Khan Academy - Grade 4 - Reading & Language Art

Reading & Language Arts
4th Grade Reading & Vocabulary

Course summary
● Superheroes
● Growth Mindset
● Journeys West
Unit 1: Superheroes
Lesson 1: Unit vocabulary
Lesson 2: Reading informational text; Superheroes around the World
Lesson 3: Reading creative fiction; Escape
Lesson 4: Vocabulary; Superheroes around the World
Lesson 5: Reading drama and fiction; Super Stinky
Lesson 6: Reading informational text; Superhero Diversity
Unit 2: Growth Mindset

Lesson 2: Reading informational text; Exercising My Brain
Lesson 3: Reading realistic fiction; A New Friend
Lesson 4: Vocabulary; Neuron Fire at the Nelsons
Lesson 5: Reading realistic fiction; Lady Liberty
Lesson 6: Reading informational text; Michaela DePrince
Unit 3: Journeys West

Lesson 2: Reading informational text; Migrations to the West
Lesson 3: Reading poetry; The Call of the Wild
Lesson 4: Vocabulary; Migrations to the West
Lesson 5: Reading fiction and informational text; The Oregon Trail
Lesson 6: Reading informational text; The Trail of Tears
Unit 1: Superheroes
Welcome to the Superheroes unit!
Lots of people love superheroes—but why? What does it mean to

have a superpower, and what makes for a great superhero character
and story?
[Stop and think]

Do you have a favorite superhero?
● If you do, what makes them super?
● If you don’t, what kind of superhero would you like to read
about?
In this unit, you will:

● Learn about superheroes from different countries around the
world, what powers they have, and who they battle against
● Read stories featuring some brand new superheroes
● Think about how well current superheroes reflect the identities of
all superhero fans
In order to answer the essential question: What makes a

superhero super?
Superheroes/ Lesson 1: Unit Vocabulary
Characteristic (noun)
● Definition: a special quality that makes something different from other
things
● Sentence: What do you think is a more important characteristic of a good
superhero: courage or strength?
Consequently (adverb)
● Definition: as a result
● Sentence: The evil Dr. Saber-Tooth stepped into a puddle of super-slime,
and consequently destroyed his favorite boots.
Hostile (adjective)
● Definition: very unfriendly; describing an enemy
● Sentence: Mera knew the bandits must be hostile when she saw them
burning all the books in the village.
Immortal (adjective)
● Definition: unable to die; everlasting
● Sentence: Superheroes are strong and smart, but they usually aren’t
immortal—many meet their doom fighting against evil.
Impact (noun)
● Definition: a powerful effect
● Sentence: If you think about how many superhero costumes you see every
Halloween, you can begin to understand the impact of superheroes on our
world.
Indicate (verb)
● Definition: to show, or point out, something
● Sentence: “Do you have super itchy palms?” Mentor Mind asked me.
“Sometimes itchy palms indicate that you will be able to walk through
walls.”
Maximize (verb)
● Definition: to get or make the most out of something
● Sentence: At Heroes, Inc. we aim to help you maximize your strengths and
overcome your weaknesses.
Noble (adjective)
● Definition: showing or having good qualities, like honesty and bravery
● Sentence: Some people think the Hulk is the most noble superhero
because he is always honest.
Reflect (verb)
● Definition 1: when sound or light bounce off an object
● Sentence: The sun reflected off of Captain America’s shield and blinded
Red Skull.
● Definition 2: to think carefully about something
● Sentence: “Now I’ve realized the amazing power of my laser tusks,”
reflected the Bionic Warthog, “what am I going to use them for?”
Retrieve (verb)
● Definition: to bring back
● Sentence: The Incredible Drilling Woman had to retrieve the iron stone
from deep inside Mars.
Specific (adjective)
● Definition: exact
● Sentence: I don’t really remember the specific time I discovered I could fly,
since I was so young.
Telepathy (noun)
● Definition: an imaginary or fictional way of sending thoughts from one
person’s mind to another’s without using sounds or signs
● Sentence: “Yolanda! This way!” The sound of Patrice’s voice entered my
mind, but she was nowhere to be seen—I knew she must have discovered
her power of telepathy.
Witness (verb)
● Definition: to see or notice something
● Sentence: If I hadn’t witnessed Spider-Man crawling up the side of the
skyscraper myself, there is no way I would have believed it.
Superheroes: Reading Informational Text
Lesson 2: Superheroes around the World
We Need a Hero
A statue of the superhero El Santo in Tulancingo, Mexico
1. Americans living in the 1930s had it pretty rough. The country was in the
midst of the Great Depression. Many people were unemployed, and things
looked bleak. It’s no wonder that people began to dream about a hero to help.
In 1936, the first American superhero, the Phantom, was born. In the following
years, many of the most well-known American superheroes were created.
Superman (1938), Batman (1939), Captain Marvel (1939), and Wonder
Woman (1941) soon arrived, ready to fight crime and lift spirits. But the need
for a hero wasn’t specific to America. Superheroes have shown up in many
countries through the years.
Nelvana of the Northern Lights (Canada, 1941)

2. Nelvana of the Northern Lights was Canada’s first superhero. Part goddess
and part human, she used many powers in her fight against evil. She battled
against both human and non-human threats, including everything from space
invaders to Nazis. Nelvana used flight, invisibility, shape-shifting, and heat
vision in her quest to defend the land.
El Santo (Mexico, 1942)

3. Unlike most superheroes, El Santo began as an actual person. He started his
career as a masked wrestler (called a luchador) in Mexico during the 1940s.
People were wild about him! He became so popular that artists and movie
producers wanted to maximize his potential. Soon, El Santo was appearing in
comic books and movies, fighting off everything from criminals to zombies
using his strength and wrestling skills.
Ultraman (Japan, 1966)

4. Similar to Superman, Ultraman came from another planet. But Ultraman didn’t
fight criminals. Instead, he battled monstrous animals, evil aliens, or
underground creatures. His character was part of a specific genre (or style of
movies) in Japan: in the 1950s and 1960s, Japan had a “Kaiju Boom.” Kaiju
means “strange creature” in Japanese. During this time, most Japanese
movies were about huge monsters (such as Godzilla) putting cities in danger.
Ultraman was the noble superhero who was created to save people from
those hostile threats.
Burka Avenger (Pakistan, 2013)

5. This modern-day hero turns everything you think about superheroes upside
down. Burka Avenger’s fight is centered on female education, and she uses a
burqa (a traditional body covering worn by some women in Pakistan) to hide
her identity during her superhero missions. She doesn’t use muscle or
supernatural power: instead, Burka Avenger practices a martial art that
involves throwing books and pens as weapons. This matches the show’s
message that education is a powerful tool. Burka Avenger’s creator, Haroon,
says he wanted young fans to see that “the pen is mightier than the sword”.
6. People all over the world look to superheroes in times of crisis. Whether the
attacker is alien, human, or monster, there’s always a superhero ready to
help!
Practice question
Which of these statements shouldn’t be included in a summary of the text?
(Choose 1 answer)
A. The first US superheroes were created in the 1930s and 1940s.
B. American superheroes are the best and most famous in the world.
C. America isn’t the only country that enjoys stories about superheroes.
D. Some superheroes battle aliens from outer space, some battle monsters, and
some battle humans.
This question has two parts. Answer Part A, then Part B.

Part A Which choice is one of the main ideas from the passage?
(Choose 1 answer)
A. People everywhere need someone to rescue them from harm.
B. People often need a way to connect with other countries.
C. People all over the world enjoy imagining superheroes.
D. People enjoy spending time creating new things.
Part B Which TWO details from the article supports the answer to Part A?
(Choose 2 answers)
A. “Americans living in the 1930s had it pretty rough.”
B. “It’s no wonder that people began to dream about a hero to help.”
C. “But the need for a hero wasn’t specific to America.”
D. “Superheroes have shown up in many countries through the years.”
According to the text, what effect did the Kaiju boom have on the creation
of Ultraman? (Choose 1 answer)
A. Ultraman was created to fight huge monsters.
B. Ultraman was created with superhuman strength.
C. Ultraman was created to battle in outer space.
D. Ultraman was created with the ability to fly.
What is the most likely reason the author chose to organize the information
in order of oldest to newest events in paragraph 1? (Choose 1 answer)
A. to highlight how historical events influenced the creation of superheroes
B. to give a clue to the age range of most people who enjoy stories about
superheroes
C. to help people learn the age of the most popular superheroes in each part of
the world
D. to explain why superheroes have become less popular as events in the world
have improved
Superheroes: Reading Creative Fiction
Lesson 3: Escape
Escape
1. Catori gritted her teeth and gripped the arms of her chair. Her hair whipped and
tangled around her face as Omari ran behind her, pushing her chair down the long,
windowless hallway of the rehabilitation center. Fear, shame, and anger wrestled
within her as door after door passed by in a blur. Why? Why had she taken the
chance? She’d been so sure that flight had been her power, the supernatural
ability assigned to her at birth.
2. Stupid! her mind screamed. So stupid to take such a chance—to just jump like
that. Now you’ll never have a chance to test out any other superpowers. What if
your power was speed? What if it was stealth? You should have waited. You
shouldn’t have jumped.
Picture 1
3. Omari had been quick to try and calm her after the accident. He’d been by her side
every single day here in the rehab center as she’d struggled to heal after her fall.
But it was no use. It had been months now, and she still couldn’t move her legs.
She may be immortal, but what good was it anyway? She’d wrecked her body
forever.
4. “There are other powers, Catori,” Omari had whispered. “All isn’t lost.”
5. But it was no use. She was nothing more than a hindrance now, slowing Omari
down—she would compromise every mission, including this one. She’d been
shocked to see Omari standing at her door when the attack began. She wondered
why he’d even come for her. What good could she do?
6. A screeching sound from outside snapped Catori’s mind back to the present.
7. “Leave me,” she shouted up at Omari.
8. “I’m not leaving you!”
9. “Leave me!” she repeated. “I’m no help. Leave me here, and save yourself before
it’s too late.”
10. “I said no!” shouted Omari, the earth quivering and quaking as the sound waves
bounced and rolled. The ground heaved and cracked ahead of them, and Omari
skidded the chair to a stop on the shattered tile floor beneath them.
11. “Audible density,” whispered Omari, looking down at Catori. “My power is audible
density!” Omari’s voice began to rise in excitement. “Did you see that? The sound
waves from my shout actually shattered the ground!”
12. “Well, what do you know,” Catori said with a smirk. “That big mouth is going to be
handy after all.”
13. The two laughed for only a moment before a strange expression crossed Omari’s
face.
14. “What’s wrong?” Catori asked.
15. “I—I can’t see,” Omari answered, his voice high and frightened. His eyes darted
back and forth, as though desperately trying to retrieve the sight he’d had
moments before.
16. “What do you mean you can’t see?” Catori asked, her brow furrowed in confusion.
Picture 2
17. “The lights—the Gobbles must have gotten to the power source. They’ve cut power
to the building.”
18. Catori looked around. Things did look a little different. Not terribly different, just a
little fuzzy, maybe a little greener.
19. “I can see,” she said.
20. “How?” Omari asked. “It’s pitch black.”
21. “I don’t know,” Catori said, her eyes darting around the hallway. “But I can see.”
22. Catori’s mind began to race, her eyes blinking, jumping from space to space in the
narrow confines of the hallway of the rehab building.
23. “We’ve got to get out of here.” Omari’s urgent, frightened voice jolted throughout
her.
24. “Close your eyes,” she called up toward him.
25. “What?” Omari asked.
26. “Just do it!”
27. Catori watched Omari’s face, careful to match the lowering of her lids with his.
28. “Now tell me what you see,” she whispered as she opened her eyes.
29. Omari’s breath caught, his surprise hanging in the air as his eyes darted around
the room.
30. “I can see,” he whispered. “Catori, I can see with my eyes closed!”
31. “That’s because I have night vision and telepathy,” said Catori, a satisfied smile
spreading across her face. “I can see in the dark, and I can transfer that vision to
you through my mind. Looks like you’re finally going to get a chance to see things
from my perspective.”
32. “Catori, you’re a genius,” he said, relief flooding his voice.
33. “You can sing my praises later,” Catori said as she shifted her gaze down the long,
darkened hallway. “Let’s get out of here. We’ve got a city to save.”
Practice questions
Part A How does the Picture 1 reflect the descriptions of Catori and Omari
in the story? (Choose 1 answer)
A. The picture and thought bubbles show Omari’s patience with Catori’s healing
and Catori’s hope for the future.
B. The picture shows Omari’s regret for waiting too long to rescue Catori, and the
thought bubbles show Catori’s fear that they will never escape.
C. The picture and thought bubbles show Catori’s regret over testing her power
of flight and Omari’s insistence on helping her escape.
D. The picture shows Catori’s strength and immortality, but the thought bubbles
show Omari’s weakness.
Part B Which two sentences from the passage support the description of
the characters in the same way as the picture? (Choose 2 answers)
A. “Omari had been quick to try and calm her after the accident.”
B. “She may be immortal, but what good was it anyway? She’d wrecked her body
forever.”
C. “‘There are other powers, Catori,’ Omari had whispered.”
D. “Stupid! her mind screamed. So stupid to take such a chance—to just jump
like that.”
E. “Catori gritted her teeth and gripped the arms of her chair.”
F. “‘I’m not leaving you!’”
G. “‘There are other powers, Catori,’ Omari had whispered. ‘All isn’t lost.’”

Part A What is the meaning of the phrase sing my praises in the last
paragraph? (Choose 1 answer)
A. sing very softly about me
B. make a wish about me
C. say good things about me
D. sing out loudly about me
Part B What detail from the text best supports the answer to Part A?
(Choose 1 answer)
A. “‘Now tell me what you see,’ she whispered as she opened her eyes.”
B. “‘Let’s get out of here.’”
C. “‘Catori, you’re a genius,’ he said, relief flooding his voice.”
D. “We’ve got a city to save.”
How does the narrator’s point of view impact how the reader understands
Catori and Omari? (Choose 1 answer)
A. The use of a first person point of view told by both Omari and Catori lets the
reader know both characters’ thoughts, feelings, and actions.
B. The use of a third person point of view that focuses on Catori lets the reader
know Catori's thoughts and feelings, but only Omari's words and actions.
C. The use of a first person point of view told by Catori lets the reader hear
exactly what she thinks about Omari by having Catori talk directly about her
thoughts and feelings.
D. The use of a third person point of view that focuses on Omari lets the reader
know Omari’s thoughts and feelings, but only Catori’s words and actions.
Part A Which character trait best describes Omari in the story?
(Choose 1 answer)
A. fearful C. smart
B. brave D. loyal
Part B Which evidence supports the answer to Part A? (Choose 1 answer)
A. “Fear, shame, and anger wrestled within her as door after door passed by in a
blur.”
B. “The two laughed for only a moment before a strange expression crossed
Omari’s face.”
C. “I can see in the dark, and I can transfer that vision to you through my mind.”
D. “He’d been by her side every single day here in the rehab center as she’d
struggled to heal after her fall.”
How do both pictures reflect the specific descriptions of the characters in

the story? (Choose 2 answers)
A. Both illustrations use speech or thought bubbles to communicate the different
thoughts and feelings of Omari and Catori.
B. Both illustrations use facial expressions to show the different feelings of Omari
and Catori.
C. Both illustrations use repeated patterns of colors to reflect the shared
problems of Omari and Catori.
D. Both illustrations use different drawing styles to contrast the different wants
and needs of Omari and Catori.
E. Both illustrations use light and dark colors to reflect the different superpowers
of Omari and Catori.
F. Both illustrations use similar clothing types to show the powerful connection
between Omari and Catori.

Part A Which phrase means the opposite of the word smirk as it’s used in
paragraph 12? (Choose 1 answer)
A. frown seriously C. cry sadly
B. weep endlessly D. stare blankly
Part B Which phrase has a similar meaning to the word smirk?
(Choose 1 answer)
A. smile playfully C. grin broadly
B. beam widely D. laugh heartily
Superheroes/ Lesson 4: Vocabulary
Superheroes around the World (Rd Lss 2)
Part A What does the word hostile mean, as it’s used in paragraph 4?
(Choose 1 answer)
A. very strong
B. very large
C. very unfriendly
D. very unusual
Part B Which detail from paragraph 4 helps the reader understand the
meaning of hostile? (Choose 1 answer)
A. “. . . part of a specific genre (or style of movies) in Japan . . . ”
B. “Ultraman came from another planet.”
C. “ . . . huge monsters (such as Godzilla) putting cities in danger”
D. “ . . . in the 1950s and 1960s, Japan had a ‘Kaiju Boom’.”

Part A What does the word invisibility mean, as it’s used in paragraph 2?
(Choose 1 answer)
A. being in a state where others can’t see you
B. being in a state where something can’t be moved
C. being in a state where you can’t be beaten
D. being in a state where something can’t be done
Part B What does invisibility’s root word, invisible, mean?
(Choose 1 answer)
A. unable to be seen
B. unable to be moved
C. unable to be beaten
D. unable to be done
What’s the meaning of the phrase things looked bleak in paragraph 1?

(Choose 1 answer)
A. The world was starting to improve.
B. There wasn’t much hope.
C. Things were hard to see.
D. Things were going to get better.
Read the sentence from paragraph 1.
“Superman (1938), Batman (1939), Captain Marvel (1939), and Wonder
Woman (1941) soon arrived, ready to fight crime and lift spirits.”
Which phrases have a similar meaning to lift spirits, and which have a
different meaning?

Part A Read the sentence from paragraph 1.
“But the need for a hero wasn’t specific to America.”
Which phrase could replace specific to as it’s used in this sentence?
(Choose 1 answer)
A. carefully explained to
B. only felt by
C. just given to
D. clearly stated by
Part B Which detail from paragraph 1 helps the reader understand the
meaning of specific to? (Choose 1 answer)
A. “The country was in the midst of the Great Depression.”
B. “Superheroes have shown up in many countries through the years.”
C. “Superman (1938), Batman (1939), Captain Marvel (1939), and Wonder
Woman (1941) soon arrived, ready to fight crime and lift spirits.”
D. “In 1936, the first American superhero, the Phantom, was born.”
What does the word producer mean, as it’s used in paragraph 3?

(Choose 1 answer)
A. a person who guesses what’s going to happen in a movie
B. a person who organizes and raises money for a movie
C. a person who takes care of the actors in a movie
D. a person who likes one movie better than the other
Superheroes: Reading Drama and Fiction
Lesson 5: Super Stinky
Super Stinky Saves the Day
1. “Guess what?” Karim asked Jonas, as they walked along the path to school.
“I figured out the secret to my superpower.”
2. “Whoa, cool!” Jonas replied. Karim really did have a superpower: the power
to cause a terrible stink. He’d acquired it the day before on this very same
path, after getting sprayed by some kind of radioactive skunk.
3. “Remember yesterday, it seemed like the stink just . . . happened?” continued
Karim. “Last night, I got really mad with my sister—and it happened again!
That’s when I realized: I let the stink out of my ears when I feel strong
emotions—like anger, or fear about taking Ms. Wong’s science test.” The day
before, Karim’s stinky powers had caused quite the impact: school had
closed early, pushing the dreaded science test back to today. “Did you study
this time?” asked Jonas.
4. “Not yet,” replied Karim. “The test’s this afternoon—I’ll study at recess.”
5. Karim really did sit down to study during recess, but just as he opened his
book in the schoolyard, Jonas ran up with a look of wide-eyed panic.
6. “Karim! You’ve got to see this! There’s an alligator in the school pond!”
7. The two boys sprinted to witness this unmissable event. Turning the corner,
Karim was amazed to see a crowd of kids watching none other than the
noble Ms. Wong, armed with just a garden rake, bravely facing down the
hostile reptile.
8. “Ms. Wong!” exclaimed Karim.
9. “Stay back!” shouted their teacher—and right at that moment, the alligator
snatched at the rake with its jaws and tossed it to one side. Now Ms. Wong
had no defense, and no way to retrieve her weapon. Karim felt the terror and
anger rising up inside of him. Before he knew it, he also heard a loud hissing
inside his ears, quickly followed by that now-familiar stench of supremely
smelly, specifically skunky, superpower stink! And Karim wasn’t the only one
who smelled it: the alligator looked right at him, started backing away, then
turned and ran as fast as it could, disappearing into the bushes in a flash!
10. “What was that . . . smell?” asked Ms. Wong, relieved but also disgusted.
11. “It was Karim!” yelled Jonas, slapping his friend on the back. “Or should I say
. . . Super Stinky!”
12. Everyone cheered; Karim smiled and waved, and then his cheeks turned
redder than hot sauce as someone started up a chant of “Stinky! Stinky!
Stinky!”
13. “All right class,” said Ms. Wong, as they sat back down inside, “after all that
drama, it’s finally time for the test.” Oh no! Karim had spent recess using his
stinky powers to scare off an alligator, which meant he still hadn’t studied for
the science test. Jonas noticed Karim’s worried look, and whispered “Psst!
Set off another stink!”
14. For a moment, Karim seriously considered it—he could probably clear the
room in three seconds flat. But then he reflected to himself: now that I have
this superpower, what am I going to use it for? It had felt really great to help
save Ms. Wong from the alligator.
15. “Nah,” he whispered back to Jonas, “from now on, I’m going to save my
stinky powers for when they’re really needed.”
Practice questions
Part A What’s the meaning of the word emotions mean as it’s used in
A. results or effects C. feelings or moods
B. surprises or shocks D. smells or tastes
Part B What phrase from the passage helps the reader understand the
meaning of emotions? (Choose 1 answer)
A. “He’d acquired it the day before on this very same path . . . ”
B. “‘Remember yesterday, it seemed like the stink just . . . happened?’”
C. “‘ . . . like anger, or fear at taking Ms. Wong’s science test.’”
D. “ . . . Karim’s stinky powers had caused quite the impact . . . ”
Part A Which theme is shared by both the drama and the story?
(Choose 1 answer)
A. Sometimes an animal’s behaviors can be unexpected.
B. Sometimes a person's unusual traits can be helpful.
C. You can prepare for the future by working hard.
D. Treat others like you would like to be treated.
Part B Which TWO quotes from the story and the play best support the
answer to Part A? (Choose 2 answers)
A. “And Karim wasn’t the only one who smelled it: the alligator looked right at
him, started backing away, then turned and ran as fast as it could, disappearing
into the bushes in a flash!”
B. “‘Guess what?’ Karim asked Jonas, as they walked along the path to school.”
C. Jonas: We got out of school AND the test was moved to tomorrow. That skunk
gave you a superpower!
D. Karim: Ah, it’ll be fine—probably only two questions or something.
E. “‘Stay back!’ shouted their teacher—and right at that moment, the alligator
snatched at the rake with its jaws and tossed it to one side.”
Read the lines from the play.

Jonas: So, did you study for the science test?
Karim: Oh no—is that today? I totally forgot.
These lines introduce the main conflict in the play. Which sentence or
sentences from the story have the same effect? (Choose 1 answer)
A. “Karim really did have a superpower: the power to cause a terrible stink.”
B. “‘Karim! You’ve got to see this! There’s an alligator in the school pond!’”
C. “‘Not yet,’ replied Karim, ‘the test’s this afternoon—I’ll study at recess.’”
D. “The day before, Karim’s stinky powers had caused quite the impact: school
had closed early, pushing the dreaded science test back to today.”

Part A Which character trait best describes Jonas in the story?
(Choose 1 answer)
A. brave C. angry
B. proud D. confused
Part B Which evidence best supports the answer to Part A? (Choose 1 answer)
A. “‘Did you study this time?’ asked Jonas.”
B. “‘It was Karim!’ yelled Jonas, slapping his friend on the back.”
C. “Jonas noticed Karim’s worried look, and whispered ‘Psst! Set off another stink!’”
D. “‘Karim! You’ve got to see this! There’s an alligator in the school pond!’”
Superheroes: Reading Informational Text
Lesson 6: Superhero Diversity
Do We Need More Diverse Superheroes?
1. It’s a bird! It’s a plane! It’s . . . the same old superhero.

2. What do Superman, Spider-Man, and Batman have in common? They’re
all guardians of truth and justice. They’re also all white males.
3. A recent survey by the website GeekWrapped asked fans about their
opinions of superhero characteristics. They asked people to rate how well
their race or ethnicity is represented by superheroes, using a scale of 1 to
5. The answers revealed some interesting thoughts. White fans indicated
they feel well represented—they gave an average rating of 4.3. However,
this feeling dropped sharply among fans of color. Black fans (who gave an
average rating of 2.4), multiracial fans (2.3), Latinx fans (2.2), and Asian
American fans (1.7) all said they felt much less represented than white
fans by today’s superheroes.
4. This is important because superheroes often directly reflect our cultural
morals and values. Many children look up to superheroes: if they can’t find
their gender or race represented among the noble group, what kind of
impact could that have on their identity?
5. So, what can film writers and directors do to address the issue of diversity?
One thing is obvious: they can make more movies with superheroes of
different genders and races—think 2017’s Wonder Woman, or 2018’s
Black Panther. But what else? Well, they might want to look to some other
types of movies for inspiration.
6. The film Rogue One: A Star Wars Story is a great example of highlighting
diversity. This science fiction/fantasy epic takes a typical representation of
disability and completely turns it on its head. In the film, the character
Chirrut is a blind man. But when tested in battle, Chirrut proves that his
blindness hasn't gotten in the way of him becoming an elite fighter. Instead,
he uses his other senses to maximize his fighting ability. Consequently, we
realize his disability is not the most important fact about his character and
we see his disability in a whole new light.
7. The fans have spoken. According to another question in the GeekWrapped
survey, 84% of male fans and 93% of female fans are ready to see more
diversity among superheroes. It’s time to think outside the box and banish
old stereotypes. It’s time for writers and directors to show us that anyone is
capable of saving the world.
Data source: 2019 survey of 990 superhero comic book and film fans by GeekWrapped
Practice question
What information is included in one of the bar charts, but is NOT included in
the text? (Choose 1 answer)
A. More female fans than male fans believe superheroes should be more diverse.
B. More Multiracial & Biracial fans than Asian & Asian American fans believe
superheroes should be more diverse.
C. Most fans of all racial or ethnic groups believe superheroes should be more
diverse.
D. Most female and male fans believe superheroes should be more diverse.
What evidence does the author use to support the point that characters
with disabilities can be shown as superheroes? (Choose 1 answer)
A. The author questions whether characters with superpowers can use their
other abilities.
B. The author explains the moral and cultural effects of characters in the movies
we see.
C. The author describes a blind character who has incredible abilities in addition
to his blindness.
D. The author presents data that shows how many superhero fans also have a
disability.
Which phrase could replace the word banish as it is used in paragraph 7?
(Choose 1 answer)
A. send away
B. mix and scatter
C. get rid of
D. shut out

Part A What is the structure of paragraph 4? (Choose 1 answer)
A. a sequence of events
B. description
C. compare and contrast
D. cause and effect
Part B Which quotation from the passage best demonstrates the answer to
Part A? (Choose 1 answer)
A. “. . . they can make more movies with superheroes of different genders and
races—think 2017’s Wonder Woman, or 2018’s Black Panther.”
B. “This is important because superheroes often directly reflect our cultural
morals and values.”
C. “But when tested in battle, Chirrut proves that his blindness hasn't gotten in
the way of him becoming an elite fighter.”
D. “Many children look up to superheroes.”
Mark whether each piece of information is only included in the text, only in
the charts, or if it's included in both the text and the charts.
Unit 2: Growth Mindset
Welcome to the Growth Mindset unit!
Have you ever tackled a hard problem and thought, “Whew! I don’t
think I can do this!”? Well this unit is here to tell you that you can! In
this unit, you will learn all about growth mindset. Growth mindset is
the belief that you can grow your brain and that your intelligence
grows with effort and the right learning strategies.
[Stop and think]

Can you think of a time you tried something that was really hard?
● How did you feel?
● Were you able to succeed?

● explore how individuals and groups overcome challenges
● learn about the secret superpowers of the human brain and how
to exercise it like a muscle
● read about people who faced difficult situations and persevered
In order to answer the essential question:

● How do people overcome challenges?
Growth Mindset/ Lesson 1: Unit Vocabulary
Grit (noun)
● Definition: mental toughness and courage
● Sample Sentence: Juan showed grit when he climbed the mountain even
though he is afraid of heights.
Persevere (verb)
● Definition: to continue doing something or trying to do something even
though it is difficult
● Sample Sentence: Despite a sprained ankle, Sylvia persevered and
finished the race.
Challenge (noun)
● Definition: a difficult task or problem: something that is hard to do
● Sample Sentence: Maria’s music teacher thinks she is up for the challenge
of a violin solo at the winter concert.
Determination (noun)
● Definition: a quality that makes you continue trying to do or achieve
something that is difficult
● Sample Sentence: Ishaan worked on his math homework with
determination.
Develop (verb)
● Definition: to make (something) grow or become bigger or more advanced
● Sample Sentence: After years of practice, Carlos developed a perfect
free-throw shot.
Examine (verb)
● Definition: to look at (something) closely and carefully in order to learn
more about it, to find problems, etc.
● Sample Sentence: When her rocket failed to launch, Zoe examined it to
find the problem.
Nerve (noun)
● Definition: a tissue in the body that controls feeling and movement by
carrying messages between the brain and other parts of the body
● Sample Sentence: The optic nerve in the eye allows you to see.
Neuron (noun)
● Definition: a kind of cell that carries messages between the brain and other
body parts.
● Sample Sentence: When you practice something new, the neurons in your
brain get stronger and the new skill will get easier.
Connection (noun)
● Definition: a joining or linking of two or more things.
● Sample Sentence: During the storm, our connection to the internet went
out so I wasn’t able to practice on Khan Academy.
Devote (verb)
● Definition: to commit or give all of your time, energy, or attention to
something
● Sample Sentence: After failing to make the team, Ray decided to devote
every afternoon to practicing so he would be ready for tryouts next time.
Frustrate (verb)
● Definition: to cause feelings of discouragement
● Sample Sentence: It frustrates Fernanda that her parents think girls can’t
be scientists.
Failure (noun)
● Definition: a lack of success
● Sample Sentence: Sandy’s failure to reach the top of the climbing wall only
made her more determined to keep trying.
Growth Mindset: Reading Informational Text
Lesson 2: Exercising My Brain
Exercising My Brain
1. Your brain gets stronger when you exercise it—just like muscles get stronger
when you exercise them.
2. Training your brain isn’t always easy or comfortable. In fact, your brain uses
up 20% of the oxygen and blood in your body because it works so hard.
3. Here are some examples of how your brain grows when you learn new things:
4. Learning math strengthens the parts of the brain that are linked to memory,
thought, and action. Imagine that!
5. If you spend time learning new math skills, you can actually grow your brain
so that skills unrelated to math improve as well.
6. Remember when you first learned how to add and subtract? You got faster
and faster with more practice. That’s because your neurons were learning
how to work with each other, and then your memory improved. But memory is
useful for more than just math. That same part of your brain helps you
remember basketball plays, dance routines, and even nice memories with
your friends and family.
7. Practicing an instrument improves the visual, auditory, and motor sections
of the brain. It also strengthens the bridge between the two halves of your
brain, allowing messages to get across the brain more quickly!
8. Learning or practicing anything—yes, anything—helps strengthen and change
our brains. Your brain is changing and creating new neural pathways when
you struggle to learn something new. In other words, there’s a lot happening in
your brain when you’re learning. All learning can build new information
pathways, but learning things that are challenging for you can supercharge
your brain growth.
Practice question
According to the text, which sections of the brain are improved by
practicing an instrument?
What happens in your brain when you struggle to learn something new?
(Choose 1 answers)
A. New muscles are created.
B. 30% of your blood and oxygen is used up.
C. New neural pathways are created.
D. The size of your brain grows.
What would be another good title for this passage? (Choose 1 answers)
A. How Neurons Work
B. Learning Math Is Important
C. You Should Practice an Instrument
D. How to Help Your Brain Grow
What would be a good summary sentence? (Choose 1 answers)

A. Practicing an instrument improves many parts of your brain, including the
visual, auditory, and motor sections.
B. Your brain grows stronger when you exercise it because practicing and
learning new things improves how your brain works.
C. Learning difficult things helps build new pathways that can supercharge your
brain growth.
D. Your brain gets faster and faster when you practice things.
Growth Mindset: Reading Realistic Fiction
Lesson 3: A New Friend
A New Friend
1. Neveah peered out over the choppy sea. She’d never seen waves this big
before, but that wasn’t really saying much since she’d only been on the
deserted island for two weeks. Although Neveah was getting used to her fate,
things continually surprised her. However, nothing could have prepared her
for what she saw later that afternoon.
2. At first she thought it was a mirage. Maybe I’m seeing things, she said to
herself. Neveah shook her head and looked again, but he was still there,
struggling in the waves—and there was no denying it.
3. “Don’t count on ever seeing another living creature,” they had told her when
they ditched her on the island. “The waters are cursed. Nothing lives in them.
Get used to coconuts—they’ll be your only food... and maybe an occasional
root or two.”
4. Neveah was overwhelmed with joy when she realized that she was not
seeing things and that a baby sea lion must have been sent to keep her
company.
5. “I’m not alone!” Neveah screamed as she dove into the waves. But the waves
were too powerful and Neveah was tossed around. As she gasped for breath
and made her way toward shore, she understood that she would need a
better rescue approach.
6. Neveah scurried onto a flat rock that jutted out over the sea. She carefully
studied the motions of the waves and how they were pushing the baby sea
lion around. Then, she hurriedly gathered the empty coconut shells she had
been saving and attached them to a rope in a circular shape. Next, she took
her small tarp and attached it in the center of the little makeshift raft. I’m not
sure the sea lion will know what to do, she thought crossing her fingers.
7. Just before Neveah was about to toss the raft in the sea, the rope came
untied and the coconuts slipped off. With determination, Neveah restrung the
coconuts together. This time, she triple-knotted the rope. That should hold.
8. Neveah threw the raft into the water, upwind from the sea lion so it would drift
to him. Thankfully, her calculations were correct, and somehow the sea lion
understood that he had to climb onto the raft. Now if he will just stay on until
he gets over the waves.
9. Strangely, the giant, crashing waves suddenly stopped and Neveah was able
to gently pull the sea lion onto shore.
10. The sea lion slapped his flippers, rubbed his nose on Neveah, then quickly
fell asleep. He’ll be hungry when he wakes, Neveah thought. But there aren’t
any fish here...or are there? It has been a strange day.
11. Neveah waded into the now calmer waters and surprisingly caught a glimpse
of a long, narrow fish. Hooray! she thought. Things are looking up!
12. In order to successfully catch the fish, Neveah had to experiment with
different hunting techniques. First, she tried scaring the fish into a small
enclosed cove. This worked, but the fish managed to slip through Neveah’s
hands as she tried to grab it. Next, Neveah tried using coconut flesh as bait.
Unfortunately, the fish wasn’t interested in coconut.
13. Neveah then created a basic net using strong roots from the island. After a
little trial and error, Neveah was eventually able to net her new friend some
dinner.
14. As the sea lion feasted, Neveah gazed around the little island. Maybe this
place isn’t as bad as they made it out to be.
Practice question
Which two sentences from the text best reveal Neveah’s grit?
(Choose 2 answers)
A. “She’d never seen waves this big before, but that wasn’t really saying much
since she’d only been on the deserted island for two weeks.”
B. “Although Neveah was getting used to her fate, things continually surprised
her.”
C. “The sea lion slapped its flippers, rubbed its nose on Neveah, then quickly fell
asleep.”
D. “With determination, Neveah restrung the coconuts together.”
E. “Just before Neveah was about to toss the raft in the sea, the rope came
untied and the coconuts slipped off.”
F. “In order to successfully catch the fish, Neveah had to experiment with different
hunting techniques.”
Select all of the problems that Neveah faces in the story. (Choose 2 answers)
A. Neveah needs to find a safe place to rest.
B. Neveah needs to find a way to catch a fish.
C. Neveah needs to find the people who left her on the island.
D. Neveah needs to figure out how to rescue a sea lion.
E. Neveah needs to send a message.
What is the lesson you should learn from this story? (Choose 1 answers)
A. A kind word has the power to change someone’s day.
B. Adventures are fun, but returning home is even better.
C. It is important to try and try again.
D. People are stronger together than they are apart.
Which of these is a good summary sentence? (Choose 1 answers)

A. Neveah is surprised when she sees a sea lion in the waves but is happy when
he comes ashore.
B. Neveah is deserted on an island and has nothing to eat but coconuts.
C. Neveah makes a net to catch a fish, then she sees a baby sea lion in the
waves and rescues it.
D. Neveah spots a sea lion, rescues it, and then after many tries catches a fish
for the sea lion to eat.
Growth Mindset/ Lesson 4: Word Meanings
Read the quote from Ethiopian model and health supporter Liya Kebede.
“The most inspiring piece of advice I’ve gotten is simply to persevere. My mom
taught me to always keep going no matter what from an early age. When it feels
too difficult to push forward, I always remind myself, ‘This too shall pass,’ and
then I redouble my efforts.”
Select the examples below that illustrate the word persevere.
Read the sentence.

It took a lot of nerve for Jin to stand up to the bully.
Read this dictionary entry.
nerve (noun)
1. a tissue in the body that controls feeling and movement by carrying messages
between the brain and other parts of the body
2. a rude attitude
3. courage under difficult circumstances
4. nervousness
In the sentence, the word nerve uses definition _________
(Choose 1 answers)
A. 1
B. 2
C. 3
D. 4
Read the sentence.
It was taking Ghuri too long to walk all of the dogs. “I need to find a way to walk
the dogs more efficiently,” he said.
What does the word efficently mean in the sentence? (Choose 1 answers)
A. in an organized way that doesn’t waste time or energy
B. in a divided way that allows many people to be involved
C. in a friendly way that doesn’t scare the dogs
D. in a loyal way that makes the dogs feel loved
Select the answer that means “to give one’s time and effort.”
Dr. Chin thought it was important to________his life to helping save
premature babies. (Choose 1 answers)
A. devote
B. describe
C. defend
D. design
Read the sentences, then answer the question.

Just before Neveah was about to toss the raft into the sea, the rope came untied
and the coconuts slipped off. With determination, Neveah restrung the coconuts
together.
Why did the author choose to use the word determination?
(Choose 1 answers)
A. to reveal that Neveah wanted to make sure the raft was big enough
B. to show that Neveah had her mind set on making the raft work
C. to illustrate Neveah’s disappointment with the raft
D. to explain why Neveah was making a raft out of coconuts
Read the sentence.

Dr. Braun needed to examine my wrist to see if it was broken.
Read the thesaurus entry.
examine
synonyms: consider, study, try, read, research, question, inspect, view
Which synonym could be used for examine in this sentence?
(Choose 1 answers)
A. question
B. read
C. inspect
D. try
Growth Mindset: Reading Realistic Fiction
Lesson 5: Lady Liberty
Lady Liberty
Monday
I’m in big trouble. I forgot to do the social studies project last weekend!
In my defense, I did have a very unusual weekend. My stepdad Zeke

unexpectedly picked me up from school last Friday because he got free tickets to
the Dodgers game. Then, since the game got over late, we decided to stay at my
grandma’s house because she lives sort of by the stadium. In the morning, she
asked if we could paint her garage. Of course we did, but it took all day.
On Sunday (I’m sorry to report) I devoted my entire day to watching my favorite

episodes of Voltron. Not sure why I didn’t think of the project. I guess the neurons
in my brain weren’t firing correctly or something.
Tuesday
Well, despite some challenges last night, I somehow managed to finish my

project. On the bus home, I decided what I would do. I would make a model of
the Statue of Liberty—that couldn’t be too hard (so I thought!). When I got home,
my mom had to run to help the neighbor, so I was in charge of Nicolas (He’s two
and he’s a terror!). I got out the modeling clay and gave him a hunk to keep him
busy. Well, he decided to eat it. After I pulled it from his mouth, he started to cry
and wouldn’t stop. At first, I gave him his blanket. That didn’t work. Then, I made
a tower of blocks for him to knock over. He wasn’t having that either. Finally, I put
on some music and started dancing—and that worked! He started dancing too.
By then my mom had returned, so I got back to sculpting.
My first attempt was an utter failure. My Lady Liberty looked like a standing
hippopotamus wearing a wreath on her head. My second attempt was a bit
better, but it still wasn’t quite right. The Lady’s robe looked glued to her body, and
her tiny head was totally out of proportion with her large figure.
“It’s not so bad,” said Zeke, examining it closely when he saw my frown. “It’s a
bowling pin, right?”
I tried to remain calm, but I was totally frustrated! I spent all that time and Zeke
thought my statue was a bowling pin? I gritted my teeth as I forced a smile. “Um
no, not exactly . . . but it’s not quite done yet.” I grabbed the sculpture and
headed to my room. I was determined to make Lady Liberty recognizable. I
decided to watch a video on how to make realistic faces in clay. It was helpful.
Although it took me a while, I finally made some improvements to my work of art.
When I asked my mom if she could tell what it was, she answered, “Of course,
Liam. Anyone can see that it’s Elsa from Frozen.”
I looked at the clock. It was 9:00. Elsa is pretty close to Lady Liberty—way closer
than a hippo or a bowling pin anyway. I had tried my best, and I was exhausted. I
just had to hope my social studies teacher had a more artistic eye.
Thankfully, Mr. Sorenson immediately recognized my work. “Well done,” he said

patting me on the shoulder. “That’s the closest likeness I have seen of the Statue
of Liberty in a long time.”
Practice question
Which two sentences from the text best reveal Liam’s grit?
(Choose 2 answers)
A. “My first attempt was an utter failure.”
B. “On the bus home, I decided what I would do.”
C. “In my defense, I did have a very unusual weekend.”
D. “I gritted my teeth and forced a smile.”
E. “Although it took me a while, I finally made some improvements to my work of
art.”
F. “I was determined to make Lady Liberty recognizable.”
G. “I just had to hope my social studies teacher had a more artistic eye.”
Read the sentence from the story.

“I grit my teeth as I forced a smile.”
Now, read this dictionary entry.
grit (noun) grit (verb)
1. very small pieces of sand 3. to make a grating sound
2. courage when things get hard 4. to scratch
Which meaning of the word grit is used in the sentence? (Choose 1 answer)
A. meaning 1
B. meaning 4
C. meaning 3
D. meaning 2
Select all of the problems that Liam faces in the story.

What two lessons can you learn from this story? (Choose 2 answers)
A. Even if you don’t want to visit your grandparents, you still should take time to see them.
B. Even when you don’t have a lot of time, it’s still important to do your best work.
C. It is good to take time on the weekends to relax.
D. Sometimes it takes several tries to get something right.
E. It is good to say kind words to those that are feeling down.
F. Sometimes you need to ask your family to help you with school projects.
What does the narrator do on Saturday? (Choose 1 answer)

A. He sleeps over at his grandma’s house.
B. He watches Voltron episodes.
C. He helps paint his grandma’s garage.
D. He goes to the Dodgers game.
Read this sentence from the story.

“On Sunday (I’m sorry to report) I devoted my entire day to watching my favorite
episodes of Voltron."
What’s another word the author could have used instead of devoted that
would mean almost the same thing? (Choose 1 answer)
A. wanted C. bothered
B. dedicated D. thought
Which two words best describe how Liam reacts when Zeke thinks his
sculpture is supposed to be a bowling pin? (Choose 2 answers)
A. sad E. defeated
B. frustrated F. bored
C. surprised G. thrilled
D. determined
Which two themes are most important in this story?

Growth Mindset: Reading Informational Text
Lesson 6: Michaela DePrince
Michaela DePrince
1. Fourteen-year-old Michaela DePrince sat on the shiny hallway floor and

tightened the ribbons on her ballet shoes. It was 2010 and she was about to
dance for the chance of a lifetime—an opportunity to earn a scholarship to a
famous ballet school. She was in the finals of the world’s largest ballet
competition for young dancers—Youth America Grand Prix. But Michaela was
worried. She was nursing an injury. Michaela understood that dancing on her
injury could snap a tendon that could put an end to all of her hopes and dreams.
Michaela was devoted to ballet. She had spent thousands of hours practicing.
She had worked incredibly hard and had overcome many challenges to make it
to this point, so when they called her on stage—she danced.
2. Michaela danced so wonderfully that she was awarded a scholarship to

attend the Jacqueline Kennedy Onassis School at the American Ballet Theatre.
That was only the beginning of her dancing success. When she was 17 Michaela
danced with the Dance Theatre of Harlem professional company. Later, she
joined the Dutch National Junior Company. Today, Michaela is a soloist with the
Dutch National Ballet. She continues to stun audiences with her grace and
beauty.
3. Michaela’s life didn’t have a happy start. She was born in Sierra Leone,
Africa, in 1995 during a civil war. Her birth name was Mabinty Bangura. Both of
her parents died when she was very young. Mabinty was left to her uncle, but he
didn’t want to care for her because she was born with a disease called vitiligo.
Vitiligo causes patches of skin to lose pigment and become lighter. Often, vitiligo
can look like white spots on people with dark skin. It isn’t a disease you can
spread to someone else, but Mabinty’s uncle (along with many people in Sierra
Leone) considered people with the disease cursed. He wanted nothing to do with
Mabinty, so he brought her to an orphanage. Life at the orphanage wasn’t
pleasant. There wasn’t enough food or clothes. The workers were unkind and
treated Mabinty poorly because of her spotted skin.
4. Fortunately, when she was four, Mabinty was adopted by an American

family. They gave Mabinty a new name: Michaela DePrince. Michaela started
dancing almost immediately. She worried about her spots, though. Would other
girls make fun of her? Could she be a real ballerina if she had spots? In addition,
Michaela encountered people who thought that African American girls couldn’t
become ballerinas because their bodies were too athletic. It took years for
Michaela to feel confident. Yet despite her challenges, Michaela continued to
show grit and determination. She developed her mind and body through hard
work and perseverance. She didn’t listen to the people who tried to squelch her
dreams.
5. Today Michaela is a huge success. She’s an inspiration to people around

the world. Her advice to young people is, “Never be afraid to be a poppy in a field
of daffodils.”
Timeline
Practice Question
Which two sentences from the text best illustrate Michaela’s grit?
(Choose 2 answers)
A. “Life at the orphanage wasn’t pleasant.”
B. “Mabinty was left to her uncle, but he didn’t want to care for Mabinty because
she was born with a disease called vitiligo.”
C. “When she was 17 Michaela danced with the Dance Theatre of Harlem
professional company.”
D. “Often times vitiligo can look like white spots on people with dark skin.”
E. “She had spent thousands of hours practicing.”
F. “She didn’t listen to the people who tried to squelch her dreams.”
If the author didn’t include the timeline, the reader wouldn’t learn—
(Choose 2 answers)
A. Michaela’s birth name
B. the name of Michaela’s skin disease
C. when Michaela won a scholarship
D. the names of Michaela’s adopted parents
E. where Michaela was born
F. Michaela’s exact birth date
Select the place where Michaela goes right before she joins the Dance
Theatre of Harlem.
Why did Michaela come to the United States? (Choose 1 answer)

A. She was seeking treatment for her skin disease.
B. She was competing in a dance contest in New York.
C. She was adopted by Americans.
D. She wanted to join the Dance Theatre of Harlem.
Select two reasons Michaela was worried before the dance finals at the
Youth America Grand Prix.
Unit 3: Journeys West
Welcome to the Journeys West unit!
A painting of a covered wagon pulled by oxen on a trail beside a river and passing through the
mountains.
In the 19th century, large numbers of Americans migrated—or

moved—from the eastern United States to the western half of North
America. They went in search of a better life: more space, farmland, and
even gold. But these were Native American lands, and the mostly white
settlers didn't ask for permission to pass through or live there.
[Stop and think]

Do you know anyone who’s moved to a different area or country?
● Do you know why they decided to move?
● Do you think their journey was easy or difficult?
● What was it like when they arrived in the new place?

● Learn about the history of the Americans who moved west, and how
their movements affected Native peoples
● Read about the experience of Native peoples who were forced to
leave their homes and go on a dangerous journey
● Read a poem and a story that give different perspectives on the West
In order to answer the essential question: How does human migration

affect the people who migrate and those who were already there?
Journeys West/ Lesson 1: Unit Vocabulary
Groups of related words

Migrant, emigrant, and immigrant
A migrant is a person who moves from one country to another. The
words immigrant and emigrant are two other ways to describe
migrants. The difference comes down to point of view: an immigrant
describes someone who has moved into a country, and an emigrant
describes someone who has moved away from a country.
In the 19th century, millions of Americans moved from the eastern
states to the western half of North America. For most of the 1800s, the
lands they moved to weren’t part of the United States—Native peoples
lived there. So Americans who moved to those Native lands were
immigrants to the West, and they were also emigrants from the
East.
Slavery, enslave, enslaved person, and enslaver

Slavery means taking away someone’s freedom, forcing them to work
for no money, and controlling where they can and can’t go.
To enslave someone means to force them into slavery. Someone
who’s been forced into slavery is called an enslaved person, while
the person who forces an enslaved person into slavery is an enslaver.
Enslavers believe that the enslaved people they control are their
“property”, or that they “own” them.
In 1860, just before the American Civil War, there were 4.4 million
Black Americans. 488,000 were free citizens, and just under 4 million
were enslaved. Knowing about slavery in the US is key to
understanding America’s past and present. For example, 10 of the first
12 US presidents were enslavers, including George Washington,
Thomas Jefferson, and James Madison.
Relocate and remove
Relocate means to move to a new place. You can relocate yourself,
and you can also relocate someone else, or something.
If you remove someone, that means you take them out of one place
and make them go to another place.
For example, in the United States in the 19th century, thousands of
white Americans wanted to move to lands where Native peoples
already lived. With the support of the US government, white
Americans removed thousands of Native peoples from their homes,
forcing them to relocate to other parts of North America.
Other unit words

Agriculture
● Definition: farming
● Sample Sentence: The settlers were looking for land that was
good for agriculture: either for raising animals or growing crops.
Consequence (noun)
● Definition: something that happens as a result of something else
● Sample Sentence: Bison almost became extinct in the 19th
century as a consequence of overhunting.
Destination (noun)
● Definition: a place where someone is going
● Sample Sentence: As I hopped onto the back of the wagon, I
asked my mother where we were going and she said, “Our
destination is the Oregon Territory.”
Encounter (verb)
● Definition: meet or experience something you weren’t expecting,
or for the first time
● Sample Sentence: I’ll never forget the first time I encountered a
rattlesnake: it looked me right in the eye!
Expand (verb)
● Definition: grow or become bigger
● Sample Sentence: Over the 19th century, the United States
expanded from 16 states to 45.
Government (noun)
● Definition: the people who run and control an area, like a country,
state, or city
● Sample Sentence: In the USA, the President is the head of the
government.
Prior (adjective)
● Definition: earlier, before
● Sample Sentence: Prior to settling in Oregon, Jonathan Beckett
worked in a Boston fish market.
Territory (noun)
● Definition: an area of land, or a region
● Sample Sentence: The Oregon Territory once covered an area
that now spans several US states, including Oregon,
Washington, Idaho, Wyoming, and Montana.
Vast (adjective)
● Definition: very large
● Sample Sentence: Many city dwellers who were tired of living in
crowded conditions were attracted to the vast spaces of the
West.
Journeys West: Reading Informational Text
Lesson 2: Migrations to the West
Different Roads
1. In the first half of the 1800s, many people moved from the eastern states of
the USA to lands west of the Mississippi River. These immigrants to the West
set out with their lives packed up in covered wagons. They went in search of
gold, space, and the opportunity to own a farm. Cities were dirty, unpleasant
places to live, and poor city dwellers didn’t have many opportunities to
improve their lives. The West was an appealing destination because it
promised freedom and opportunity.
2. Around this time, newspaper editors popularized an idea known as Manifest

Destiny. The idea behind Manifest Destiny was that white Christian
immigrants were “destined” to bring American culture across the continent,
taming the "Wild West" and turning it into farms and ranches: an agricultural
heaven on earth. These settlers believed that God had promised them the
western lands; it was their duty to mine, plant, and take them for their own.
From their efforts, the United States would stretch from sea to sea.
3. But these lands were not empty or free to be taken. Lands west of the
Mississippi River had been home to Native peoples for thousands of years.
Many white immigrants, along with the United States government, refused to
acknowledge Native peoples’ rights. The settlers and the US government
forced Native peoples to move to other parts of North America, and killed
many of them. The white settlers then moved into the lands they had taken
from Native peoples.
4. The negative effects of white immigrants were not all intentional. As they
moved across the continent, immigrants from the East brought deadly
diseases and disrupted ecosystems. The constant flow of settlers created
wood shortages. Native peoples depended on trees for shelter during the
winter and to provide bark as food for their horses. White immigrants also
overhunted bison, which were an important food source for Native peoples
who lived on the Great Plains. As a consequence, many Sioux people faced
starvation. This was just one of many challenges Native peoples faced as a
result of westward migrations.
5. Many of the millions of people who traveled west during this period made their
homes in groups of wagons called wagon trains. Women were responsible for
recreating the comforts of home while on the trail. This was a difficult task
because wagon travel wasn’t comfortable at all. Wives and daughters
suddenly became full-time cooks, surgeons, and counselors. Immigrant
women had to be tough: they were responsible for keeping their families
happy and alive under dangerous, difficult circumstances. Despite this, they
had very little power within their own families. In general, the men made all
major decisions, including whether or not to relocate in the first place.
6. Slavery was widespread in the United States in the first half of the 19th
century. There were bitter arguments between people who thought slavery
should be ended, and enslavers who refused to allow enslaved people to be
free. Many enslavers on the western frontier wanted to expand the reach of
slavery. As a consequence, thousands of Black enslaved people were forced
to travel westward against their will. Once there, they were made to clear the
land and plant crops like cotton, which enslavers sold for money. Many
enslaved people faced family separation. All faced an uncertain future in an
unknown land. They had to deal with these enormous emotional challenges
on top of performing difficult labor.
7. However, the experience of Black people on the western frontier could also be
one of opportunity. Free Black men and women traveled west as well. Some
wealthy Black immigrants even paid for expeditions themselves. But the road
to the West wasn’t without danger for free Black immigrants. Many white
settlers didn’t want to share these new territories with Black settlers. In fact,
Oregon made it illegal for Black settlers to become residents of the state. In
reality, Black settlers were just trying to claim their share of American freedom
and opportunity.
8. During this period of migrations, over seven million people moved to what are
today the western states of the USA. But this was not without a cost. During
the 1830s and 1840s alone, the US government removed around 70,000
Native people from their homes, and at least 8,000 died. While the expansion
of the USA in the 19th century offered a new life to many people, many others
experienced great loss and suffering as a result.
Practice Question
Choose the THREE sentences that include the most important information
to make up an objective summary of the text. Then put them into the
correct order.
Which TWO details best support the idea that white immigrants felt that the
owning land in the western part of North America was their right?
(Choose 2 answers)
A. “Cities were dirty, unpleasant places to live, and poor city dwellers didn’t have
many opportunities to improve their lives.”
B. “They went in search of gold, space, and the opportunity to own a farm.“
C. “The idea behind Manifest Destiny was that white Christian immigrants were
‘destined’ to bring American culture across the continent, taming the ‘Wild West’
and turning it into farms and ranches: an agricultural heaven on earth.”
D. “The West was an appealing destination because it promised freedom and
opportunity.”
E. “These settlers believed that God had promised them the western lands; it
was their duty to mine, plant, and take them for their own.”
F. “In the first half of the 1800s, many people moved from the eastern states of
the USA to lands west of the Mississippi River.”

Part A How does the author organize the information in paragraph 5?
(Choose 1 answer)
A. sequence of events
B. cause and effect
C. compare and contrast
D. problem and solution
Part B Which sentence from the article provides evidence for the answer to
A. “Many of the millions of people who traveled west during this period made
their homes in groups of wagons called wagon trains.”
B. “Wives and daughters suddenly became full-time cooks, surgeons, and
counselors.”
C. “In general, the men made all major decisions, including whether or not to
relocate in the first place.”
D. “Despite this, they had very little power within their own families.”

Part A According to the text, how did westward immigration affect Native
peoples? (Choose 1 answer)
A. Native Americans became citizens of the new states that were formed.
B. Native Americans traveled to the eastern states where white immigrants had
come from.
C. Native Americans faced starvation, sickness, and the loss of their homes.
D. Native Americans taught white immigrants about their ways of life.
Part B Which sentence from the article provides evidence for the answer to
A. “Lands west of the Mississippi River had been home to Native peoples for
thousands of years.”
B. “The West was an appealing destination because it promised freedom and
opportunity.”
C. “As they moved across the continent, immigrants from the East brought
deadly diseases and disrupted ecosystems.”
D. “From their efforts, the United States would stretch from sea to sea.”
Which TWO details should be included in a summary? (Choose 2 answers)

A. People moved west in search of gold.
B. Westward migrations brought hardship for Native peoples in particular.
C. Cities were dirty and dangerous places to live.
D. Native Americans were forced off their land.
E. Women cooked for their families on the trail.
F. Horses ate tree bark as food.
Which TWO details best support the idea that Native Americans were
negatively affected by westward migration? (Choose 2 answers)
A. “As they moved across the continent, immigrants from the East brought deadly
diseases and disrupted ecosystems.”
B. “They went in search of gold, space, and the opportunity to own a farm.”
C. “Lands west of the Mississippi River had been home to Native peoples for
thousands of years.”
D. “From their efforts, the United States would stretch from sea to sea.”
E. “The settlers and the U.S. government forced Native peoples to move to other
parts of North America, and killed many of them.”
F. “But these lands were not empty or free to be taken.”
Which phrase best describes the overall structure of the passage?

(Choose 1 answer)
A. The author uses a cause and effect structure to show the consequence of
westward immigration on different groups of people.
B. The author sequences the events of westward migration to present a historical
account to the reader.
C. The author compares and contrasts the different experiences of specific
westward migrants to show how the journey affected individual people.
D. The author presents the various problems of city life in order to set up the
solution of moving westward for many different groups of people.
Journeys West: Reading Poetry
Lesson 3: The Call of the Wild
The Call of the Wild
by Alexander Posey
I’m tired of the gloom I’m tired of the life

In a four-walled room; In the ways of strife;
Heart-weary, I sigh Heart-weary, I long
For the open sky, For the river’s song,
And the solitude And the murmur of rills*
Of the greening wood; In the breezy hills;
Where the bluebirds call, Where the pipe of Pan*—
And the sunbeams fall, The hairy half-man—
And the daisies lure The bright silence breaks
The soul to be pure. By the sleeping lakes.
*rills: small streams

*Pan : Pan is the Greek god of the wild, nature, rustic music, shepherds and
flocks. He has the bottom half and horns of a goat and top half of a man, and he
is often heard playing music on his "pipes" (a flute-like instrument).
Practice Question
Read these lines from the poem.
“Heart-weary, I long
For the river’s song.
And the murmur of rills
In the breezy hills” . How does the poet’s use of rhyme in these lines
support the reader’s understanding? (Choose 1 answer)
A. The end rhyme connects the poet’s ideas; for example, the word “song” tells
us what the speaker “longs” for.
B. The end rhyme contrasts the speaker’s wants and needs; for example, he
wants to hear the “rills”, but he needs to be in the “hills”.
C. The end rhyme shows the time that the speaker has been waiting; for
example, it has been very “long” since he has heard the river’s “song”.
D. The end rhyme compares the speaker’s thoughts with his actions; for
example, he imagines the “rills” and then he goes out to the “hills”.
Pick the TWO details from the poem that best support the theme that nature
is soothing.
A. “Where the pipe of Pan— The hairy half-man—”
B. “Heart-weary, I long For the river’s song,”
C. “I’m tired of the gloom In a four-walled room;”
D. “The bright silence breaks by the sleeping lakes.”
E. “And the daisies lure The soul to be pure.”
F. “I’m tired of the life In the ways of strife.”

“And the daisies lure The soul to be pure.”
What does the use of the word “lure” suggest? (Choose 1 answer)
A. that the daisies have a way of pulling you in only to make you feel sad later
B. that people can use daisies to get rid of sickness
C. that people can use daisies to catch fish
D. that the daisies have a way of pulling you in and making you happy

Part A How does the speaker feel about being indoors? (Choose 1 answer)
A. The speaker is worried about the green wooden walls.
B. The speaker is weary of being inside.
C. The speaker is thankful for the smell of flowers outside his window.
D. The speaker is happy he can hear the sound of birds from his room.
Part B Which lines from the poem support your answer to Part A?
(Choose 1 answer)
A. “And the solitude Of the greening wood;”
B. “I’m tired of the gloom In a four-walled room.”
C. “And the daisies lure The soul to be pure.”
D. “Where the bluebirds call, And the sunbeams fall,”

“I’m tired of the gloom
In a four-walled room;”
How do the lines help the reader understand the setting? (Choose 1 answer)
A. They help the reader understand that the speaker of the poem lives with sad
people.
B. They help the reader understand that the speaker of the poem is worried
about what other people think of their home.
C. They help the reader understand that the speaker of the poem lives in a very
small room.
D. They help the reader understand that the speaker of the poem is weary of
being indoors.
Which lines from the poem best contribute to the reader’s understanding of
the overall theme that nature is soothing? (Choose 1 answer)
A. “I’m tired of the life In the ways of strife.”
B. “I’m tired of the gloom In a four-walled room;”
C. “And the daisies lure The soul to be pure.”
D. “The bright silence breaks By the sleeping lakes.”

“Where the pipe of Pan—
The hairy half-man—
The bright silence breaks
By the sleeping lakes.”
What does “the pipe of Pan” mean in the poem? (Choose 1 answer)
A. a body of water shaped like a cooking pan
B. the song that the nature god, Pan, plays on his instrument
C. a place where campers can cook food
D. the old-fashioned smoking tool that the nature god, Pan, smokes
Journeys West/ Lesson 4: Vocabulary
Migrations to the West (Rd from Lss 2)
Practice Questions
Part A Read this sentence from paragraph 5.
“In general, the men made all major decisions, including whether or not to
relocate in the first place.”
What does relocate mean? (Choose 1 answer)
A. find the beginning
B. make a hard choice
C. create a new life
D. move to a new place
Part B Which phrase from the passage helps you understand the meaning
of relocate? (Choose 1 answer)
A. “in the first place”
B. “made all major decisions”
C. “Women were responsible”
D. “recreating the comforts of home”

Part A What does the word separation mean as it is used in paragraph 6?
(Choose 1 answer)
A. gathering C. breaking up
B. getting bigger D. fighting
Part B What's the meaning of separation's root word, "separate"?
(Choose 1 answer)
A. fight or argue with C. move or break apart
B. gather together D. make more
Read this sentence from paragraph 2.

“From their efforts, the United States would stretch from sea to sea.”
What does the phrase from sea to sea mean? (Choose 1 answer)
A. the country would have a lot of water sources
B. the country would go from the Atlantic ocean to the Pacific ocean
C. travelers would get to visit at least one ocean
D. travelers need to take a lot of water on their trip
Read this sentence from paragraph 5.
“Wives and daughters suddenly became full-time cooks, surgeons, and
counselors. Immigrant women had to be tough: they were responsible for
keeping their families happy and alive under dangerous, difficult
circumstances.”
Why does the author choose to use the word tough? (Choose 1 answer)
A. to explain that women needed to be strong in order to fulfill their many duties
on the journey west
B. to show that women could withstand the great pain that came from traveling
by wagon over harsh lands
C. to explain that women were stubborn, and refused help with their domestic
duties
D. to show that women were so determined to make the journey West that they
took on more roles than they should have

Part A Read this sentence from paragraph 2.
“The idea behind Manifest Destiny was that white Christian immigrants
were ‘destined’ to bring American culture across the continent, taming the
‘Wild West’ and turning it into farms and ranches: an agricultural heaven on
earth.”
What word is closest in meaning to destined as it's used in this sentence?
(Choose 1 answer)
A. certain
B. helped
C. expected
D. likely
Part B Which phrase from the passage supports you in understanding the
meaning of destined? (Choose 1 answer)
A. “believed that God had promised them”
B. “American culture across the continent”
C. “turning it into farms and ranches”
D. “an agricultural heaven on earth”
What does the word recreating mean as it's used in paragraph 5?

(Choose 1 answer)
A. playing a game
B. performing again
C. doing household chores
D. making something similar
Journeys West: Reading Fiction & Informational Text
Lesson 5: The Oregon Trail
This is a fictional diary written by an imagined character, but the experiences she describes are
based on true historical events
from The Diary of Georgina Travers, Oregon Trail Traveler
June 12, 1843

We're a very long way from the nearest general store. Pa says it’s 2,000 miles
from Missouri to Oregon, and it will take us many months to get there. The US
government has given us permission to settle in the western lands as part of
expanding the country, but I wonder how the Native peoples who live there will
feel about it.
June 22, 1843

There aren’t any trees on this part of the trail, so we have to use buffalo chips for
our fires. One of my chores today was to collect the chips. This isn’t my favorite
chore.
July 3, 1843
Today, we met a Native tribe called the Ute. We traded food and clothes with
them for some horses, and I brought out my marbles and showed some of the
children how to play. I’m glad the Ute are welcoming to us, since not all tribes
want us to settle here or make Oregon our home.
July 23, 1843

Poor Cassie! My sweet little sister is ill. I heard Pa say something about cholera.
We had to take Mama’s hope chest out of our wagon and leave it on the side of
the trail so Cassie had room to lie down while we traveled. I am scared for
Cassie and hope that she will be okay.
August 6, 1843
We rode through some mountains today. The trail was rough, and two wagons in
the train tipped over. Thankfully, no one was hurt. But the best news of the day is
that Cassie’s fever broke! She’s not out of the woods yet, but we’re encouraged.
What Was the Oregon Trail?
If you wanted to visit Oregon, a state in the northwestern United States, how
would you get to your destination? Would you take a plane, a train, or a car? In
the 1800s, migrants traveled west overland using the Oregon Trail. They
journeyed in covered wagons, usually pulled by oxen, horses, or mules. The
2,000-mile trail began in Missouri and ran through six states, and it took about
five months to complete.
These migrant groups were mainly white settlers, and did not seek permission
from Native Americans to cross or settle in their lands. Some white settlers also
forced enslaved Black Americans to travel with them. In addition, some free
Black Americans came to settle the land and start a new life in the Oregon area.
Here are some other things you may not know about the Oregon Trail:
1. Do you ever pack too much when you go on a trip? Many of the migrants
overpacked, too. A heavy wagon was hard for the animals to pull. So many
migrants left extra supplies on the vast trail in order to make their wagons
lighter.
2. The Oregon Trail didn’t have many trees. The pioneers used buffalo chips,
made from dried buffalo dung, as fuel for their fires. Some children even
played games with buffalo chips. They tossed them around like Frisbees!
3. Some Native American tribes allowed the white migrants they encountered to
travel through their lands. They traded food, clothes, and tools with one
another. Other tribes, however, did not welcome the intruders and wanted to
defend their homes. They resisted the flood of newcomers who chopped
down many trees, over-hunted buffalo, and claimed Native lands for their own.
4. Disease was a big problem for the migrants. Diseases such as cholera
caused an estimated 20,000 deaths along the trail. These diseases were also
deadly to many Native peoples, who had never been exposed to them before.
5. The last wagon trains made their journey in the 1880s. However, tracks made
by the wagons can still be seen today in six states.
Practice Question
Which of the following choices best describes how the firsthand account
provides information about the Oregon Trail? (Choose 1 answer)
A. Georgina Travers reveals several events in 1843 that are historically important.
B. Georgina Travers writes about the lives of people who traveled the Oregon Trail
long ago.
C. Georgina Travers describes important events that happened to her personally
on the trail as she experienced them.
D. Georgina Travers explains the history of the trail from people she has spoken
to.
Why did Georgina write these diary entries? (Choose 1 answer)

A. to describe her feelings about leaving home and moving to Oregon
B. to warn other pioneers about the dangers of traveling in a wagon train
C. to encourage other pioneers to travel to Oregon
D. to record events that happened during her journey on the Oregon Trail
Practice Questions This question has two parts. Answer Part A, then Part B.
Part A Which sentence best explains how the passages present similar
information about the experiences of Native American tribes along the Oregon
Trail? (Choose 1 answer)
A. Both describe how the Oregon Trail came to an end, with the last wagons making
their journey in the 1880s.
B. Both describe how none of the Native American tribes in Oregon were welcoming of
the white migrants who came to settle the area.
C. Both describe how whites and Native American tribes traded with each other, even if
some tribes did not want whites to settle in their homeland.
D. Both describe how a girl named Cassie became ill with cholera, a disease that
caused an estimated 20,000 deaths on the trail.
Part B Select TWO quotations, one from each passage, that support the answer
to Part A. (Choose 2 answers)
A. “They traded food, clothes, and tools with one another. Other tribes, however, did not
welcome the intruders and wanted to defend their homes.”
B. “Disease was a big problem for the migrants. Diseases such as cholera caused an
estimated 20,000 deaths along the trail.”
C. “We're a very long way from the nearest general store. Pa says it’s 2,000 miles from
Missouri to Oregon, and it will take us many months to get there.”
D. “Poor Cassie! My sweet little sister is ill. I heard Pa say something about cholera.”
E. “I’m glad the Ute are welcoming to us, since not all tribes want us to settle here or
make Oregon our home.”
F. “The last wagon trains made their journey in the 1880s. However, tracks made by the
wagons can still be seen today in six states.”
Which of the following describes the difference in focus between the firsthand
and secondhand accounts of the Oregon Trail? (Choose 1 answer)
A. The secondhand account discusses the different reasons why pioneers traveled
west, while the firsthand account discusses why Georgina and her family traveled west.
B. The secondhand account focuses on general information about the Oregon Trail,
while the firsthand account describes one girl’s personal experiences on the Oregon
Trail.
C. The firsthand account describes the dangers most pioneers experienced on the
Oregon Trail, while the secondhand account describes the dangers one girl
experienced.
D. The secondhand account describes the journey of one wagon train, while the
firsthand account tells us about the experiences of one girl in the wagon train.
What does the author want the reader to understand about pioneers on the
Oregon Trail? (Choose 1 answer)
A. They were often attacked by wild animals.
B. They had a long, but easy journey.
C. They had many challenges.
D. They were sick a lot.
Which information found in “The Diary of Georgina Travers” can be supported by

similar information in “What Was the Oregon Trail”? (Choose 1 answer)
A. Some white migrants brought enslaved Black Americans on the trail with them.
B. Many Native American tribes did not want the migrants to take their resources.
C. Some migrant children played games such as marbles with Native American
children.
D. Cholera was a dangerous disease that affected many settlers on the Oregon Trail.
Journeys West: Reading Informational Text
Lesson 6: The Trail of Tears
The Trail of Tears
Image 1
1. Looking out over his field of waving corn, John Ross smiled. He told his son,
“This will be the best harvest of corn we have ever had, and the other crops are
just as fine. Life is good here, and one day, you will inherit all that your mother
and I have built.” John Ross was a leader of the Cherokee. He was rich and
successful, and had close friends among both his Cherokee and his white
neighbors in Georgia. John Ross should have felt very happy with his life.
2. But on that sunny morning in 1830, standing with his son looking out over his
cornfield, John Ross knew there was a possibility his son would never own the
farm he worked so hard to get and keep. Some white people were jealous of the
land and businesses the Cherokee owned. They wanted land and businesses,
too. They began asking, “Why don’t the Cherokee move? Our government can
offer them land farther west, and we will keep their farms and businesses here
for ourselves.”
Image 2
3. Many of the Cherokee were worried. They did not want to leave their homes,
and they were afraid that the US government might force them to leave. John
Ross tried many different ways to talk to the US government and pleaded with
them not to relocate the Cherokee. The government didn’t listen.
Image 3
4. Two years prior, in 1828, an army general named Andrew Jackson had been
elected president of the United States. President Jackson was on the side of
those settlers who wanted to take Native American land. President Jackson
insisted that Native Americans move west to what was called “Indian Territory”.
He sent soldiers to make them go.
5. Hoping to avoid another war, US government leaders told the Cherokee, “If you
will move to the Indian Territory, we will reimburse you five million dollars to
share among yourselves. You can use this to build a new life.” There had
already been many wars between Native American tribes and the US
government. In many of these wars, the Native Americans lost, and the US
government took their land without paying them for it.
Image 4
6. The US government had promised to supply the Cherokee with wagons, oxen,
horses, and food for the long journey, but there were not enough supplies for all
of them. John Ross helped organize the Cherokee to face the problems of a
long, difficult journey and a lack of supplies. “We will divide into smaller groups
and make sure there is a doctor for each group. We do not have enough food to
feed everyone, so we will have to hunt and fish on the way. There are not
enough wagons to carry all the children, the old, or the sick. Many of us must
walk and carry what we can on our backs.” When the Cherokee set out, there
were so many people that the line stretched for three miles.
Image 5
7. The road West was difficult. Many Cherokee were sick or injured, but they could
not stop to heal. They had to keep walking. It was miserable.
8. Then, partway to the Indian Territory, while in Kentucky in November, the

Cherokee encountered a horrible winter storm. Through the bitter cold and
falling sleet and snow, the Cherokee continued their journey. Many people died,
and even after the storm ended, others were too weak to finish the trip. So many
Cherokee died on the way that the survivors called this journey the “Trail of
Tears”, and it has been called that ever since.
9. The Trail of Tears and other forced movements of Native Americans are some of
the saddest events in the history of the United States, but that is why we need to
remember them. It’s important to remember the sadder parts of history to
prevent them from happening again.
Image 6
10. With tremendous courage, and after many years of hard work, the Cherokee
built themselves a new life. But most of them, and many other Native Americans
who were forced to relocate, never again saw their old homes back in Georgia.
Practice Questions
Part A What is the meaning of the word reimburse as it is used in
A. to promise to help someone in the future
B. to stop something bad from happening
C. to recognize something good someone does
D. to pay someone back for something
Part B Select TWO phrases from the article that help the reader understand
the meaning of reimburse. (Choose 2 answers)
A. “without paying them” D. “Hoping to avoid”
B. “another war” E. “many wars”
C. “took their land” F. “five million dollars”
What TWO key details from the passage support the main idea that the US
government treated the Cherokee unfairly? (Choose 2 answers)
A. “The road West was difficult. Many Cherokee were sick or injured, but they
could not stop to heal. They had to keep walking.”
B. “With tremendous courage, and after many years of hard work, the Cherokee
built themselves a new life.”
C. “Then, partway to the Indian Territory, while in Kentucky in November, the
Cherokee encountered a horrible winter storm.”
D. “President Jackson insisted that Native Americans move west to what was
called ‘Indian Territory’. He sent soldiers to make them go.”
E. “In many of these wars, the Native Americans lost, and the US government
took their land without paying them for it.”
F. “John Ross was a leader of the Cherokee. He was rich and successful, and
had close friends among both his Cherokee and his white neighbors in Georgia.”
Match the events to their effects as described in the passage.
Which best states how image 5 helps us understand the information in

paragraphs 6 through 8? (Choose 1 answer)
A. It reveals the number of people mentioned in paragraph 8 that died during the
Trail of Tears.
B. It shows the Cherokee suffering during the winter storm described in
paragraph 8.
C. It extends the idea from paragraph 6 that the Cherokee were divided into
small groups.
D. It suggests that paragraph 7 is wrong when it says that many Cherokee were
injured on the trail.

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Reading & Language Arts

4th Grade Reading & Vocabulary

Unit 2: Growth Mindset

Unit 3: Journeys West

Welcome to the Superheroes unit!

Lots of people love superheroes—but why? What does it mean to

[Stop and think]

In this unit, you will:

In order to answer the essential question: What makes a

A statue of the superhero El Santo in Tulancingo, Mexico

Nelvana of the Northern Lights (Canada, 1941)

El Santo (Mexico, 1942)

Ultraman (Japan, 1966)

Burka Avenger (Pakistan, 2013)

This question has two parts. Answer Part A, then Part B.

This question has two parts. Answer Part A, then Part B.

How do both pictures reflect the specific descriptions of the characters in

This question has two parts. Answer Part A, then Part B.

This question has two parts. Answer Part A, then Part B.

What’s the meaning of the phrase things looked bleak in paragraph 1?

This question has two parts. Answer Part A, then Part B.

What does the word producer mean, as it’s used in paragraph 3?

Read the lines from the play.

This question has two parts. Answer Part A, then Part B.

1. It’s a bird! It’s a plane! It’s . . . the same old superhero.

This question has two parts. Answer Part A, then Part B.

Welcome to the Growth Mindset unit!

[Stop and think]

In this unit, you will:

In order to answer the essential question:

What would be a good summary sentence? (Choose 1 answers)

Which of these is a good summary sentence? (Choose 1 answers)

Read the sentence.

Read the sentences, then answer the question.

Read the sentence.

In my defense, I did have a very unusual weekend. My stepdad Zeke

On Sunday (I’m sorry to report) I devoted my entire day to watching my favorite

Well, despite some challenges last night, I somehow managed to finish my

Thankfully, Mr. Sorenson immediately recognized my work. “Well done,” he said

Read the sentence from the story.

Select all of the problems that Liam faces in the story.

What does the narrator do on Saturday? (Choose 1 answer)

Read this sentence from the story.

Which two themes are most important in this story?

1. Fourteen-year-old Michaela DePrince sat on the shiny hallway floor and

2. Michaela danced so wonderfully that she was awarded a scholarship to

4. Fortunately, when she was four, Mabinty was adopted by an American

5. Today Michaela is a huge success. She’s an inspiration to people around

Why did Michaela come to the United States? (Choose 1 answer)

Welcome to the Journeys West unit!

In the 19th century, large numbers of Americans migrated—or

[Stop and think]

In this unit, you will:

In order to answer the essential question: How does human migration

Groups of related words

Slavery, enslave, enslaved person, and enslaver

Other unit words

2. Around this time, newspaper editors popularized an idea known as Manifest

Khan Academy - Grade 4 - Reading & Language Art

Khan Academy - Grade 4 - Reading & Language Art

Khan Academy - Grade 4 - Reading & Language Art

Which best states how image 5 helps us understand the information in