
they sought the aid of Heinrich Berann.
Responses will vary but should indicate that Tharp
and Heezen wanted an attractive map to show
their data.
Text Structure  Students should draw boxes
around An Artist Improves the Ocean Map and A
Map Changes the World.
Responses will vary.
Comprehension Check  Students should circle
Heinrich Berann.
They found him when his daughter wrote to them
to recommend his work.
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Page 31
Text Structure  Students should circle You Can
Help the Oceans.
It is a heading, which is larger than a subheading.
Comprehension Check  Students should
underline Experts estimate there are about 46,000
pieces of plastic in every square mile of ocean.
Thousands of sea animals get tangled in plastic
debris and die each year.
Page 32
Retell It!  Responses will vary.
Reader’s Response  Responses will vary.
Think About the Skill  Responses will vary.
Page 34
Paragraph 1 error:  almost one-eighth
Correction:  almost two-thirds
Paragraph 2 error:  This meant that maps
included
Correction:  This meant that maps ignored
Page 35
cross
A Down
 3. persuasive 1. blank
 7. data 2. geology
 9. lifetime 4. extraordinary
10. research 5. continent
6. puzzle
8. depth
Unit 3
Copyright © 2019 Pearson Education, Inc.
Page 38
Use What You Know  Responses will vary.
Text Structure  Students should circle
“Inspiring Peace.”
Responses may vary but may indicate that the
article will be about a camp that studies or explores
peace in some way.
Reading Strategy: Compare and
Contrast  Responses will vary. Possible answers
may include two of the following:
1. Same: They are all teenagers; they all attend the
Seeds of Peace Camp.
2. Different: They come from different places;
they may have different views about the world.
Reader’s Companion Answer Key
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 Page 39
Comprehension Check  Students should
underline was on the camp’s ropes course,
blindfolded.
Ynon must rely on instructions from a Palestinian
teen to get through the course.
Text Structure  Students should draw a box
around ambitious.
Responses will vary. Students may list that the
campers want to be leaders, they work with other
campers, and they want to bring their knowledge
home to their own countries.
Reading Strategy: Compare and
Contrast  Responses will vary. Possible answers
may include two of the following:
1. Same: Campers sleep in cabins; they take part in
summer camp activities.
2. Different: The campers come from several
different nations; they are training to be
leaders who cultivate peace.
Page 40
Comprehension Check  Students should draw a
box around John Wallach.
Responses may vary but should indicate that
Wallach wanted people to learn to spread peace by
showing understanding toward enemies.
Text Structure  Students should circle
inevitable.
Responses will vary.
Reading Strategy: Compare and
Contrast  Students should underline enemies.
Responses may vary but should indicate that
Wallach believed that after a while, people from
Copyright © 2019 Pearson Education, Inc.
opposing sides would become similar because they
would both feel empathy toward each other.
Page 41
Comprehension Check  Students should
underline “to inspire and cultivate new generations
of global leaders in communities divided by
conflict.”
Responses may vary.
Text Structure  Students should circle
facilitators.
Responses may vary, but sample answers include
“helpers” or “people who make things easier.”
Reader’s Companion Answer Key
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Reading Strategy: Compare and
Contrast  Students should draw a box around
two-hour dialogue sessions.
Responses may vary but should indicate that the
facilitators are interested in peace and leadership
just as the campers are, but they lead discussions
instead of take part in the same way as campers.
Page 42
Text Structure  Students should circle the last
paragraph on the page.
Answers will vary but may indicate that the new
program focuses on teens from the United States
from diverse backgrounds who may need help
getting along with each other.
Comprehension Check  Students should
underline Stereotyping is a way that “enemy” groups
avoid learning about each other. It keeps the people
in each group from being able to see each other as
fellow humans. Another example of stereotyping
is saying that one group of people is smarter than
another.
Reading Strategy: Compare and Contrast 
Students should underline The teens build
understanding of the issues that divide their
communities, too.
Responses will vary but may indicate that in
both cases, teens attempt to have a better
understanding of problems. At first, teens may feel
like they identify more with the people from their
own community than from conflicting regions.
Page 43
Text Structure  Students should circle Hope for
the Future.
Responses may vary but should suggest this section
most likely describes the future goals of the Seeds
of Peace camp.
Reading Strategy: Compare and
Contrast  Responses will vary. Possible answers
may include two of the following:
1. Same: Jack sees that the challenges the campers
face are very difficult.
2. Different: He feels confident that he will be one
of the few who is able to use his abilities to make
a difference.
Comprehension Check  Students should
underline We are born in this place and running
away is not a solution.
Responses may vary but should indicate that he
thinks people give up instead of doing everything
they can to help.
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 Page 44
Retell It!  Responses will vary.
Reader’s Response  Responses will vary.
Think About the Skill  Responses will vary.
Page 46
Paragraph 1 error:  they needed to be able to
take part in a debate successfully
Correction:  they needed to see each other as
human beings
Paragraph 2 error: 1933
Correction: 1993
Page 47
cross
A Down
3. Israel 1. games
5. conflict 2. cabins
6. Maine 4. founder
7. leaders Text Structure  Students should circle To
Unit 4
Page 50
Use What You Know  Responses will vary.
Text Structure  Students should circle “97
Orchard Street.”
Responses will vary.
Reading Strategy: Use Visuals Answers
will vary.
Page 51
Comprehension Check  Students should
underline The only way to explore the museum is
through a guided tour.
Responses will vary but should indicate that the
apartments give visitors a realistic portrait of how
immigrants once lived.
Text Structure  Students should circle garment
industry.
Responses may vary but could include designer,
seamstress, shop owner, factory worker, etc.
Reading Strategy: Use Visuals Answers
will vary.
82
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Page 52
Comprehension Check  Students should
underline An unrestored apartment in the building
drives home the nineteenth-century reform
movement’s campaign for improved housing.
Responses will vary.
Text Structure  Students should circle tolerance
and place a check mark beside the acceptance of
other people and cultures as they are.
Responses will vary.
Comprehension Check  Students should draw a
box around the Lower East Side.
Responses will vary, but students might indicate
that on a walking tour visitors can learn more
about the neighborhood and see other important
historical sites in the area.
Page 53
Reading Strategy: Use Visuals 
Answers will vary.
help unite the diverse community surrounding it,
the museum has organized the Lower East Side
Community Preservation Project.
Responses will vary, but students might indicate
that the project helps identify historic places.
Comprehension Check  Students should
underline The sites represent the different groups who
have lived in the neighborhood since the 1800s.
They plan to create historical markers and place
them at each site.
Page 54
Retell It!  Responses will vary.
Copyright © 2019 Pearson Education, Inc.
Reader’s Response  Responses will vary.
Think About the Skill  Responses will vary.
Page 56
Paragraph 1 error:  extremely wealthy people
Correction:  poor and immigrant city-dwellers
Paragraph 2 error:  are not
Correction:  are
Reader’s Companion Answer Key
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 Page 57 Page 62
1. IMMIGRANT 6. INSPECTOR Text Structure  Students should circle
2. MUSEUM 7. LABOR Life on the Raft.
3. RESIDENTS 8. LETTERS Responses will vary.
4. COSTUME 9. SITES
Comprehension Check  Students should
5. HOUSING 10. HARD TIMES
underline For food and drink, he had a jug of water,
+ + + + + + + + H + + + + + + tins of biscuits, lumps of sugar, hard crackers, and
+ + + + + + + + A + S + + + I even some chocolate.
+ + S + + L + + R + I + + + N Poon Lim thought the food would last about
+ + R + + A + + D + T + + + S 30 days.
+ + E + + B + + T + E + + + P Reading Strategy: Identify Main Idea and
+ + T + + O + N I + S + + C E Details Main idea: Poon Lim found a life jacket
+ + T + + R A + M + + + O + C and life raft.
+ + E + + R + + E + + S + + T Detail: Responses will vary but may include that
H + L + G + + + S + T + + + O the raft had a canvas cover and some food and
O + + I + + + + + U + + + + R supplies.
U + M U S E U M M + + + + + +
S M + + + + + E + + + + + + + Page 63
I + + + + + + + + + + + + + + Reading Strategy: Identify Main Idea and
N + + R E S I D E N T S + + + Details  Students should underline First, he had to
G + + + + + + + + + + + + + + deal with the fact that he wasn’t a good swimmer.
Responses will vary but may include that he tied a
rope from his wrist to the raft or that he practiced
Unit 5 swimming twice a day.
Comprehension Check  Students should
Page 60 underline To get fresh water, he used the canvas roof
and his life jacket to build a rain-catcher.
Use What You Know  Responses will vary. Responses will vary, but should include that he had
Text Structure  Students should draw a box to wait for rain to get new fresh water.
around 1942. Text Structure  Students should circle currents.
On that date, the Ben Lomond set sail with Poon Lim Responses will vary.
on board.
Reading Strategy: Identify Main Idea and Page 64
Details  Students should indicate that the main Text Structure  Students should circle after two
idea is that the Ben Lomond was attacked by months.
Copyright © 2019 Pearson Education, Inc.

German submarines and sank, with Poon Lim as the After this time, Poon Lim was adjusting to life on
only survivor. the raft.

Page 61 Comprehension Check  Students should draw a

Reading Strategy: Identify Main Idea and
Details  Students should underline Sadly for Lim,
Chinese workers were treated poorly at that time.
Responses may include that pay was low and
conditions were bad.
Comprehension Check  Students should
underline six months later.
The ship was a merchant ship.
Text Structure  Students should circle
mechanics.
Responses may vary.
box around He made a nest out of seaweed that was
stuck to the bottom of the raft.
Then he placed a dead fish near the nest to attract
a bird.
Reading Strategy: Identify Main Idea and
Details  Students should underline Sharks swam
all around him.
Responses will vary but may include that Poon Lim
knew the sharks could be a source of food.

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 Page 65
Comprehension Check  Students should
underline No one has lived on a raft for a longer
period of time.
Poon Lim hoped no one else would have to go
through something as terrible.
Text Structure  Students should draw a box
around April 15, 1943.
This is the date that fishers spotted Poon Lim’s raft
and rescued him.
Comprehension Check  Students should
underline King George VI awarded him a British
Empire Medal.
Survival tips about Poon Lim’s experiences were
added to manuals from the British Royal Navy.
Page 66
Retell It!  Responses will vary.
Reader’s Response  Responses will vary.
Think About the Skill  Responses will vary.
Page 68
Paragraph 1 error:  Thirteen days before,
disaster had struck.
Correction:  Thirteen days later, disaster struck.
Paragraph 2 error:  set sail for the city
Correction:  set sail from the city
Page 69
1. torpedoes 6. lumps
2. crew 7. merchant
3. jacket 8. bait
4. survive 9. currents
5. mechanics 10. rescued
Unit 6
Page 72
Use What You Know  Responses will vary.
Text Structure  Students should circle the first
paragraph.
The main idea is that people first walked on the
moon on July 21, 1969.
Reading Strategy: Take Notes  Students
should draw a box around awe.
Responses will vary but may include “respect” or
“feeling of admiration.”
84
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Page 73
Comprehension Check  Students should
underline The lunar campaign will begin with a
series of robotic missions to collect data needed for
the human missions.
Previous missions were 2.5 hours on the Moon.
Text Structure  Students should underline NASA.
It stands for National Aeronautics and Space
Administration.
Comprehension Check  Students should circle
The Moon was once a part of Earth.
Theia was involved in the formation of the Moon.
Page 74
Text Structure  Students should draw a box
around What the Apollo Missions Taught Us.
Responses will vary.
Comprehension Check  Students should circle
six separate missions.
Astronauts went to collect scientific data.
Reading Strategy: Take Notes Students
should underline two details from the bulleted list.
Responses will vary.
Page 75
Text Structure  Students should draw a box
around vantage point.
Responses will vary.
Reading Strategy: Take Notes Students
should list breathable air and potable water.
Comprehension Check  Students should circle
NASA scientists will set up telescopes on the Moon to
obtain a clear vantage point from which to study
the universe.
Copyright © 2019 Pearson Education, Inc.
Scientists hope humans will eventually live and
work on the Moon.
Page 76
Text Structure  Students should circle No Need
to Establish a Moon Base.
Responses will vary but should suggest this article
will examine the opposite point of the view of
the first.
Comprehension Check  Students should
underline However, both actions are unnecessary,
dangerous, and expensive.
Astronauts first landed there in 1969.
Reading Strategy: Take Notes Students
should underline two details from the second
paragraph.
Responses will vary.
Reader’s Companion Answer Key
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Comprehension Check  Students should Paragraph 1 error:  100 planets inside our solar
underline So far, they have been responsible for the system
deaths of seventeen people. Correction:  100 planets outside our solar system
Responses will vary.
Paragraph 2 error:  manned space flights has
Reading Strategy: Take Notes Students risen, . . . robots in space has dropped
should circle two details from the second Correction:  manned space flights has
paragraph. dropped, . . . robots in space has risen
Responses will vary.
Text Structure  Students should draw a box
Page 81
around invest. Across Down
Instead, we should spend our time, money, and 5. OXYGEN 1. MANNED
energy on additional robotic projects. 6. TRIUMPH 2. ASTRONAUTS
7. TELESCOPES 3. MINE
8. ROBOTS 4. NINE
Page 78 9. BASE
Retell It!  Responses will vary.
Reader’s Response  Responses will vary.
Think About the Skill  Responses will vary.
Copyright © 2019 Pearson Education, Inc.

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