Grade 5 TE - 240227 - 213025

Grade 5
Practice
Book
Cover: Nathan Love, Erwin Madrid
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Contents
UNIT 1
Week 1 Week 2
Grammar Sentences ..................................................... 1 Grammar Subjects and Predicates ................... 13
Grammar Commands and Exclamations ........2 Grammar Compound Subjects
Grammar Mechanics .................................................. 3 and Predicates .......................................................... 14
Grammar Proofreading .............................................4 Grammar Mechanics ................................................ 15
Grammar Test: Sentences ........................................ 5 Grammar Proofreading ........................................... 16
Spelling Pretest/Posttest: Short Vowels .......... 6 Grammar Test: Subjects and Predicates ....... 17
Phonics/Spelling Word Sort ..................................7 Spelling Pretest/Posttest: Long Vowels ......... 18
Spelling Word Meaning ............................................8 Phonics/Spelling Word Sort ................................ 19
Spelling Proofreading ................................................. 9 Spelling Word Meaning .........................................20
Phonics/Spelling Review ........................................10 Spelling Proofreading ............................................... 21
Vocabulary Related Words .................................... 11 Phonics/Spelling Review ....................................... 22
Vocabulary High-Frequency Words ................ 12 Vocabulary Strategy Prefixes ............................ 23
Vocabulary Strategy Homographs ............... 24
Week 3 Week 4
Grammar Compound Sentences Grammar Sentence Combining ......................... 37
and Conjunctions ................................................... 25 Grammar Complex Sentences ............................38
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Grammar Run-on Sentences ............................... 26 Grammar Mechanics ............................................... 39

Grammar Mechanics ...............................................27 Grammar Proofreading ..........................................40
Grammar Proofreading ..........................................28 Grammar Test: Complex Sentences ................. 41
Grammar Test: Compound Sentences ...........29 Spelling Pretest/Posttest:
Spelling Pretest/Posttest: r-Controlled Vowels /är/, /âr/, /ôr/ ............42
Words with /ū/, /ů /, /ü/ ....................................30 Phonics/Spelling Word Sort ............................... 43
Phonics/Spelling Word Sort ................................ 31 Spelling Word Meaning .........................................44
Spelling Word Meaning ......................................... 32 Spelling Proofreading ..............................................45
Spelling Proofreading .............................................. 33 Phonics/Spelling Review .......................................46
Phonics/Spelling Review .......................................34 Vocabulary Strategy Suffixes ............................47
Vocabulary Related Words .................................. 35 Vocabulary Strategy Context Clues:
Vocabulary High-Frequency Words ............... 36 Sentence Clues ........................................................48
Week 5
Grammar Run-On Sentences Spelling Pretest/Posttest: r-Controlled
and Fragments ......................................................... 49 Vowel /ûr/ .................................................................. 54
Grammar Run-On Sentences Phonics/Spelling Word Sort ................................55
and Fragments ......................................................... 50 Spelling Word Meaning ......................................... 56
Grammar Mechanics .................................................51 Spelling Proofreading .............................................. 57
Grammar Proofreading .......................................... 52 Phonics/Spelling Review ....................................... 58
Grammar Test: Run-On Sentences Vocabulary Content Words ..................................59
and Fragments ..........................................................53 Vocabulary Strategy Greek and
Latin Prefixes ............................................................ 60
iii
UNIT 2
Week 1 Week 2
Grammar Common and Proper Nouns ...........61 Grammar Singular and Plural Nouns ............. 73
Grammar Concrete and Abstract Nouns ..... 62 Grammar Forming Plural Nouns ....................... 74
Grammar Mechanics ................................................63 Grammar Mechanics ............................................... 75
Grammar Proofreading .......................................... 64 Grammar Proofreading ...........................................76
Grammar Test: Kinds of Nouns ...........................65 Grammar Test: Singular and Plural Nouns .. 77
Spelling Pretest/Posttest: /ô/; /oi/, /ou/ .......66 Spelling Pretest/Posttest: Plurals ...................... 78
Phonics/Spelling Word Sort ................................67 Phonics/Spelling Word Sort ............................... 79
Spelling Word Meaning ......................................... 68 Spelling Word Meaning .........................................80
Spelling Proofreading ...............................................69 Spelling Proofreading ............................................... 81
Phonics/Spelling Review .......................................70 Phonics/Spelling Review ....................................... 82
Vocabulary Content Words .................................. 71 Vocabulary Strategy Dictionary
Vocabulary Spiral Review ..................................... 72 and Glossary .............................................................. 83
Vocabulary Strategy Context Clues ..............84
Week 3 Week 4
Grammar More Plural Nouns Grammar Possessive Nouns .................................. 97
and Collective Nouns ...........................................85 Grammar Plural Possessive Nouns ...................98

Grammar Irregular Plural Nouns ......................86 Grammar Mechanics ............................................... 99
Grammar Mechanics ...............................................87 Grammar Proofreading ....................................... 100
Grammar Proofreading ..........................................88 Grammar Test: Possessive Nouns .....................101
Grammar Test: More Plural Nouns ..................89 Spelling Pretest/Posttest: Contractions ......102
Spelling Pretest/Posttest: Phonics/Spelling Word Sort ............................. 103
Inflectional Endings ..............................................90 Spelling Word Meaning .......................................104
Phonics/Spelling Word Sort ................................ 91 Spelling Proofreading ............................................105
Spelling Word Meaning ......................................... 92 Phonics/Spelling Review .....................................106
Spelling Proofreading .............................................. 93 Vocabulary Strategy Roots ...............................107
Phonics/Spelling Review ....................................... 94 Vocabulary Strategy Personification ..........108
Vocabulary Related Words .................................. 95
Vocabulary Spiral Review ..................................... 96
Week 5
Grammar Prepositional Phrases ...................... 109 Phonics/Spelling Word Sort ...............................115
Grammar Nouns in Prepositional Spelling Word Meaning .........................................116
Phrases ........................................................................ 110 Spelling Proofreading ..............................................117
Grammar Mechanics ................................................111 Phonics/Spelling Review ...................................... 118
Grammar Proofreading ..........................................112 Vocabulary Related Words ..................................119
Grammar Test: Prepositional Phrases ............113 Vocabulary Strategy Homographs ............... 120
Spelling Pretest/Posttest:
Closed Syllables .......................................................114
iv
UNIT 3
Week 1 Week 2
Grammar Action Verbs ...........................................121 Grammar Verb Tenses ............................................133
Grammar Subject-Verb Agreement .............. 122 Grammar Past and Future Tenses ...................134
Grammar Mechanics ..............................................123 Grammar Mechanics ..............................................135
Grammar Proofreading .........................................124 Grammar Proofreading .........................................136
Grammar Test: Action Verbs ..............................125 Grammar Test: Verb Tenses ................................137
Spelling Pretest/Posttest: Spelling Pretest/Posttest:
Open Syllables .........................................................126 Open Syllables (V/V) .......................................... 138
Phonics/Spelling Word Sort ..............................127 Phonics/Spelling Word Sort ..............................139
Spelling Word Meaning ....................................... 128 Spelling Word Meaning ....................................... 140
Spelling Proofreading .............................................129 Spelling Proofreading ..............................................141
Phonics/Spelling Review ..................................... 130 Phonics/Spelling Review ......................................142
Vocabulary Related Words ..................................131 Vocabulary Strategy Adages ............................143
Vocabulary Spiral Review ....................................132 Vocabulary Strategy Context Clues ............ 144
Week 3 Week 4
Grammar Main and Helping Verbs ............... 145 Grammar Linking Verbs ....................................... 157
Grammar Participles and Grammar How Linking Verbs Work ............. 158
Perfect Tenses ........................................................ 146 Grammar Mechanics ..............................................159

Grammar Mechanics ............................................. 147 Grammar Proofreading ........................................160
Grammar Proofreading ........................................148 Grammar Test: Linking Verbs .............................161
Grammar Test: Main and Helping Verbs ... 149 Spelling Pretest/Posttest:
Spelling Pretest/Posttest: Consonant + le Syllables .................................. 162
Vowel Team Syllables ........................................150 Phonics/Spelling Word Sort ..............................163
Phonics/Spelling Word Sort .............................. 151 Spelling Word Meaning ....................................... 164
Spelling Word Meaning ....................................... 152 Spelling Proofreading .............................................165
Spelling Proofreading .............................................153 Phonics/Spelling Review ..................................... 166
Phonics/Spelling Review ..................................... 154 Vocabulary Strategy Similes
Vocabulary Related Words ................................ 155 and Metaphors .......................................................167
Vocabulary Spiral Review ................................... 156 Vocabulary Strategy Latin Roots .................. 168
Week 5
Grammar Irregular Verbs .....................................169 Phonics/Spelling Word Sort ..............................175
Grammar More About Irregular Verbs ....... 170 Spelling Word Meaning ........................................176
Grammar Mechanics ...............................................171 Spelling Proofreading .............................................177
Grammar Proofreading .........................................172 Phonics/Spelling Review ..................................... 178
Grammar Test: Irregular Verbs .........................173 Vocabulary Content Words ................................179
Spelling Pretest/Posttest: r-controlled Vocabulary Strategy Context Clues ............180
Vowel Syllables .......................................................174
v
UNIT 4
Week 1 Week 2
Grammar Pronouns and Antecedents .......... 181 Grammar Kinds of Pronouns ..............................193
Grammar Pronouns and Antecedents ......... 182 Grammar Kinds of Pronouns ..............................194
Grammar Mechanics ..............................................183 Grammar Mechanics ..............................................195
Grammar Proofreading ........................................ 184 Grammar Proofreading .........................................196
Grammar Test: Pronouns Grammar Test: Kinds of Pronouns ...................197
and Antecedents .................................................. 185 Spelling Pretest/Posttest: Prefixes ................. 198
Spelling Pretest/Posttest: Words with Phonics/Spelling Word Sort ..............................199
Final /əl/ and /ən/ .............................................. 186 Spelling Word Meaning ......................................200
Phonics/Spelling Word Sort ............................. 187 Spelling Proofreading ............................................ 201
Spelling Word Meaning ....................................... 188 Phonics/Spelling Review .................................... 202
Spelling Proofreading ............................................ 189 Vocabulary Strategy Hyperbole ................... 203
Phonics/Spelling Review ..................................... 190 Vocabulary Strategy
Vocabulary Content Words .................................191 Prefixes and Suffixes .........................................204
Vocabulary Spiral Review ....................................192
Week 3 Week 4
Grammar Pronoun-Verb Agreement ...........205 Grammar Possessive Pronouns ......................... 217
Grammar Pronoun-Verb Agreement ...........206 Grammar Possessive Pronouns .........................218

Grammar Mechanics ............................................207 Grammar Mechanics ............................................. 219
Grammar Proofreading .......................................208 Grammar Proofreading .......................................220
Grammar Test: Grammar Test: Possessive Pronouns ............. 221
Pronoun-Verb Agreement ..............................209 Spelling Pretest/Posttest: Words with
Spelling Pretest/Posttest: Homographs ......210 /chər/ and /zhər/ ................................................ 222
Phonics/Spelling Word Sort .............................. 211 Phonics/Spelling Word Sort ............................ 223
Spelling Word Meaning ....................................... 212 Spelling Word Meaning ...................................... 224
Spelling Proofreading ............................................ 213 Spelling Proofreading ........................................... 225
Phonics/Spelling Review ..................................... 214 Phonics/Spelling Review .................................... 226
Vocabulary Related Words ................................ 215 Vocabulary Strategy
Vocabulary Spiral Review ................................... 216 Synonyms and Antonyms ................................ 227
Vocabulary Strategy Adages
and Proverbs ..........................................................228
Week 5
Grammar Pronouns and Homophones ........229 Phonics/Spelling Word Sort .............................235
Grammar Pronouns and Homophones ....... 230 Spelling Word Meaning .......................................236
Grammar Mechanics ..............................................231 Spelling Proofreading ............................................237
Grammar Proofreading ........................................232 Phonics/Spelling Review .................................... 238
Grammar Test: Pronouns Vocabulary Related Words ................................239
and Homophones .................................................233 Vocabulary Strategy
Spelling Pretest/Posttest: Simile and Metaphor ........................................ 240
Suffixes -ance and -ence ...............................234
vi
UNIT 5
Week 1 Week 2
Grammar Independent and Grammar Complex Sentences ..........................253
Dependent Clauses ..............................................241 Grammar More About Complex
Grammar Complex Sentences ..........................242 Sentences ................................................................. 254
Grammar Mechanics .............................................243 Grammar Mechanics .............................................255
Grammar Proofreading ....................................... 244 Grammar Proofreading ........................................256
Grammar Test: Clauses .........................................245 Grammar Test: Complex Sentences ..............257
Spelling Pretest/Posttest: Suffixes .................246 Spelling Pretest/Posttest: Homophones .... 258
Phonics/Spelling Word Sort .............................247 Phonics/Spelling Word Sort .............................259
Spelling Word Meaning ...................................... 248 Spelling Word Meaning ...................................... 260
Spelling Proofreading ............................................249 Spelling Proofreading .............................................261
Phonics/Spelling Review .................................... 250 Phonics/Spelling Review .....................................262
Vocabulary Content Words ................................251 Vocabulary Strategy Thesaurus .....................263
Vocabulary Spiral Review ...................................252 Vocabulary Strategy Greek Roots ............... 264
Week 3 Week 4
Grammar Adjectives ...............................................265 Grammar Adjectives That Compare ............ 277
Grammar Order of Adjectives ......................... 266 Grammar More and Most .................................. 278
Grammar Mechanics .............................................267 Grammar Mechanics ............................................ 279

Grammar Proofreading ....................................... 268 Grammar Proofreading .......................................280
Grammar Test: Adjectives ...................................269 Grammar Test:
Spelling Pretest/Posttest: Prefixes ................270 Adjectives That Compare ................................ 281
Phonics/Spelling Word Sort ............................. 271 Spelling Pretest/Posttest:
Spelling Word Meaning ...................................... 272 Suffixes -less and -ness .................................... 282
Spelling Proofreading ........................................... 273 Phonics/Spelling Word Sort ............................ 283
Phonics/Spelling Review .................................... 274 Spelling Word Meaning ......................................284
Vocabulary Related Words ............................... 275 Spelling Proofreading ........................................... 285
Vocabulary Spiral Review ...................................276 Phonics/Spelling Review .................................... 286
Vocabulary Strategy Puns ................................ 287
Vocabulary Strategy Idioms ............................288
Week 5
Grammar Comparing with Good ................... 289 Phonics/Spelling Word Sort .............................295
Grammar Comparing with Bad ...................... 290 Spelling Word Meaning .......................................296
Grammar Proofreading ........................................292 Phonics/Spelling Review .................................... 298
Grammar Test: Comparing with Vocabulary Related Words ................................299
Good and Bad ........................................................293 Vocabulary Strategy Root Words ................300
Spelling Pretest/Posttest: Suffix -ion ............294
vii
UNIT 6
Week 1 Week 2
Grammar Adverbs .................................................... 301 Grammar Adverbs That Compare ...................313
Grammar Adverbs Before Adjectives Grammar Adverbs -er, -est, More, Most .....314
and Other Adverbs ............................................. 302 Grammar Mechanics ..............................................315
Grammar Mechanics .............................................303 Grammar Proofreading .........................................316
Grammar Proofreading ....................................... 304 Grammar Test: Adverbs That Compare .......317
Grammar Test: Adverbs ....................................... 305 Spelling Pretest/Posttest:
Spelling Pretest/Posttest: Words with Latin Roots .................................... 318
Words with Greek Roots ................................. 306 Phonics/Spelling Word Sort ..............................319
Phonics/Spelling Word Sort ............................ 307 Spelling Word Meaning ...................................... 320
Spelling Word Meaning ...................................... 308 Spelling Proofreading .............................................321
Spelling Proofreading ........................................... 309 Phonics/Spelling Review .....................................322
Phonics/Spelling Review ..................................... 310 Vocabulary Strategy Literal and
Vocabulary Related Words ..................................311 Figurative Language ..........................................323
Vocabulary Spiral Review ....................................312 Vocabulary Strategy Homophones ..............324
Week 3 Week 4
Grammar Negatives ...............................................325 Grammar Sentence Combining .......................337
Grammar Negative Contractions ...................326 Grammar Combining Sentences .................... 338

Grammar Mechanics ............................................ 327 Grammar Mechanics .............................................339
Grammar Proofreading ....................................... 328 Grammar Proofreading .......................................340
Grammar Test: Negatives ....................................329 Grammar Test: Prepositions ................................341
Spelling Pretest/Posttest: Spelling Pretest/Posttest: Number Prefixes
Words from Mythology ................................... 330 uni-, bi-, tri-, cent- .............................................. 342
Phonics/Spelling Word Sort ..............................331 Phonics/Spelling Word Sort .............................343
Spelling Word Meaning .......................................332 Spelling Word Meaning ...................................... 344
Spelling Proofreading ............................................333 Spelling Proofreading ........................................... 345
Phonics/Spelling Review .....................................334 Phonics/Spelling Review .................................... 346
Vocabulary Content Words ...............................335 Vocabulary Strategy Sound Devices .......... 347
Vocabulary Spiral Review ...................................336 Vocabulary Strategy Paragraph Clues ..... 348
Week 5
Grammar Prepositional Phrases Spelling Pretest/Posttest:
as Adjectives ...........................................................349 Suffixes -ible and -able .....................................354
Grammar Prepositional Phrases Phonics/Spelling Word Sort .............................355
as Adverbs ............................................................... 350 Spelling Word Meaning .......................................356
Grammar Proofreading ........................................352 Phonics/Spelling Review .....................................358
Grammar Test: Prepositional Phrases ..........353 Vocabulary Related Words ................................359
Vocabulary Strategy Personification ......... 360
Handwriting .......................................................................................................................................................................................................361
viii
Grammar • Sentences
Name
• A sentence is a group of words that expresses a complete thought.

It begins with a capital letter and ends with a punctuation mark.
• A sentence fragment is a group of words that does not express a
complete thought: Went to the store.
• A statement is a sentence that tells something. It ends with a period.
The playground is under construction.
• A question is a sentence that asks something. It ends with a question
mark: Have you visited the new zoo?
Read each group of words. If it is a sentence, add the proper punctuation mark.
If it is not a complete sentence, write fragment.
1. My mother walked into the kitchen .
2. Looked out the window fragment

3. One of my sisters fragment
4. What were they looking at ?
5. A deer stood in the yard .
6. Underneath the apple tree fragment
Have students
7. We watched quietly . use sentence
frames to complete the
writing activity. One
8. The deer looked up . day I visited the zoo. I
saw a parrot. Why does
this animal have so
? many colors?
9. Did it see us
10. Ran off across the lawn fragment
In your writer’s notebook, write about a time you saw an unusual

animal. Check your work to make sure each sentence expresses a
complete thought and ends with a period or question mark.
Grade 5 • Unit 1 • Week 1 1

Grammar • Commands and Exclamations
Name
• A command is a sentence that tells or asks someone to do something. It

ends with a period or an exclamation point: Be careful.
• An exclamation expresses strong feeling. It ends with an exclamation
point: Carrots are my favorite vegetable, too!
Add the proper punctuation mark to the end of each sentence. Then write
whether the sentence is a statement, question, command, or exclamation.
? question Walden Pond
1. Where are the maps
. statement
2. I had them in my backpack
Massachusetts
. (or !) command Boston
3. Help me look for them
4. I’m so angry about losing them ! exclamation

Reading/Writing Read this paragraph from “A Life in the Woods.” Underline
Connection the exclamation. Then explain why you think the author
used an exclamation in the paragraph.
Thoreau’s move to the woods indicated that he

liked to be alone. But Thoreau did not feel that way.
“I have a great deal of company in my house,” he
wrote. Red squirrels awoke him by running up and
down the sheer sides of his cabin. A snowshoe hare
lived in the debris under his cabin, thumping against
the floorboards. A sparrow once perched on his
shoulder. Thoreau recorded these experiences in his
journal. How easily writing came to him with the
beauty of nature!
Possible response: The exclamation helps show Thoreau’s excitement about
living in nature with animals.
2 Grade 5 • Unit 1 • Week 1

Grammar • Mechanics: Punctuate Sentences
Name
• A sentence is a group of words that expresses a complete thought.

It begins with a capital letter and ends with a punctuation mark.
• A statement ends with a period. A question ends with a question mark. A
command can end with a period or an exclamation point. An
exclamation ends with an exclamation point.
Rewrite each sentence by putting capital letters and punctuation marks where
they belong.
1. did you hear about the elephants outside
Did you hear about the elephants outside?
2. they are coming to town for the fair
They are coming to town for the fair.
3. go over to the window to see them

Go over to the window to see them.
4. this year’s fair will be the best ever
This year’s fair will be the best ever!
Writing Think of an exciting time in your life. Write a paragraph about

Connection
this experience. Include one exclamation and one question in
your paragraph. Edit and proofread your work.
Answers will vary.
For the first activity, ask a volunteer to paraphrase the directions. Then write and correct
the first sentence on the board as a sample.

Grammar • Proofreading
Name
• A sentence is a group of words that expresses a complete thought. A

sentence begins with a capital letter and ends with a punctuation mark.
• A statement ends with a period. A question ends with a question mark. A
command can end with a period or an exclamation point. An
exclamation ends with an exclamation point.
Proofread the paragraph. On the lines below, correct any fragments or mistakes
in sentence capitalization and punctuation. Answers may vary slightly.
last night my sister wanted to go to the HANDWRITING CONNECTION

movies? I wanted to go with her. what was
Be sure to write legibly.
stopping us. I had to finish my math homework
Use proper cursive and
first. The hardest problems ever. I asked my
remember to leave spaces
sister to wait for me? what do you think she did.
between words.
She helped me figure out the answers. made it
to the show just in time

Last night my sister wanted to go to the movies. I wanted to go with her.
What was stopping us? I had to finish my math homework first. Those were
the hardest problems ever! I asked my sister to wait for me. What do you
think she did? She helped me figure out the answers. We made it to the
show just in time!

Grammar • Test: Sentences
Name
Read the student draft and look for any corrections that need to be
made. Then choose the best answer to each question.
(1) My friends and I decide to race over by the new sports field.
(2) How long will it take to run a mile (3) I take off my watch and give
it to Amber. (4) She doesn’t want to race. (5) “Use this watch to record
our time.”
(6) My new sneakers. (7) I cross the finish line first. (8) Angela calls out
my time. (9) That is my best time ever!
(10) My heart is pounding like crazy. (11) But I think I can do even
better. (12) decide to race again (13) Is everybody ready?
1. Which of the following is a 4. Which of the following is an

fragment? exclamation?
A Sentence 1 F Sentence 8
B Sentence 3 G Sentence 9
C Sentence 6 H Sentence 10
D Sentence 13 J Sentence 11
2. What change, if any, should be 5. What is the BEST way to write

made in sentence 2? sentence 12?

F Insert a period after mile A Decide to race again.
G Insert a question mark after mile B Decide to race again!
H Insert an exclamation point after C We decide to race again?
mile D We decide to race again.
J Make no change
3. Which of the following is a

command?
A Sentence 4
B Sentence 5
C Sentence 7
D Sentence 12
Read the directions and paragraphs aloud to students. Point to the numbered sentences
and questions, and the numbers within the questions. Model how to use the numbers to
navigate the test.

Spelling • Short Vowels
Name
Fold back the paper 1. 1. jut

along the dotted
line. Use the blanks 2. 2. nick
to write each word
3. 3. tenth
as it is read aloud.
When you finish the 4. 4. shrug
test, unfold the
paper. Use the list 5. 5. stuff
at the right to
6. 6. sense
correct any spelling
mistakes. 7. 7. damp
8. 8. cot
Allow beginning 9. 9. fling

ELLs to take an
“open book test.” 10. 10. notch
When the teacher says,
“tough,” the student
responds with the 11. 11. gush
number for the word
he or she hears: “16!” 12. 12. scan

13. 13. batch
14. 14. rough
15. 15. stump
16. 16. tough
17. 17. laugh
18. 18. guess
19. 19. lead
20. 20. dove
Review Words 21. 21. past
22. 22. dock
23. 23. plum
Challenge Words 24. 24. cinch
25. 25. blond

Phonics/Spelling • Word Sort
Name
SPELLING TIP
Short vowel sounds can be spelled in different ways.
The short i sound is
• Shrug and tough each have the short u sound.
usually spelled using
• Tense and head each have the short e sound. the vowel i (skin, fin,
• Scan and laugh each have the short a sound. twin). Similarly, the
short o sound is usually
Read each spelling word out loud. Listen spelled using the vowel
carefully to each short vowel sound. o (lot, stop, plot).
Read the words in the box. Place each word in the column that describes
its short vowel sound. Underline the letter or letters that make the sound.
jut stuff fling batch laugh

nick sense notch rough guess
tenth damp gush stump lead
shrug cot scan tough dove
short a short e short i short o short u

as in plan as in hen as in spin as in lot as in fun
scan lead nick cot rough

damp sense fling notch shrug
laugh tenth gush
batch guess stuff
tough
dove
jut
stump
Look through this week’s readings for more words to sort. Create
a word sort for a partner in your writer’s notebook.
Point to the heading of each sorting box. Say the words aloud and have students repeat
the words after you.

APPROACHING Phonics/Spelling • Word Sort
Name
SPELLING TIP
Short vowel sounds can be spelled in different ways.
The short i sound is
• Shrug and tough each have the short u sound. usually spelled using
• Tense and head each have the short e sound. the vowel i (skin, fin,
twin). Similarly, the
• Scan and laugh each have the short a sound.
short o sound is usually
Read each spelling word out loud. Listen spelled using the vowel
carefully to each short vowel sound. o (lot, stop, plot).
its short vowel sound. Underline the letter or letters that make the sound.
jut stuff fling track lamp

nick bend sock rough pest
tent damp gush stump lead

sung cot scan rust dove

as in plan as in hen as in spin as in lot as in fun
scan lead nick cot rough

damp bend fling sock sung
lamp tent gush
batch pest stuff
rust
dove
jut
stump
7A Grade 5 • Unit 1 • Week 1

BEYOND Phonics/Spelling • Word Sort
Name
A. Read the words in the box. Place each word in the column that
describes its short vowel sound. Underline the letter or letters that
make the sound. If a word has two different short vowel sounds,
include it in both columns and underline the appropriate vowel sound.
credit slumped fling batches blond

summit sense notch roughly guess
tenth stranded gushing stump lead
shrugged orally scanned tougher dove
scanned credit credit blond summit

stranded lead summit notch roughly
orally sense fling shrugged
batches tenth gushing gushing

tougher slumped
guess tougher
dove
stump
B. Circle the word with the short vowel sound to complete the sentence.
1. My brother is the chef at the restaurant.
worst head only
2. Do you enjoy going to each year?

school work camp
3. Please the door before you leave for the day.

close lock seal
Grade 5 • Unit 1 • Week 1 7B

Spelling • Word Meaning
Name
jut stuff fling batch laugh

nick sense notch rough guess
tenth damp gush stump lead
shrug cot scan tough dove
A. Write the spelling word that matches each definition below.

1. throw with force fling 8. v-shaped cut notch
2. slightly wet damp 9. small, narrow bed cot

jut
3. stick out 10. look through
quickly scan
4. material in pencils lead
gush 11. estimate or
5. pour out prediction guess
6. cooing bird dove tenth

12. next after ninth
shrug

7. raise one’s shoulders
B. Write the spelling word that best completes each analogy.

13. Quiet is to noisy as gentle is to rough .
14. Scratch is to scrape as cut is to nick .
15. Cry is to weep as laugh is to chuckle.
16. Fill is to empty as stuff is to unpack.
17. Bunch is to batch as couple is to pair.
18. Foolishness is to sense as weak is to strong.
19. Stump is to tree as part is to whole.
20. Tough is to easy as puzzling is to simple.
Reinforce the relationship in an analogy (synonym, antonym) by modeling your

reasoning while you answer a question. Then, select another analogy and simplify the
vocabulary. For example: Tough is to easy as confusing is to simple.

Spelling • Proofreading
Name
Underline the six misspelled words in the paragraphs below. Write the
words correctly on the lines.
This morning Mrs. Clark said that our class would be part of a school
spelling bee. Then she gave us a list of practice spelling words to scane.
All the words were hard, but the teenth word was really tugh. “I’m going
to need some help!” I cried.
After class, Mario came up to me. “Don’t worry,” he said. “I’ll give you
some tips. First, if a word doesn’t make sens, ask to hear it again. Then if
you’re still not sure, take a gess. You just might be right. And don’t worry if
your hands feel dampe. Everyone gets a little nervous at these things!”
1. scan 4. sense
2. tenth 5. guess
3. tough 6. damp
Writing Connection Write a passage for a story about another school contest.
Use at least four spelling words in your writing. As you check

your work, remember the different spelling patterns for the
short vowel sounds.
Answers will vary.

Phonics/Spelling • Review
Name
Remember
Words with the same short vowel sound are not always spelled the same
way. The short a sound, /a/, can be spelled with the letters a or au. The short
e sound, /e/, can be spelled with e, ea, or ue. The short u sound, /u/, can be
spelled with u, ou, or o (as in love).
A. Underline the spelling word in each row that rhymes with the word in bold
type. Write the spelling word on the line.
1. lamp limp damp long damp
shrug
2. snug brag snip shrug
3. hatch head which batch batch
4. spring fling sprang song fling
5. shut shun jut chat jut
6. plan land plot scan scan

7. bread lead brim rest lead
8. tense test sense tans sense
9. rush trash gush rind gush
10. clump stamp clang stump stump
11. gruff stuff grand off stuff
12. love land have dove dove
13. slot flat cot slam cot
14. brick nick rack brim nick

notch
15. blotch notch black match
B. Write these spelling words on the lines in reverse alphabetical order:

tenth, rough, tough, laugh, guess.
16. tough 19. laugh
17. tenth 20. guess
18. rough

Vocabulary • Related Words
Name
Expand your vocabulary by adding or removing inflectional endings,

prefixes, or suffixes to a base word to create different forms of a word.
naturally natural
naturalist
naturalists
unnatural
nature
Write as many related words in the web as you can. Use a dictionary to
help you. Possible answers provided.
spectacle spectacles
spectacular
spectacularly unspectacular
Write pensar, repensar, and pensamiento (think, to rethink, and thought) on the
board. Place pensar in a center circle. Repensar and pensamiento are related to the
word pensar. Many English words are related to each other, too.

Vocabulary • High-Frequency Words
Name
High-frequency words are the most common words in the English language.
You read them every day. Many do not follow regular sound or spelling
patterns. Most cannot be illustrated. The more you read and write them, the
easier they are to remember. Read these high-frequency words out loud,
quickly but accurately.
page outside work

take write nature
listened noise take
work raised could
white leaves live would filled
next room place thought walked
Read this excerpt from “A Life in the Woods.” Underline the high-frequency
words listed in the box. Underline each word only once.
Henry David Thoreau raised his pen to write, but the chatter of
guests in the next room filled his ears. He stared at the page. “Concord,

1841” was all that he had written. How would he write a book with such
noise in his family’s house? Thoreau headed outside, shutting the door
with emphasis. He would have to find a place of his own.
Thoreau walked out of town. Tall white pines soon replaced the
painted houses. He listened to the rustling of the leaves. What if I could
stay here, he thought. He could live off the land, close to nature, and
begin his book. It would take work, but he could do it.
Reading/Writing Think of a time you were distracted. Write about this

Connection experience. Use and underline at least five high-frequency
words from the box. Then correct any misspelled words.

Grammar • Subjects and Predicates
Name
• The simple subject is the main noun or pronoun that names the subject of
the sentence: The friendly dog waited for her owner.
• The complete subject includes all of the words that tell whom or what the
sentence is about: The friendly dog waited for her owner.
• The simple predicate is the verb that tells exactly what the subject does or
is: The friendly dog waited for her owner.
• The complete predicate is the verb and all of the words that tell what the
subject does or is: The friendly dog waited for her owner.
After each sentence, write whether the underlined word or words are the
simple subject, complete subject, simple predicate, or complete predicate.
1. My grandparents live on an island. complete predicate
2. A small boat travels there every hour. simple subject

3. The entire ride takes about twenty minutes. complete subject
4. My family visits them every summer. simple predicate
5. We stay for about a week. complete predicate
Connect to Talk to a parent or another trusted adult about somewhere

Community
you would like to visit. Then write a paragraph about why you
want to visit there. Underline two simple subjects and two
simple predicates in your writing.
Answers will vary.

Grammar • Compound Subjects and Predicates
Name
• A compound subject is two or more subjects that share the same verb.
The subjects are usually joined by a conjunction such as and or or.
My brother and sister are still asleep.
• A compound predicate contains two or more predicates that have the
same subject.
The journalist reads and writes a lot.
• Compound subjects and predicates can use coordinating conjunctions
(and, or) or correlative conjunctions (either/or, neither/nor).
Neither Julia nor her friend participated.
Can you either clear the table or do the dishes?
After each sentence, write whether the underlined words are a compound
subject or compound predicate. Circle each conjunction.
1. The students arrive and sit down. compound predicate

2. The teacher and the students open their books. compound subject
3. The boy or the girl will read first. compound subject
4. The class listens and takes notes. compound predicate
5. Either the teacher or the principal will speak. compound subject
6. The cafeteria opens and serves lunch. compound predicate
7. The students neither rush nor hurry. compound predicate
8. The pizza and the pasta are the favorite meals. compound subject
Use the sentences as a model. In your writer’s notebook, write about

your favorite or least favorite cafeteria food. Use at least one compound
subject and one compound predicate in your writing. Underline each
one. Check to make sure that you use conjunctions correctly.
Point to sentence 1. Discuss how the conjunction and joins the two verbs (or predicates)
arrive and sit. Point to sentence 2. Explain how and joins the subjects teacher and students.

Grammar • Mechanics: Commas
Name
• Use commas to separate three or more words or phrases in a series:

We packed water, trail mix, and a map.
• Appositives are words or groups of words that identify and usually follow
a noun. They are often set off by commas:
Iggy, our lizard, sat still all day. I will visit Chicago, my hometown.
• Commas set off introductory words, such as yes, no, and thank you.
Write each sentence correctly by putting commas where they belong.
1. The school’s sports teams include baseball soccer and football.
The school’s sports teams include baseball, soccer, and football.
2. Mr. Tompkins our coach will lead the team onto the field.
Mr. Tompkins, our coach, will lead the team onto the field.
3. Yes we love it when people sing the school song!
Yes, we love it when people sing the school song!
4. Our team got the ball raced down the field and scored a goal.
Our team got the ball, raced down the field, and scored a goal.
Reading/Writing Read this excerpt from “At Home in the Desert.” Underline the
Connection
appositive. Then write two sentences about a place you want to
see in person. Include one appositive. If necessary, set it off using
commas.
The desert landscape enchanted O’Keeffe, the

daughter of dairy farmers.
Answers will vary.

Name
• Compound subjects and predicates can use coordinating conjunctions

(and, or) or correlative conjunctions (either/or, neither/nor).
• Use commas to separate three or more words or phrases in a series.
• Use commas to set off introductory words in sentences.
• Appositives are often set off by commas.
Proofread the paragraph. On the lines below, correct mistakes in the use of
conjunctions and commas.
My parents have hired a tutor to help me with my HANDWRITING CONNECTION

reading writing and spelling. I also need help with
science my hardest subject. The tutor, and I work As you write in cursive,
together most afternoons. We meet almost every make sure that your
letters are slanted in the
Monday, Tuesday, and, Thursday. She and I either read
same way and joined with
together, or work on my homework problems. No she
the correct stroke.

doesn’t give me the answers. My teachers parents and
tutor are all proud of my progress.
My parents have hired a tutor to help me with my reading, writing, and
spelling. I also need help with science, my hardest subject. The tutor and I
work together most afternoons. We meet almost every Monday, Tuesday,
and Thursday. She and I either read together or work on my homework
problems. No, she doesn’t give me the answers. My teachers, parents, and
tutor are all proud of my progress.
Identify the
errors without
telling students how to
correct them.

Grammar • Test: Subjects and Predicates
Name
Read the paragraph and choose the best answer to each question.
(1) The squirrels and the chipmunks are gathering acorns. (2) The
daylight hours grow shorter every day. (3) Leaves fall and cover the
ground. (4) Our town’s farmers harvest their crops. (5) Many of them
pick and sell corn in town.
1. Which sentence has a 3. What is the simple predicate

compound subject? in sentence 2?
A Sentence 1 A The daylight hours
B Sentence 2 B hours
C Sentence 3 C grow
D Sentence 4 D grow shorter every day
2. Which sentences have a 4. What is the simple subject in

compound predicate? sentence 4?
F Sentences 1 and 3 F Our town’s farmers
G Sentences 1 and 4 G farmers
H Sentences 3 and 5 H harvest
J Sentences 4 and 5 J harvest their crops
Read the student draft and look for any corrections that need to be made.
Then choose the best answer to each question.
(1) My father prepares a salad soup, and main dish for dinner. (2) My
aunt, uncle, and cousins will join us this evening. (3) Yes, the house will be
filled with all kinds of activity! (4) My mother, a trained musician will play
the piano. (5) Should I sing along?
5. What change, if any, should be 6. What change, if any, should be

made to sentence 1? made to sentence 4?
A Insert a comma after father F Delete the comma after mother
B Insert a comma after salad G Insert a comma after trained
C Insert a comma after dish H Insert a comma after musician
D Make no change J Make no change
Read the directions and paragraphs aloud to students. Explain that only the second
paragraph has errors. Point to the numbered sentences and questions, and the
numbers within the questions. Model how to use the numbers to navigate the test.

Spelling • Long Vowels
Name
Fold back the paper 1. 1. paste

along the dotted
line. Use the blanks 2. 2. bride
to write each word
3. 3. shave
When you finish the 4. 4. spice
test, unfold the
paper. Use the list 5. 5. greed
at the right to
6. 6. plead
mistakes. 7. 7. greet
8. 8. heap
Allow students 9. 9. paid

extra time to
process what they hear 10. 10. coach
before they write the
spelling words.
11. 11. theme
12. 12. type

13. 13. oak
14. 14. growth
15. 15. yolk
16. 16. folks
17. 17. aim
18. 18. prey
19. 19. tow
20. 20. grind
Review Words 21. 21. tenth
22. 22. damp
23. 23. stuff
Challenge Words 24. 24. decay
25. 25. lifetime

Name
DECODING WORDS
Long vowel sounds can have different spellings.
Divide the word
• Long a, or /ā/: they, stain, steak, cake invite into syllables:
• Long e, or /ē/: see, clean, shield, compete, in/vite. Blend the
neither sounds of the first
syllable, in-. Use
• Long i, or /ī/: five, kind, fry, invite, sight
what you know
• Long o, or /ō/: pole, throw, soak about syllable types.
When a word ends with a silent e, as in compete, Blend the sounds of
the vowel before the consonant will have a long the next syllable,
sound. This is called a vowel-consonant-e (VCe) -vite. Now say the
pattern. The VCe pattern must stay in the same syllables together to
syllable: com/pete. decode the word.
its long vowel sound. Underline the letter or letters that make the sound.
paste greed paid oak aim

bride plead coach growth prey
shave greet theme yolk tow
spice heap type folks grind
long a as in table long e as in seen long i as in find long o as in snow
paste greed bride coach

shave plead spice oak
paid greet type growth
aim heap grind yolk
prey theme folks
tow
Look through this week’s readings for more words to sort. Create a
word sort in your writer’s notebook. Some of the words you find
will have more than one syllable. Try to include at least one VCe
syllable in each column. Then read each word out loud to a partner.

Name
DECODING WORDS
Long vowel sounds can have different spellings.
Divide the word
• Long a, or /ā/: they, stain, steak, cake invite into syllables:
• Long e, or /ē/: see, clean, shield, compete, in/vite. Blend the
neither sounds of the first
syllable, in-. Use
• Long i, or /ī/: five, kind, fry, invite, sight
what you know
• Long o, or /ō/: pole, throw, soak about syllable
When a word ends with a silent e, as in compete, types. Blend the
the vowel before the consonant will have a long sounds of the next
sound. This is called a vowel-consonant-e (VCe) syllable, -vite. Now
pattern. The VCe pattern must stay in the same say the syllables
syllable: com/pete. together to decode
the word.
its long vowel sound. Underline the letter or letters that make the sound.

paste leash paid oak gain
bride heat coach grow gray
shave greet theme spoke tow
spine see pride folks grind
long a as in table long e as in seen long i as in find long o as in snow
paste leash bride coach

shave heat spine oak
paid greet pride grow
gain see grind spoke
gray theme folks
tow
Look through this week’s readings for more words to sort. Create a
word sort in your writer’s notebook. Some of the words you find
have more than one syllable. Try to include at least one VCe
syllable in each column. Then say each word out loud to a partner.

Name
A. Read the words in the box. Place each word in the column that
describes its long vowel sound. Underline the letter or letters that
make the sound. If a word has two different long vowel sounds,
include it in both columns and underline the appropriate vowel sound.
paste greedy tornado crowing claimed

wildcats pleaded coach growth prey
parade succeed theme yolk tow
spices heap lifetime upbeat grinding
long a as in table long e as in clean long i as in find long o as in snow
paste greedy wildcats tornado

parade pleaded spices coach
tornado succeed lifetime crowing
claimed heap grinding growth
prey theme yolk

upbeat tow
B. Compare the words great and pleaded. How are the words similar?
How are they different? Possible response provided.
The words “great” and “pleaded” both have the spelling pattern “ea.”
However, “great” has a long “a” vowel sound; “pleaded” has a long “e”
vowel sound.
a word sort in your writer’s notebook. Some of the words you
find will be multisyllabic words. Try to include at least one VCe
syllable in each column. Then read each word out loud to a
partner.

Name
paste greed paid oak aim

bride plead coach growth prey
shave greet theme yolk tow
spice heap type folks grind

1. part of an egg yolk 7. to say hello greet
2. to stick down paste 8. an overall idea theme
3. pull something tow 9. a kind or sort type
4. to beg plead 10. people folks
5. a kind of tree oak 11. a mound or pile heap
6. to crush grind 12. to cut off hair shave

B. Write the spelling word that best completes each sentence.
paid
13. He was not for his work at the food bank.
coach
14. My friend’s dad is our soccer .
prey
15. Owls hunt their at night.
spice
16. The cook added lots of to the chili.
aim
17. She did not , so she missed the basket.
18. The bride carried a bunch of white flowers.

growth
19. I saw lots of on the new plants.
greed
20. His made him a selfish person.
Provide definitions as needed, using visuals, native language translations,

and gestures.

Name
Each year the students in Kendra’s class raised money for a class trip.
This year they came up with a new theem: “Breakfast at School.” The
students decided they would cook breakfast for friends and family, and
they would grete their guests wearing funny pajamas! Any money that
foaks gave them would go for the trip.
Kendra helped cook the eggs. She made sure each yowk was just right.
Her friend Sam walked around to grinde fresh pepper for the guests.
Other kids helped serve and clean up. They made a good team, and they
were payed enough to go on the trip.
theme yolk
1. 4.
2. greet 5. grind
3. folks 6. paid
Write a passage for a story about another fundraising event.

Writing Connection
Use at least four spelling words in your writing. As you check
your work, remember the different spelling patterns for the
long vowel sounds.
Answers will vary.
For the first activity, point out the six misspelled words in the paragraphs. Have
students make the corrections on their own.

Name
Remember
• Long a, or /ā/, can be spelled a_e, ai, or ay (parade, laid, stay).
• Long e, or /ē/, can be spelled ee, ea, or e_e (seed, read, these).
• Long i, or /ī/, can be spelled i, y, or i_e (find, try, ripe).
• Long o, or /ō/, can be spelled o, oa, ow, or o_e (so, road, row, stone).
• VCe syllables have a long vowel, a consonant, and a silent final e (divide).
Blend the sounds of the word divide together: /di/ /vīd/.
A. Read each bold word out loud. Then underline the spelling word in each row
that rhymes with the bold word. Write the spelling word on the line.
1. tide bride raid pipe bride
2. seat met greet hedge greet
3. wave shave dive have shave
4. go too tow good tow

5. game gram aim room aim
6. need plead head beam plead
7. mind grin mice grind grind
8. joke oat lake oak oak
9. nice spice speck nose spice
10. ripe twine type rope type
11. dream them keep theme theme
12. trade pail paid mad paid
13. taste paste tank stall paste
14. deep damp heap step heap
15. bead great grand greed greed
B. Write the words in alphabetical order: coach, yolk, folks, prey, growth.
16. coach 19. heap
17. folks 20. yolk
18. growth

Vocabulary Strategy • Prefixes
Name
A prefix is a word part that is added to the beginning of a word. It changes

the root’s meaning. Knowing the prefix of an unfamiliar word can help you
figure out its meaning.
• The prefix super- means over or above. The word supervise means watch
over or oversee.
• The prefix trans- means across or move between. The word transport
means carry or move from one place to another.
Use your knowledge of the prefixes super- and trans- to determine the definition
of each word.
Prefix Word Definition

a person who is extremely talented and
superstar
successful
super-
superstore a large store with a wide selection of goods
transfer to pass from one person or place to another

trans-
transatlantic crossing the Atlantic Ocean
How many more words can you and a partner make with the prefixes
COLLABORATE
super- and trans-? Write your words and a brief definition on the lines
below. Use a dictionary to help you. Possible responses provided.
supersonic; speed greater than the speed of sound
superior; higher in quality, importance, or intelligence
superficial; shallow or near the surface

Many Spanish
transform; change in form or appearance words use the
Latin prefix trans-, as
well. Some Spanish
transpose; switch the position or order of something cognates include
transporte and
transition; move from one stage to another transformación.

Vocabulary Strategy • Homographs
Name
Homographs are words that are spelled the same but have different
meanings and sometimes different pronunciations. For example, bear can
mean “a large, heavy mammal.” Bear can also mean “to carry.”
Read each passage from “At Home in the Desert.” Underline the context
clues that help you figure out the meaning of each word in bold. Write
the word’s meaning on the line. Then write your own sentence that uses
the word in the same way. Possible responses provided.
1. Georgia O’Keeffe always thought of herself as an artist. By 1928, the rest

of the world did, too.
remainder; I will finish the rest of the book later this evening.
2. New York City and her family’s summer home had been the source of
ideas for almost ten years, but now those ideas were drying up. O’Keeffe

felt like she needed a change of scenery.
an act that makes a difference; The coach made a change to our practice
schedule.
3. She had visited New Mexico in 1917 with her sister, and the wide open
space had thrilled her.
open area; There was more space in my room after I picked up my clothes.
4. She spent hours just watching the sky change. The clear light made her
feel as if she could see for the first time.
the shining of the sun; The light in winter reflected off the snow.
5. It was the start of a pattern she would keep up for almost twenty years.
Each spring, she traveled to New Mexico to paint.
a season in the year; I will plant a new garden in the spring.

Grammar • Compound Sentences and Conjunctions
Name
• A simple sentence expresses one complete thought.

The family went out to celebrate.
• A compound sentence contains two simple sentences joined by a comma
and a conjunction.
The streets were empty, and the sun was setting.
• A conjunction joins words or groups of words. The words and, but, and or
are conjunctions.
Write whether each sentence below is simple or compound. Circle each

conjunction.
1. The dog barked, and I woke up instantly. compound
2. Something was tapping on my window. simple
3. Was the noise real, or was I still dreaming? compound

4. A bright light flashed, and I ducked under the covers. compound
5. The dog ran down into the basement. simple
6. I called the dog, but he wouldn’t come back. compound

simple
7. My parents heard me and came into my room.
8. They both seemed calm, or I would have kept hiding. compound
9. There were strong winds, and a power line had snapped. compound
10. That explained both the tapping and the bright light. simple
In your writer’s notebook, write a short passage about a strange

noise you hear. Make sure to include simple and compound
sentences. Underline the conjunctions. After you finish, check your
work. Did you use commas correctly in the compound sentences?
Point to the first sentence. How many ideas are in the sentence? Which word joins the
two ideas? Then ask how the second sentence is different from the first.

Grammar • Run-on Sentences
Name
• A run-on sentence joins together two or more sentences without the

proper conjunctions and punctuation.
I went to the store it was closed. (incorrect)
• You can correct a run-on sentence by rewriting it as a compound sentence.
I went to the store, but it was closed.
• A comma splice joins together two sentences with only a comma: We ran
a race, I won first place. To avoid this error, make sure the compound
sentence has a conjunction: We ran a race, and I won first place.
Correct each run-on sentence or comma splice by writing it as a compound

sentence. Answers may vary slightly but should be one compound sentence.
1. The official waves the flag the race begins!

The official waves the flag, and the race begins!

2. The driver pushes the gas pedal the car zooms forward.
The driver pushes the gas pedal, and the car zooms forward.
3. She speeds around the curve she doesn’t lose control.

She speeds around the curve, but she doesn’t lose control.
4. The race is soon over, she wins another trophy.

The race is soon over, and she wins another trophy.
Think about a competition you would like to enter. Write

Writing Connection
three compound sentences about why you want to enter the
competition. As you edit and proofread your work, make sure
to avoid run-on sentences, comma splices, and fragments.
Answers will vary.

Grammar • Mechanics: Punctuation in Compound Sentences
Name
• When you correct a run-on sentence, use a comma before and, but, or or
if the subject in each independent clause is different.
• To coordinate two closely related sentences without using a conjunction,
use a semicolon (;).
Correct each run-on sentence. Use commas and semicolons where needed.
Responses may vary.
1. There is a concert this weekend we want to go.
There is a concert this weekend, and we want to go.
2. It’s our favorite band we have to see them!

It’s our favorite band; we have to see them!
3. Will you buy the tickets should I pick them up?

Will you buy the tickets, or should I pick them up?
4. We want seats in the front row they are sold out.

We want seats in the front row, but they are sold out.
5. Our seats are in the back we’ll have a great time anyway.
Our seats are in the back, but we’ll have a great time anyway.
Reading/Writing Read this excerpt from “A Fresh Idea.” Underline the

Connection compound sentences and circle the conjunctions. Then
explain whether or not you think the author could have
used semicolons instead of conjunctions.
This was the first spring since his wife had died, and
Mali saw the sadness on his face. Then she had an idea.
Mali cleared her throat, and Mr. Taylor looked up.
Mali decided to walk over to the fence.
Possible response: The author could have used a semicolon in the first
sentence because the two ideas are closely related. The second sentence is
probably better as a compound sentence.

Name
• Rewrite a run-on sentence as two separate sentences or as a compound

sentence. To coordinate two closely related sentences without using a
conjunction, use a semicolon (;).
• When you correct a run-on sentence, use a comma before and, but,
and or if the subject in each independent clause is different.
Proofread the paragraph. On the lines below, correct any run-on sentences or
mistakes in punctuation. Responses may vary slightly but should show proper
syntax and punctuation in compound sentences.
COMMON ERRORS
My father drove up to the theater I stepped out
of the car. Would it be a great show? Or would I Connecting two sentences using
forget all my lines? I had rehearsed every night, my a comma is an error called a
sister had even helped with the hardest scenes. comma splice. Either add a
Would all that hard work pay off? Some people conjunction after the comma or
waited at the ticket booth others were going replace the comma with a
inside. My stomach felt like it was full of frogs but I semicolon. If the two ideas are

headed to the stage door anyway. The cast was not closely related, split the
counting on me I couldn’t let them down. ideas into two simple
sentences.
My father drove up to the theater, and I stepped out of the car. Would it
be a great show, or would I forget all my lines? I had rehearsed every night;
my sister had even helped with the hardest scenes. Would all that hard work
pay off? Some people waited at the ticket booth. Others were going inside.
My stomach felt like it was full of frogs, but I headed to the stage door
anyway. The cast was counting on me, and I couldn’t let them down.
Identify the run-on sentences without telling students how to correct them.

Grammar • Test: Compound Sentences and Conjunctions
Name
Read the paragraph and choose the best answer to each question.
(1) The volunteers arrived at the shelter after the storm. (2) People
brought food and passed out bottled water. (3) I wanted to help, but my
parents had other plans. (4) They wanted to check on our grandparents
first. (5) Should I join them, or should they go on their own?
1. Which sentence is a compound 2. What word in sentence 5 is a

sentence? conjunction?
A Sentence 1 F them
B Sentence 2 G or
C Sentence 3 H they
D Sentence 4 J on
(1) The mayor told us his plan we listened very carefully. (2) We all
wanted to help, but some of us were needed elsewhere. (3) A news van
arrived. (4) Soon after, a camera crew came into the shelter. (5) They took
many pictures, and a reporter spoke to the mayor. (6) We were in good
shape, there was still much to do.
3. What is the BEST way to revise sentence 1?

A The mayor told us his plan, we listened very carefully.
B The mayor told us his plan, but we listened very carefully.
C The mayor told us his plan, and we listened very carefully.
D No revision is needed.
4. Sentence 6 contains a comma splice. What is the BEST way to write this
sentence?
F We were in good shape but there was still much to do.
G We were in good shape, but there was still much to do.
H We were in good shape and there was still much to do.
J We were in good shape, and there was still much to do.
Read the directions and paragraphs aloud to students. Invite them to ask questions if
they do not know what a particular word or phrase means.

Spelling • Words with /u
¯/, /u̇/, /ü/
Name
Fold back the paper 1. 1. tuna

along the dotted
line. Use the blanks 2. 2. duty
to write each word
3. 3. lose
When you finish the 4. 4. few
test, unfold the
paper. Use the list 5. 5. doom
at the right to
6. 6. bamboo
mistakes. 7. 7. soothe
8. 8. crooks
Allow beginning 9. 9. hoof

ELLs to take an
“open book test.” 10. 10. hooks
“soothe,” the student
responds with the 11. 11. booth
number for the word
he or she hears: “7!” 12. 12. handbook

13. 13. prove
14. 14. mute
15. 15. amuse
16. 16. plume
17. 17. hue
18. 18. view
19. 19. bruise
20. 20. union
Review Words 21. 21. theme
22. 22. coach
23. 23. bride
Challenge Words 24. 24. strewn
25. 25. accuse

Name
SPELLING TIP
The spelling words in the box have three
different u sounds. Each of these sounds The same spelling pattern
can have different spellings. can have different sounds.
For example, the patterns u
• /u
¯ /: cute, unit, argue, review and u_e can have either the
• /u̇ /: shook, could sound /ū/ (human, huge) or
the sound /ü/ (tuba, tube).
• /ü /: tune, flu, move, tooth, suit
Write the words that contain the matching sound and spelling pattern.
tuna doom hoof prove hue

duty bamboo hooks mute view
lose soothe booth amuse bruise
few crooks handbook plume union
/ū/ spelled u_e /u̇/ spelled oo 14. lose

1. amuse 7. crooks
/ü/ spelled u_e
2. mute 8. hoof
15. plume
9. hooks
/ū/ spelled ue
3. hue handbook /ü/ spelled oo
10.
16. bamboo
/ū/ spelled u
/ü/ spelled u 17. soothe
4. union
11. tuna
18. doom
/ū/ spelled ew 12. duty
5. few 19. booth
view /ü/ spelled o_e

6. /ü/ spelled ui
13. prove
20. bruise
Look through this week’s readings for more words to sort. Read
the words aloud. Then create a word sort for a partner in your
writer’s notebook.

Name
SPELLING TIP
The spelling words in the box have
three different u sounds. Each of these The same spelling pattern can
sounds can have different spellings. have different sounds. For
example, the pattern u can have
• /u
¯/: cute, unit, review, argue either the sound /ū/ (human) or
• /u̇/: shook, could the sound /ü/ (tuba). The pattern
oo can have either the sound /u̇/
• /ü/: tune, flu, move, tooth, suit
(book) or the sound /ü/ (room).
tuna choose hood prove due

duty soon hooks mute view
lose troop booth amuse bruise
few look handbook cartoon music

hooks
/ū/ spelled u_e 8. /ü/ spelled oo
1. amuse 15. cartoon
9. handbook
2. mute 16. soon
/ü/ spelled u
/ū/ spelled u 17. troop
10. tuna
3. music
18. choose
11. duty
/ū/ spelled ew
19. booth
4. few
/ü/ spelled ue
due
5. view 12.
/ü/ spelled ui
20. bruise
/u̇/ spelled oo /ü/ spelled o_e
6. look prove
13.
7. hood lose
14.
Look through this week's readings for more words to sort. Read
writer's notebook.

Name
A. Write the words that contain the matching sound and spelling pattern.
spruce soothe statue proved hue

reduce bamboo woodpeckers recruit viewpoint
toucan accuse deciduous raccoon bruise
chewy crooks handbook plume union
/ū/ spelled u_e /ü/ spelled u /ü/ spelled oo

1. accuse 9. deciduous 16. bamboo
/ū/ spelled ue 17. soothe

/ü/ spelled o_e
2. hue 10. proved
18. raccoon
3. statue
/ü/ spelled ou /ü/ spelled ui
/ū/ spelled u 11. toucan recruit
19.
4. union
/ü/ spelled ew 20. bruise

/ū/ spelled ew 12. chewy
5. viewpoint
/ü/ spelled u_e
/u̇/ spelled oo 13. plume
6. crooks
14. spruce
7. woodpeckers
15. reduce
8. handbook
B. Compare the words union and deciduous. How are the words similar?
How are they different? Possible response provided.
Both words have the spelling pattern u. In the word “union,” that pattern
makes the sound /u

¯ /. In “deciduous,” the first u makes the sound /ü/.
Look through this week’s readings for more words to sort. Read
writer’s notebook.
Name
tuna doom hoof prove hue

duty bamboo hooks mute view
lose soothe booth amuse bruise
few crooks handbook plume union
A. Write the spelling word that has the same, or almost the same, meaning.
hue handbook
1. tint 5. a guide
2. job duty 6. hangers hooks

lose prove
3. to misplace 7. to show
amuse crooks
4. entertain 8. robbers

9. Do you know bamboo can grow as tall as a tree?

10. Gentle rocking may soothe a crying baby.
hoof
11. The horse raised a and began to prance.
view
12. The new building will block our of the park.
plume
13. A of smoke rose from the chimney.
tuna
14. For a special treat, Dad cooked on the grill.
15. I have a dark blue bruise on my arm.
16. A union of pet owners called for a new dog park.
17. The old, broken piano has been mute for years.
18. Only a few people showed up for the meeting.
19. I got a stuffed toy from a booth at the fair.

doom
20. An injury will his hopes of winning the race.
Provide some of the answers so the task is reduced. Allow students to use a dictionary.

Name
Our yard has only a fue trees. The big maple tree in back is my
favorite. I have a good vyoo of it from my room. In the fall, the maple
leaves change color. They turn a beautiful red huwe.
Before long, the tree begins to loos its colorful leaves. I often amews
myself by collecting maple leaves to display in my room. It is also my
dooty to rake the leaves. I don’t mind. Spending time under my tree is not
a problem.
1. few 4. lose
2. view 5. amuse
3. hue 6. duty
Writing Connection Write about something that you’ve seen or done in nature. Use
at least four spelling words in your writing.
Answers will vary.

Name
Remember
Words with the same u sound can be spelled in different ways.
• /ū/ as in menu, nephew, value, use
• /u̇/ as in took, should
• /ü/ as in rule, truth, remove, mood, fruit
A. Read each word in bold type aloud. Then underline the spelling word in each
row that rhymes with the bold word. Write the spelling word on the line.
lose
1. choose close lost lose
2. tooth booth both cloth booth
3. cue would hue plug hue
4. cute cut clung mute mute
5. fruity duty funny dusty duty
6. few foot view fudge view

7. gloom plume glum put plume
8. smooth root soothe should soothe
9. brooks bunks moods hooks hooks
10. cruise bruise bush crunch bruise
11. move dove prove moose prove
12. room rush dome doom doom
13. woof won hoof half hoof
14. pew pool flow few few
15. confuse among amuse compare amuse
B. Write these spelling words in reverse alphabetical order: tuna, bamboo,

handbook, union, crooks.
16. union 19. crooks
17. tuna 20. bamboo
18. handbook

Name

profits profitability
profit
profitable
nonprofit
unprofitable
Write as many related words on the flower petals as you can. Use a
dictionary to help you. Possible responses provided.
prosperous prosperity
prosper
prospering prospered
Write analizar, analista, and análisis (to analyze, analyst, and analysis) on the
board. Place analizar in a center circle. Analista and análisis are related to the
word analizar. Many English words are related to each other, too.

Vocabulary • High-Frequency Words
Name
High-frequency words are the most common words in the English language. Many
of these words do not follow regular sound or spelling patterns. The more you
read and write them, the easier they are to remember. Read these high-frequency
words aloud.
different nest noticed believe
brown approached squirrel temperature
narrow rabbit beautiful song
exhausted families robin amount
Complete the sentences using the high-frequency words listed in the box.
Make sure to check your answers for spelling. Then read the sentences aloud.
1. The temperature was warm, so I took a walk along a narrow path in

the forest.

2. Other families were there enjoying the beautiful weather, too.
3. I saw many different animals during a short amount of time.
4. First I noticed a squirrel run quickly up a tree.
5. When I looked up at the tree, I spotted a robin with brown

feathers.
6. The bird was sitting in a nest singing a happy song .
7. Although I am not certain, I believe I saw a rabbit hop into a

bush.
8. As the afternoon approached , I started to feel exhausted .
With a partner, divide up the High-Frequency Word Cards. Take

COLLABORATE turns showing the card to your partner and having them read it
aloud to you. Then take turns using each word in a sentence.
Have students use the High-Frequency Word Cards as needed

throughout the year.

Grammar • Sentence Combining
Name
• Coordinating conjunctions join two words or word groups of the same

grammatical rank or importance (e.g., two nouns, two independent
clauses). The coordinating conjunctions and, but, and or can be used to
create a compound sentence.
• Subordinating conjunctions tell where, when, why, or how. Some common
subordinating conjunctions are after, although, as, because, before, if,
since, so that, until, when, and while.
Circle the conjunction in each sentence below. Then write

whether it is a coordinating or subordinating conjunction.
1. My dad looks great when he wears a suit. subordinating
2. I gave him a tie, and he wears it all the time. coordinating
3. It’s his favorite because it reminds him of home. subordinating

4. He took me to work one day, and I sat at his desk. coordinating
5. I wanted to attend a meeting, but he wouldn’t let me. coordinating
6. I stayed in his office until he returned. subordinating
7. After we ate lunch, we went on a sales call. subordinating
8. He gave me some advice before we went inside. subordinating
9. I had to be polite, or he would send me to the car. coordinating
10. We both laughed since I’m always polite to everyone. subordinating
In your writer’s notebook, write about a favorite piece of clothing.

Include at least four different coordinating or subordinating
conjunctions. Circle the coordinating conjunctions and underline
the subordinating conjunctions. Edit and proofread your work.
Point to when in the first sentence and ask students if it is a coordinating or

subordinating conjunction. Does it join groups of words? Or does it tell where, when, why,
or how?

Grammar • Complex Sentences
Name
• A complex sentence is a sentence that contains two related clauses joined

by a conjunction other than and, but, or or.
• Subordinating conjunctions can appear at the beginning or in the middle
of a complex sentence. If the sentence begins with a subordinating
conjunction, a comma should follow the last word of the dependent clause.
When spring is near, I hang a new bird feeder in the tree.
I hang a new bird feeder in the tree when spring is near.
Use the subordinating conjunction in parentheses to combine the two simple

sentences into one complex sentence.
1. I was worried about the dog. She wouldn’t eat. (because)

Remind
I was worried about the dog because she wouldn’t eat. students
that a complex
2. I told my mother. We called the vet. (after) sentence contains
an independent
clause and a

After I told my mother, we called the vet. dependent clause.
A dependent clause
3. The dog walked away. We were still on the phone. (while) cannot stand alone.
It begins with a
subordinating
The dog walked away while we were still on the phone. conjunction, such
as after, since, or
4. She was acting suspicious. I followed her. (since) while.
Since she was acting suspicious, I followed her.

5. I was concerned. She led me to a bag of food she had eaten. (until)
I was concerned until she led me to a bag of food she had eaten.
Reading/Writing Read this sentence from “A Fresh Idea.” Circle the

Connection subordinating conjunction. Then write a new sentence about a
peaceful place. Include a different subordinating conjunction.
After they got home, Mali headed out to her backyard

swing to think.
Answers will vary.

Grammar • Mechanics: Commas
Name
• Use a comma before a conjunction to separate two independent clauses in

compound sentences.
It’s supposed to rain today, but I don’t see any clouds in the sky.
• In complex sentences that begin with dependent clauses, add a comma
after the last word of the dependent clause.
After the soccer game ended, we heard thunder.
Use the conjunction in parentheses to create one compound or complex

sentence from the two simple sentences. Use commas correctly.
1. My grandmother called. No one was home. (but)
My grandmother called, but no one was home.
2. I had a spare moment. I called her back. (when)

When I had a spare moment, I called her back.
3. She had exciting news. I begged her to tell me. (and)
She had exciting news, and I begged her to tell me.

4. She wanted it to be a surprise. I promised to keep it secret. (because)
Because she wanted it to be a surprise, I promised to keep it secret.
5. She had won a contest. She was taking us all on a trip! (since)
Since she had won a contest, she was taking us all on a trip!
Writing Connection
Write two complex sentences about a time you were
surprised. Check to make sure that you use commas correctly.
Answers will vary.

Name

compound sentences.
conjunctions and commas.
When he heard a branch snap behind him. The explorer stopped in his tracks.
Since he had just discovered the ruins he didn’t know where to turn. Something
made a growling noise and his heart raced with fear. Before he could turn around
someone spoke. “I told you to stay at the camp but here you are,” said his father.
“Now we’ll have to wait here, until the others return.”
When he heard a branch snap behind him, the explorer stopped in his
tracks. Since he had just discovered the ruins, he didn’t know where to turn.

Something made a growling noise, and his heart raced with fear. Before he
could turn around, someone spoke. “I told you to stay at the camp, but here
you are,” said his father. “Now we’ll have to wait here until the others
return.”
Identify the sentence fragments and run-on sentences without telling students how to
correct them.

Grammar • Test: Complex Sentences
Name
(1) Since I am so tall, I signed up for basketball. (2) I played well until I
hurt my ankle. (3) The doctor checked the ankle, but the injury wasn’t
serious. (4) If it feels better by Monday, I can practice. (5) I will sit on the
bench during games, since it heals.
(6) At our next game, I watched the game from the sidelines. (7) The
buzzer sounded. (8) The players jumped for the ball. (9) We passed the
ball so that our fastest player could run with it. (10) The second half
began. (11) We were leading the game. (12) We were about to score
again. (13) The time ran out.
1. What is the BEST way to revise 3. What is the BEST way to

sentence 5? combine sentences 10 and 11?
A I will sit on the bench during games A If the second half began, we were
while it heals. leading the game.
B I will sit on the bench during B Because the second half began, we
games, but it heals. were leading the game.
C I will sit on the bench during games C The second half began we were
because it heals. leading the game.
D I will sit on the bench during games D When the second half began, we
if it heals. were leading the game.
2. What is the BEST way to 4. What is the BEST way to

combine sentences 7 and 8? combine sentences 12 and 13?
F The buzzer sounded, the players F We were about to score again, so
jumped for the ball. that the time ran out.
G As the buzzer sounded, the players G We were about to score again
jumped for the ball. when the time ran out.
H The buzzer sounded, since the H We were about to score again
players jumped for the ball. since the time ran out.
J Until the buzzer sounded, the J We were about to score again,
players jumped for the ball. because the time ran out.
Read the directions and paragraphs aloud to students. Invite students to ask questions
if they don’t know what a particular word or phrase means.

Spelling • r-Controlled Vowels
Name
Fold back the paper 1. 1. heart

along the dotted
line. Use the blanks 2. 2. swear
to write each word
3. 3. aboard
When you finish the 4. 4. squares
test, unfold the
paper. Use the list 5. 5. swore
at the right to
6. 6. chart
mistakes. 7. 7. scorn
8. 8. starch
9. 9. source
10. 10. fare
11. 11. barge
12. 12. thorn

13. 13. marsh
14. 14. force
15. 15. harsh
16. 16. scarce
17. 17. coarse
18. 18. flare
19. 19. course
20. 20. sword
Review Words 21. 21. soothe
22. 22. prove
23. 23. hoof
Challenge Words 24. 24. uproar
25. 25. gorge

Name
DECODING WORDS
A vowel followed by the letter r is called
an r-controlled vowel. Three r-controlled The first syllable in unfair is a
vowel sounds are /är/, /âr/, and /ôr/. These closed syllable pronounced /un/.
sounds can have different spellings. The second syllable /fâr/ has the
r-controlled vowel spelling ar
• /är/: darken, hearth
pronounced /âr/. These vowel
• /âr/: unfair, stare, pear, scary spellings must stay in the same
• /ôr/: torn, roar, store, pour syllable. Blend the sounds and
read the word: un/fair.
Write the spelling words that contain the matching sound and spelling pattern.
heart swore source marsh coarse

swear chart fare force flare
aboard scorn barge harsh course
squares starch thorn scarce sword
/är/ spelled ar 8. fare /ôr/ spelled or

1. chart 14. scorn
9. flare
2. starch 15. thorn
/âr/ spelled ar
3. barge 16. force
10. scarce
4. marsh 17. sword
/âr/ spelled ear
5. harsh swear
11. /ôr/ spelled ore
18. swore
/är/ spelled ear /ôr/ spelled our
6. heart
12. source /ôr/ spelled oar
19. aboard
13. course
/âr/ spelled are
20. coarse
7. squares
Look through your writer’s notebook for more words to sort.

Create a word sort in your writer’s notebook. Include at least
two multisyllabic words. Then read each word aloud.

Name
DECODING WORDS
A vowel followed by the letter r is
called an r-controlled vowel. Three The first syllable in unfair is a
r-controlled vowel sounds are /är/, closed syllable pronounced
/âr/, and /ôr/. These sounds can have /un/. The second syllable /fâr/
different spellings. has the r-controlled vowel
spelling ar pronounced /âr/.
• /är/: darken, hearth These vowel spellings must stay
• /âr/: unfair, stare, pear, scary in the same syllable. Blend the
sounds and read the word:
• /ôr/: torn, roar, store, pour
un/fair.
heart swore your marsh board

bear chart stare force hairy
roar scorn carve harsh course

squares starch thorn scare rare
/är/ spelled ar 8. stare /ôr/ spelled or

1. chart 15. scorn
9. scare
2. starch 16. thorn
10. rare
3. carve 17. force
/âr/ spelled air
4. marsh
11. hairy /ôr/ spelled ore
5. harsh 18. swore
/âr/ spelled ear
/är/ spelled ear 12. bear /ôr/ spelled oar
6. heart 19. roar
/ôr/ spelled our
20. board
/âr/ spelled are 13. your
7. squares
14. course

Create a word sort in your writer’s notebook. Include at least two
multisyllabic words. Then read each word aloud.

Name
A. Write the spelling words that contain the matching sound and spelling pattern.
heartfelt explore source parched coarse
swear uproar fare forcefully flared
aboard scorned barge sparsely portfolios
awareness starch escorts scarce sword
/är/ spelled ar 8. flared 14. forcefully

1. starch
15. sword
/âr/ spelled ar
2. barge
9. scarce 16. portfolios
3. parched
/âr/ spelled ear /ôr/ spelled ore
4. sparsely
10. swear 17. explore
/är/ spelled ear /ôr/ spelled our /ôr/ spelled oar

5. heartfelt source
11. 18. aboard
/âr/ spelled are 19. uproar

/ôr/ spelled or
6. awareness scorned
12. 20. coarse
7. fare escorts
13.
B. Compare the words swear and sweat. How are the words similar? How
are they different?
The words swear and sweat have the same spelling pattern before the last
letter. But swear has the r-controlled vowel sound /âr/. Sweat has a short e
vowel sound.

Create a word sort in your writer’s notebook. Include at least two
multisyllabic words. Then read each word aloud.

Name
A. Write the spelling word that belongs with each set of words below.
1. circles, triangles, squares 6. rare, limited, scarce
2. blade, club, sword 7. flash, flame, flare
3. rose, leaf, thorn 8. brain, lung, heart
4. diagram, graph, chart 9. cruel, bleak, harsh
5. dislike, belittle, scorn 10. power, strength, force

11. Only sailors are allowed aboard the ship.
12. Many wetland animals live in the marsh .
13. She swore she would tell the truth at the trial.
14. You can use starch to make clothes stiff.
15. He likes to barge in and disturb my studying.
16. Do you swear you will keep my secret?
17. I used coarse sandpaper to smooth the wood.
18. The source of the river is a small lake.
19. Taxi fare from here to the airport is expensive.
20. The course of our trip takes us through Kansas.
Provide definitions as needed, using visuals, native language translations, and gestures.

Name
words correctly on the lines. Then read each spelling word out loud.
I was abored a plane headed for America. The corse of my flight would
take me from my homeland to a strange new country. My hart was heavy
because I was leaving my parents and sister behind.
So much surprised me when I reached America. One sores of delight
was the food. Food wasn’t scares in my home country. We had plenty. But
there was such as variety in America! I sware there were vegetables and
fruits that I had never seen or tasted before.
1. aboard 4. source
course scarce
2. 5.
heart swear
3. 6.
Writing Connection
Write about an important or memorable event in your own
life. Use at least four spelling words in your writing. As you
check your work, remember the different spelling patterns for
r-controlled vowels.
Answers will vary.
Point out the six misspelled words in the paragraphs. Have students
make the corrections on their own.

Name
Remember
Words with the same r-controlled vowel sound can be spelled in different ways.
• /är/ as in market, hearth
• /âr/ as in stairs, spare, wearing
• /ôr/ as in worn, boar, chore, four
Read each example out loud. Listen carefully to the vowel sounds.

A. Fill in the missing letters to form a spelling word. Then write it on the line.
1. m a r sh marsh 9. sw o r d sword

2. h e a r t heart 10. b a r ge barge
3. f a r e fare 11. h a r sh harsh
4. st a r ch starch 12. sc o r n scorn
5. th o r n thorn 13. sc a r ce scarce
6. ab o a r d aboard 14. fl a r e flare
7. squ a r e s squares 15. s o u r ce source
8. f o r ce force
B. Write these words on the lines in alphabetical order. Alphabetize them to the
third letter. swore, coarse, chart, swear, course
chart swear
16. 19.
17. coarse 20. swore
course
18.

Vocabulary Strategy • Suffixes
Name
A suffix is a word part that is added to the end of a word. It changes the
word’s meaning or part of speech. Knowing the suffix of an unfamiliar word
can help you figure out its meaning.
Example: The suffix -ive means having the nature of.
• The verb act means do or perform something. Adding the suffix -ive
changes the word to active, an adjective. Active means full of energy,
action, or movement.
Example: The suffix -logy means science, study of, or body of knowledge.
• The root geo- means earth. The word geology means the study of earth
and rocks.
Use your knowledge of the suffixes -ive and -logy to determine the definition of
each word.
Suffix Word Definition

expensive having a high price

-ive
inventive skilled at creating with the imagination
zoology the science of animals
-logy
biology the science of living things
How many more words can you and a partner make with the suffixes
COLLABORATE -ive and -logy? Write your words and a brief definition on the lines
below. Use a dictionary to help you. Possible responses provided.
sensitive; aware of the feelings of others

In Spanish, the
Latin suffix -logy
reflective; something that reflects is -logía. Some Spanish
cognates include
exclusive; something that shuts out something else biología and zoología.
ecology; the study of organisms and their environment
mythology; a collection of myths, or traditional stories
neurology; the study of the nervous system

Vocabulary • Context Clues: Sentence Clues
Name
Read each passage from “Building Our Community.” Underline the context clues
that help you figure out the meaning of each word in bold. Then write the
word’s meaning on the line. Possible responses provided.
1. “Clara and I were hoping you could take us to the mall next weekend.” “Sorry,
Gabriela, I’m working at the hospital this weekend and next weekend,” she said.
“Well, then maybe Carlos could take us?” I persisted, not ready to give up.
kept on, did not give up
2. “Second, Carlos is volunteering next weekend. He’s giving time to help build a
home for a family that needs one.”
working without pay
3. “Now, if Juan can get shirts for us, we need something to put on them. Any
ideas?” After a lively debate, we settled on the slogan “Building Our
Community.” Clara, our class artist, agreed to draw the design.
discussion

4. “Now, if Juan can get shirts for us, we need something to put on them. Any
ideas?” After a lively debate, we settled on the slogan “Building Our
Community.” Clara, our class artist, agreed to draw the design.
motto, saying
5. I beamed with pride as I handed over the gift card. Mom and Mr. Pham had
both been right. Everyone can do something, and together we can accomplish
something great.
smiled brightly

Grammar • Run-on Sentences and Fragments
Name
• A sentence fragment is a group of words that does not express a

complete thought.
Went to the park. (missing a subject)
Kayla is getting better, but she. (missing a predicate)
• A run-on sentence joins together two or more sentences incorrectly.
Diego wanted to see the movie it was playing down the street.
After each sentence, write whether it is a sentence fragment or a run-on

sentence.
run-on sentence
1. She was born in 1945 she grew up in Maine.
2. Took long walks along the shore. sentence fragment
3. After moving from place to place. sentence fragment

4. She studied biology it interested her. run-on sentence
5. One of her most trusted friends. sentence fragment
6. She went to Africa she made a huge discovery. run-on sentence
7. The scientist wrote a book it was very popular. run-on sentence
8. Made a movie about her adventures. sentence fragment
9. Winning all sorts of prizes and awards. sentence fragment
10. Now she lives in Iowa, and her family. sentence fragment
Imagine the scientist described above. In your writer’s notebook,

write a short fictional passage about her life in Iowa. Include
simple and compound sentences. Then check your work. Did you
avoid sentence fragments and run-on sentences?
Have students use the following frames to complete the activity. Every week, the scientist
visits her family. She likes to talk about her adventures. Sometimes she still takes trips to
Africa.

Grammar • Run-on Sentences and Fragments
Name
• Correct a sentence fragment by adding a subject, a predicate, or both.

Went to the park. (fragment) We went to the park.
Kayla is getting better, but she. (fragment)
Kayla is getting better, but she needs more practice.
• You can correct a run-on sentence by rewriting it as two separate
sentences or as one compound or complex sentence.
Diego will see the movie it is playing down the street. (run-on)
Diego will see the movie. It is playing down the street.
Diego will see the movie, and it is playing down the street.
Diego will see the movie because it is playing down the street.
After each group of words, write the strategy that would best correct each
sentence error. Write add a subject, add a predicate, add both subject and
predicate, add a comma, or make a compound sentence.

1. My new model airplane kit. add a predicate
2. Inside the box on the kitchen table. add both subject and predicate
3. Found all kinds of small parts and pieces. add a subject
4. There were no instructions I didn’t know what to do. make a compound sentence
5. When Mom offered to help me I happily accepted. add a comma
Reading/Writing Read this excerpt from “Building Our Community.” Underline

Connection two lines of dialogue that are fragments. Then rewrite the
fragments as complete sentences.
“Great idea!” Mr. Pham said enthusiastically. “Now,

if Juan can get shirts for us, we need something to put
on them. Any ideas?”
Possible response: That’s a great idea!
Do you have any ideas?

Grammar • Mechanics: Correcting Run-on Sentences
Name
• You can correct a run-on sentence or comma splice by rewriting it as two

separate sentences using periods or as either a compound or complex
sentence. You can also use a semicolon to connect the sentences.
The blossoms looked beautiful, they were in full bloom. (comma splice)
The blossoms looked beautiful; they were in full bloom.
compound sentences.
Rewrite each run-on sentence or comma splice as instructed in the parentheses.

Add any conjunctions or punctuation that is needed. Answers may vary slightly.
1. The ship left at dawn it sailed to the east. (separate sentences)
The ship left at dawn. It sailed to the east.

2. The voyage would be long there was plenty of food. (compound sentence)
The voyage would be long, but there was plenty of food.
3. We spotted a storm ahead we tried to sail around it. (complex sentence)
When we spotted a storm ahead, we tried to sail around it.

4. I stayed in my cabin the crew raced about. (complex sentence)
I stayed in my cabin while the crew raced about.

5. We found calm seas, it was clear sailing all the way home. (separate sentences)
We found calm seas. It was clear sailing all the way home.
Write a short passage about a voyage to outer space. Include

simple, compound, and complex sentences. Then edit and
proofread your work. Did you avoid run-on sentences, comma
splices, and fragments?

Name
• You can correct a run-on sentence by rewriting it as a compound

sentence, a complex sentence, or two separate sentences.
compound sentences.
After the rain stopped, I saw a rainbow in the sky.
Proofread the paragraph. On the lines below, correct any fragments and run-on
sentences. Use commas and conjunctions properly where needed.
Answers may vary slightly.
Our class would like to make a movie we need a few supplies. A video camera
and a computer. My classmates are writing a script I will help out with costumes.
Wants to be an actor some day. All of us work on the scenery. We want the room
to look like a cave we will make rocks and boulders out of plaster. Sheets with
streaks of black and gray. We will work all week long I can’t wait for opening

night of our blockbuster movie!
Our class would like to make a movie, but we need a few supplies. First
we need a video camera and a computer. My classmates are writing a
script, and I will help out with costumes. My best friend wants to be an
actor some day. All of us work on the scenery. Because we want the room to
look like a cave, we will make rocks and boulders out of plaster. We will
paint sheets with streaks of black and gray. We will work all week long. I
can’t wait for opening night of our blockbuster movie!
Identify the sentence fragments, such as A video camera and a computer. Explain to students that
the sentence is missing a subject, and that they will need to add new words. This other fragment
is missing a subject and a verb: Sheets with streaks of black and gray.

Grammar • Test: Run-on Sentences and Fragments
Name
(1) All different kinds of jobs. (2) Firefighters often face danger they
have to be alert. (3) Medicine is complicated doctors must study hard.
(4) Teaching can be exhausting it is often rewarding. (5) My father is a
teacher, and he.
1. What is the BEST way to revise 4. What is the BEST way to revise
sentence 1? sentence 4?
A I read a book about all different F Teaching can be exhausting; it is
kinds of jobs. rewarding.
B I read a book; about all different G Teaching can be exhausting, often
kinds of jobs. rewarding.
C All kinds of jobs. H Until teaching can be exhausting,
D I read a book, it was about all it is often rewarding.
different kinds of jobs. J Teaching can be exhausting, but it
is often rewarding.
2. What is the BEST way to revise 5. What is the BEST way to revise
sentence 2? sentence 5?
F Firefighters often face danger, A My father is a teacher, he loves
they have to be alert. his job.
G They have to be alert. Firefighters B My father is a teacher, loves
often face danger. his job.
H Firefighters often face danger; C My father is a teacher, and he
they have to be alert. loves.
J Firefighters often face danger D My father is a teacher, and he
have to be alert. loves his job.
3. What is the BEST way to revise

sentence 3?
A Medicine is complicated, doctors
Read the directions and paragraphs
must study hard. aloud to students. Point to the
numbered sentences and questions,
B Because medicine is complicated, and the numbers within the
doctors must study hard. questions. Model how to use the
numbers to navigate the test.
C Medicine is complicated, but
doctors must study hard.
D Although medicine is complicated,
doctors must study hard.

Spelling • r-Controlled Vowel /ûr/
Name
Fold back the paper 1. 1. word

along the dotted
line. Use the blanks 2. 2. nerve
to write each word
3. 3. squirt
When you finish the 4. 4. verse
test, unfold the
paper. Use the list 5. 5. surf
at the right to
6. 6. lurk
mistakes. 7. 7. work
8. 8. stern
Allow beginning 9. 9. spurts

ELLs to take an
“open book test.” 10. 10. lurch
“soothe,” the student
responds with the 11. 11. blurt
number for the word
he or she hears: “7!” 12. 12. thirst

13. 13. spur
14. 14. learning
15. 15. shirt
16. 16. midterm
17. 17. return
18. 18. squirm
19. 19. swerve
20. 20. yearns
Review Words 21. 21. aboard
22. 22. barge
23. 23. scarce
Challenge Words 24. 24. merging
25. 25. rehearse

Name
DECODING WORDS
When the vowels e, i, and u are followed by r, the
sound is usually /ûr/. You will find this r-controlled When a vowel is
vowel in words like her, dirt, and fur. followed by r, the sounds
change and the vowel
Read the following words out loud: verb, winter, and r stay in the same
sir, firm, blur, turnip. Notice how the same syllable. In turnip, the u is
sound can be spelling with different vowels. followed by an r. Blend
You will sometimes hear /ûr/ when an r follows the sounds, keeping /ûr/
the vowel o or the vowels ea: worth, heard. together: /tûr/ /nip/.
Write the spelling words that contain the matching spelling pattern.
word surf spurts spur return
nerve lurk lurch learning squirm
squirt work blurt shirt swerve

verse stern thirst midterm yearns
/ûr/ spelled er 8. shirt 15. lurch

1. nerve
9. squirm 16. blurt
2. verse
17. spur
/ûr/ spelled ear
3. stern return
10. learning 18.
4. midterm
11. yearns
/ûr/ spelled or
5. swerve
19. word
/ûr/ spelled ur
/ûr/ spelled ir 12. surf 20. work
6. squirt
13. lurk
Model this activity with
7. thirst students in small groups.
14. spurts Focus on aural discrimination
and proper pronunciation.
Look through this week’s readings for more words to sort.

two multisyllabic words. Then read each word out loud.

Name
DECODING WORDS
When the vowels e, i, and u are followed by r, the
sound is usually /ûr/. You will find this r-controlled When a vowel is
vowel in words like her, dirt, and fur. followed by r, the sounds
change and the vowel
Read the following words out loud: winter, and r stay in the same
serve, fir, sir, blur, turnip. Notice how the same syllable. In turnip, the u is
sound can be spelled with different vowels. followed by an r. Blend
You will sometimes hear /ûr/ when an r follows the sounds, keeping /ûr/
the vowel o or the vowels ea: worth, heard. together: /tûr/ /nip/.
Write the spelling words that contain the matching spelling pattern.
word surf curve spur nurse

nerve curl burn learn bird
verb stern thirst stir fern

/ûr/ spelled er 8. shirt 15. burn
1. nerve
9. stir 16. blurt
2. verb bird
10. 17. spur
3. stern nurse
18.
/ûr/ spelled ear
4. fern
11. learn
/ûr/ spelled or
5. swerve
19. word
/ûr/ spelled ur
/ûr/ spelled ir 12. surf 20. work
6. squirt
13. curl
7. thirst
14. curve


Name
A. Write the spelling words that contain the matching spelling pattern.
wordsmith surface plural courage return
spurts lurk lurch learning squirm
squirrel working urban shirt swerve
verse western thirsty earthworm yearns
/ûr/ spelled er /ûr/ spelled ear 15. urban

1. verse 8. learning
16. return
2. western 9. yearns
/ûr/ spelled or
3. swerve
/ûr/ spelled ur 17. wordsmith
10. surface working
/ûr/ spelled ir 18.
4. squirrel 11. lurk
/ûr/ spelled our
thirsty plural
5. 12. courage
19.
6. shirt 13. lurch
squirm /ûr/ spelled ear and or
7. 14. spurts
20. earthworm
B. Compare the words western and yearns. How are they alike? How are
they different?
Both words have the sound /ûr/ followed by an n. In western, the letters er
stand for /ûr/. In yearns, the letters ear stand for /ûr/.


Name


1. a unit of speech word 4. to come back return
2. a test midterm 5. confidence nerve
3. clothing for the upper body 6. serious stern

shirt

7. Water shot out from the old faucet in spurts .

8. What is your favorite verse in this poem? Provide some
of the
answers so the task
9. Juice quenches my thirst in the morning. is reduced. Allow
students to use a
10. I had to swerve to miss a bump in the road.
dictionary.
11. What type of work does a vet’s assistant do?
12. The kitten will squirm if I hold it too long.

13. I changed clothes on the spur of the moment.
14. The dentist may squirt water in your mouth.
15. The shy boy will often lurk in the background.
16. I will surf today if the waves are high enough.
17. While learning any new skill, you must be patient.
18. Don’t blurt out your opinion when I am speaking!
19. She yearns for ice cream in the summer.
20. The old train car will lurch from side to side.

Name
Underline the three misspelled words in each paragraph below. Write the
When it comes to skiing, count me out! The slopes are crowded. You
have to swearve around other skiers. I’d rather stay inside near the fire
and quench my thurst with some tasty apple cider. Then when the
weather warms up, I’ll go to the beach and serf.
swerve thirst surf

1. 2. 3.
Skiing is my favorite sport. I can’t wait to retern to the mountain again!
Who wants to lirk inside when you can ski down snowy slopes? My
brother yerns to go to the beach, but I’d much rather be skiing!
4. return 5. lurk yearns

6.
Write an opinion about a sport. Tell what you like or dislike

Writing Connection
about it. Use at least four spelling words in your writing. Edit
and proofread your work using the spelling patterns for /ûr/.
Answers will vary.
Point out the three misspelled words in the first paragraph. Have students make the corrections on
their own.

Name
Remember
A vowel followed by an r creates a unique vowel sound. One of those sounds
is /ûr/, as in girl. The r-controlled vowel sound /ûr/ can be spelled in different
ways. Read each example out loud.
• er: under, winner • ur: curl, fur
• ir: swirl, skirt • ear: pearl, earth
• or: worse, labor

A. Fill in the missing letters in each word to form a spelling word. Then write
the spelling word on the line.

1. st e r n stern 9. n e r ve nerve
2. squ i r m squirm 10. ret u r n return
3. l e a r ning learning 11. sp u r ts spurts
4. v e r se verse 12. sw e r ve swerve
5. l u r k lurk 13. bl u r t blurt
6. y e a r ns yearns 14. s u r f surf
7. l u r ch lurch 15. squ i r t squirt
8. th i r st thirst
B. Write these words on the lines in reverse alphabetical order:

midterm, word, work, shirt, spur.
work spur midterm
16. 18. 20.
word shirt
17. 19.

Vocabulary • Content Words
Name
Content words are words that are specific to a field of study. For example,
words like energy, scanners, and pollution are science content words.
Authors use content words to explain a concept or idea. Sometimes you can
figure out what a content word means by using context clues. You can also
use a dictionary to help you find the meaning of unfamiliar content words.
Go on a word hunt with a partner. Find as many content words

COLLABORATE related to public transportation as you can. Write them in the chart.
Possible responses provided.
CONNECT TO CONTENT
Science Words
“The Future of
hybrid consume Transportation” presents
two different points of
data engineers
view about public
efficient sensors transportation. Each author
gives facts to support his
emit networks
or her argument. The
green automatic authors use content words
that help you understand
this science topic.
Circle two words that you were able to figure out the meaning of by
using context clues. Write the words and what they mean on the lines.
sensors; devices that receive and send a signal
green; tending to preserve environmental quality
Have students use a dictionary to identify whether the words they selected are nouns,
verbs, adjectives, or adverbs.

Vocabulary Strategy • Greek and Latin Prefixes
Name
A prefix is added to the beginning of a word to change its meaning. Many

words in English have prefixes that come from ancient Greek and Latin. You
can use the prefix as a clue to the meaning of the word.
Read each passage from “Driverless Cars” and underline each correct word choice.
Then write a definition of the word you chose. Possible responses provided.
1. Technology has often provided new and unique products that help humans in all
sorts of ways. One of the latest things that science and the (automobile,
immobile, transmobile) industry are experimenting with is driverless cars.
vehicle that uses its own motor to move
2. Today’s cars already are becoming much safer. Driverless cars are not a good
form of (exportation, importation, transportation). We should stick to cars with
drivers.

moving from one place to another
3. The biggest benefit is that driverless cars cannot be (detracted, distracted,

subtracted). They do not text or make phone calls.
attention drawn away

Grammar • Common and Proper Nouns
Name
• A noun names a person, place, thing, event, or idea. A common noun

names any person, place, thing, or event: professor, farm, scissors, concert.
• A proper noun names a specific person, place, or thing and begins with a
capital letter. Some proper nouns may contain more than one word. Days
of the week, months of the year, and holidays are proper nouns.
George Washington, Wyoming, The Library of Congress, Thursday,
February, Fourth of July
Read each sentence. Underline each common noun and circle each proper noun.
1. Hillside Library has many books.

Have students
use the following
2. The entrance is on Spring Street. sentence frames
to complete the writing
activity. I think libraries
3. Our class visited on Tuesday. are important because
books are expensive. I
use libraries to borrow
4. Mrs. Young gave a tour of the sections. books. I visit the library
once a week.
5. My friend asked for novels by Louisa May Alcott.
6. The materials must be returned by the end of October.
Connect to Talk to a parent or another trusted adult about why libraries

Community
are good for your community. Then write a paragraph about
why you think libraries are important. Edit your paragraph to
make sure you capitalize proper nouns.
Answers will vary.

Grammar • Concrete and Abstract Nouns
Name
• A concrete noun names a person, place, or thing. It is something you can

see, hear, smell, taste, or feel: fog, thunder, scent, apple, feathers.
• An abstract noun is an idea or concept. You cannot see, hear, smell, taste,
or feel it: personality, bravery, childhood, birthday, future, energy.
Read each sentence. Write whether the underlined noun is concrete or abstract.
concrete
1. The new factory will open in June.
abstract
2. My brother will look for a job there.
3. He has a good understanding of machinery. abstract
4. The company makes engines for airplanes. concrete
5. Our neighbor has worked for them before. concrete
6. She was a manager during the construction process. abstract
7. We liked to watch the tractors and cranes at the site. concrete

8. The main building was finished in three months. abstract
Reading/Writing Read this excerpt from “Creating a Nation.” Circle the abstract
Connection nouns. Can you find them all? Then, write a sentence that
contains an abstract noun. After you finish, read the sentence
aloud to a partner and explain why it is an abstract noun.
Jefferson knew he had to convince many colonists

of the need for independence. As a result, he combined
a variety of ideas to make his case. Individuals, he
explained, had certain rights. These included life,
liberty, and the pursuit of happiness.
Answers will vary.
Help students identify the nouns in the excerpt. Jefferson, colonists, and individuals are
the concrete nouns. Which of these nouns can you see, hear, smell, taste, or feel?

Grammar • Mechanics: Capitalizing Proper Nouns
Name
• A proper noun always begins with a capital letter. When proper nouns
contain more than one word, capitalize each important word.
• Capitalize the names of days, months, holidays, historical events,
geographical names, nationalities, and organizations.
Naomi, Sunday, August, Presidents’ Day, Shays’s Rebellion, Denver,
Spanish, American Heart Association
• Some proper nouns are abbreviated, or shortened. An initial is the first
letter of a name. Initials and titles are capitalized and end with a period.
Abbreviations of days and months are also capitalized.
E.B. White, Mrs. Jackson, Thurs., Aug.
Rewrite each sentence correctly by capitalizing any proper nouns.
1. My family will travel to mexico next july.

My family will travel to Mexico next July.
2. Our flight takes off from midway airport in chicago.
Our flight takes off from Midway Airport in Chicago.
3. We will leave on a monday and return the next thursday.

We will leave on a Monday and return the next Thursday.
4. The hansons will take care of our cat teddy while we are gone.
The Hansons will take care of our cat Teddy while we are gone.
5. We plan to go hiking in copper canyon on independence day.
We plan to go hiking in Copper Canyon on Independence Day.
6. We won’t forget to write mr. hanson and j.r. hanson, his son, a thank-you note.
We won’t forget to write Mr. Hanson and J.R. Hanson, his son, a thank-you note.
In your writer’s notebook, write a short passage about an organization

that helps people. Include three proper nouns. Then check your work
to make sure that any organizations, initials, and abbreviations you
include use proper capitalization and punctuation.

Name
• A proper noun always begins with a capital letter. When proper nouns
contain more than one word, capitalize each important word.
• Capitalize the names of days, months, holidays, historical events,
geographical names, nationalities, and organizations.
• Capitalize titles, initials, and abbreviations of days and months.
proper nouns and capitalization.
The band township tunes will perform a benefit

COMMON ERRORS
concert at cascade arena next tuesday, august 23,
at 7:30. Mayor alice lee will introduce the group. All Seasons are not proper
proceeds from the Event will be donated to the falls nouns. They should not be
village foundation. This group will help rebuild areas capitalized: autumn, winter.
of falls village that were destroyed by flooding along
the wells river last Spring. For more information,

read dr. j.c. perez’s article in this week’s falls village times.
The band Township Tunes will perform a benefit concert at Cascade
Arena next Tuesday, August 23, at 7:30. Mayor Alice Lee will introduce the
group. All proceeds from the event will be donated to the Falls Village
Foundation. This group will help rebuild areas of Falls Village that were
destroyed by flooding along the Wells River last spring. For more
information, read Dr. J.C. Perez’s article in this week’s Falls Village Times.

Grammar • Test: Kinds of Nouns
Name
A. Read the paragraph. Then answer the questions.

(1) The author of Camper Comedy visited our class. (2) Mr. Binkle read
the first chapter aloud. (3) One of the main characters’ names is Sid.
(4) The writer used his own family for inspiration. (5) The author grew up
in Texas, but the story is set in Maine.
1. Which word in sentence 3 is a 2. Which word in sentence 4 is
proper noun? an abstract noun?
A One F writer
B main G his
C characters’ H family
D Sid J inspiration
B. Read the student draft and look for any corrections that need to be
(1) Our team plays the conway cougars on Saturday. (2) The game is at
Dover Stadium and is being organized by the youth sports Association. (3) To
get there, take Elm Street across Flint River. (4) The Dover Brass Attack will
perform songs at Halftime. (5) The winner takes home the t.j. ellis Trophy.

A Change team to Team A Change Dover to dover
B Change Saturday to saturday B Change Brass Attack to brass
C Change conway cougars to attack
Conway Cougars C Change Halftime to halftime
D Make no change D Make no change

F Change Dover Stadium to dover F Change winner to Winner
stadium G Change t.j. ellis to T.J. Ellis
G Change youth sports to Youth H Change Trophy to trophy
Sports
J Make no change
H Change Association to association
J Make no change

Spelling • Variant Vowel /ô/; Diphthongs /oi/, /ou/
Name
Fold back the paper 1. 1. joint

along the dotted
line. Use the blanks 2. 2. foul
to write each word 3. 3. coil
When you finish the 4. 4. hoist
test, unfold the
paper. Use the list 5. 5. stout
at the right to 6. 6. dawdle
mistakes. 7. 7. mouthful
8. 8. counter
Allow beginning 9. 9. brought
ELLs to take an
“open book test.”
When the teacher says, 10. 10. bawl
“sprouts,” the student
responds with the 11. 11. fountain
number for the word
he or she hears: “15!”
12. 12. sprawls

13. 13. douse
14. 14. clause
15. 15. sprouts
16. 16. cautious
17. 17. turmoil
18. 18. scrawny
19. 19. foundation
20. 20. turquoise
Review Words 21. 21. work
22. 22. thirst
23. 23. squirm
Challenge Words 24. 24. buoyant
25. 25. renown

Name
DECODING WORDS
The variant vowel /ô/ is the sound you hear in the
word dawn. It can be spelled in different ways. The word enjoy has
two syllables: /en/
• /ô/: lawn, pause, bought, chalk and /joi/. In the
Diphthongs are gliding vowel sounds. They second syllable, the
combine two vowel sounds into one syllable. When letters o and y
you say the word boil, you start with one vowel stand for the
sound and then glide to another. /oi/ and /ou/ are diphthong /oi/.
two common diphthongs. They can be spelled in Blend the sounds
different ways. Read the following words out loud. to read the word:
en/joy.
• /oi/: soil, enjoy • /ou/: account, town
Write the spelling words that contain the matching sound and spelling
patterns. Then read each word out loud.
joint stout brought douse turmoil

foul dawdle bawl clause scrawny

coil mouthful fountain sprouts foundation
hoist counter sprawls cautious turquoise
/ô/ spelled aw 7. coil 14. stout

1. dawdle hoist mouthful
8. 15.
2. bawl turmoil counter
9. 16.
3. sprawls turquoise
10. 17. fountain
4. scrawny
/ô/ spelled au 18. douse
11. clause
/ô/ spelled ough 19. sprouts
5. brought cautious
12. foundations
20.
diphthong spelled oi diphthong spelled ou
6. joint 13. foul

Include at least two multisyllabic words. Read each word out
loud. Then create a word sort in your writer’s notebook.

Name
DECODING WORDS
The variant vowel /ô/ is the sound you hear in the
word dawn. It can be spelled in different ways. The word enjoy has
two syllables: /en/
• /ô/: lawn, pause, bought, chalk and /joi/. In the
Diphthongs are gliding vowel sounds. They second syllable, the
combine two vowel sounds into one syllable. When letters o and y
you say the word boil, you start with one vowel stand for the
sound and then glide to another. /oi/ and /ou/ are diphthong /oi/.
two common diphthongs. They can be spelled in Blend the sounds to
different ways. Read the following words out loud. read the word:
en/joy.
• /oi/: soil, joy • /ou/: account, town
Write the spelling words that contain the matching sound and spelling
joint round brought south turmoil

foul dawn hawks sauce scrawny
coil mouthful fountain sprouts bounce
join counter straws cause point
coil round
/ô/ spelled aw 7. 14.
1. dawn join mouthful
8. 15.
2. hawks turmoil
9. 16. counter
3. straws 10. point fountain
17.
4. scrawny south
/ô/ spelled au 18.
11. sauce sprouts
/ô/ spelled ough 19.
5. brought 12. cause
20. bounce
diphthong spelled oi diphthong spelled ou

6. joint 13. foul

Name
A. Write the spelling words that contain the matching sound and spelling
loiter stout wrought douse turmoil

outnumber dawdle bawl clause scrawny
poise mouthful fountain scour foundations
hoist council sprawls cautious renowned
hoist council
/ô/ spelled aw 8. 15.
1. dawdle turmoil fountain
9. 16.
2. bawl douse
/ô/ spelled au 17.
3. sprawls clause
10. 18. scour
4. scrawny cautious
11. 19. foundations
/ô/ spelled ough diphthong /ou/ spelled diphthong /ou/ spelled

5. wrought ou ow
12. outnumber renowned
20.
diphthong /oi/ spelled oi
13. stout
6. loiter
poise 14. mouthful
7.
B. Compare the words cautious and wrought. How are they alike? How are
they different?
Both words have the sound /ô/. The sound is spelled au in cautious and
ough in wrought. Cautious has two syllables, and wrought has one.


Name


1. blue gemstone turquoise 7. past tense of bring brought
2. to move slowly dawdle 8. base; support foundation
3. thin and bony scrawny 9. quantity of food mouthful
4. spreads out sprawls 10. part of a written

agreement clause
5. water feature fountain
6. place where two

parts are joined joint

11. Calm is to peace as disorder is to turmoil .
12. Untie is to knot as straighten is to coil .
13. Table is to dining room as counter is to kitchen.
14. Float is to sink as hoist is to drop.
15. Cold is to hot as foul is to pleasant.
16. Chuckle is to laugh as bawl is to cry.
17. Grows is to sprouts as droops is to wilts.
18. Reckless is to cautious as dangerous is to safe.
19. Stout is to thin as tall is to short.
20. Douse is to soak as watch is to look.
Reinforce the relationship in an analogy (synonym, antonym) by modeling your reasoning while
you answer the first question. Simplify the more difficult vocabulary.

Name
Zinnia flowers brawt a lot of butterflies to my backyard last year. You
might want to try planting some of these colorful flowers near the
fowndation of your own home this spring. Just be sure to plant them
where there is plenty of sun, or the stems will be weak and scrauny.
A zinnia seed sprowts in seven to ten days. Keep the young plants
watered, but don’t dowse them. Be catious! Too much water is just as bad
as too little. The plants will grow quickly, and they bloom until fall.
1. brought 4. sprouts
2. foundation 5. douse
3. scrawny 6. cautious
Writing Connection
Write information about a plant or an insect that interests
you. Use at least four spelling words in your writing. Proofread
your work using the spelling patterns for /ô/, /oi/, and /ou/.
Answers will vary.

Name
Remember
The variant vowel /ô/ can be spelled in different ways.
• /ô/: fawn, applause, bought, talk
The diphthongs /oi/ and /ou/ glide from one vowel sound to another. These
sounds can be spelled in different ways, too. Read the following examples
out loud. Listen for the glide.
• /oi/: avoid, annoy • /ou/: astound, brown

A. Fill in the missing letters to form a spelling word. Write the spelling word on

the line. Then read the words out loud. Listen to the different vowel sounds.
1. scr a w ny scrawny 9. spr o u ts sprouts
2. d a w dle dawdle 10. b a w l bawl
3. j o i nt joint 11. h o i st hoist
4. f o u ntain fountain 12. st o u t stout
5. turm o i l turmoil 13. c o i l coil
6. c a u tious cautious 14. cl a u se clause
7. f o u l foul 15. d o u se douse
8. c o u nter counter

turquoise, foundation, brought, mouthful, sprawls.
16. turquoise 18. mouthful 20. brought
sprawls foundation
17. 19.

Name
words like government, colonists, and patriots are social studies content words.

COLLABORATE related to the conflict between American colonies and Great Britain.
Write them in the chart. Possible responses provided.
CONNECT TO CONTENT
Social Studies Words
“Creating a Nation” gives
facts about the events
Parliament loyalists that led up to the
American Revolution. It
colonists delegates tells examples of the
colonists’ problems with
government freedoms Great Britain. The author

repealed surrendered uses content words that
help you understand this
patriots revolution social studies topic.
Circle two words that you were able to figure out the meaning of using
context clues. Write the words and what they mean on the lines.
repealed; canceled
surrendered; gave up
Have students use a dictionary to identify whether the words they selected are nouns,
verbs, adjectives, or adverbs.

Vocabulary • Spiral Review
Name
Use the words in the box and the clues below to help you solve the
crossword puzzle. If you get stuck, you can use a dictionary to help you.
drawbacks reasoning retrace decipher
advance data analysis cite
counterpoint captivated indicated access
1 6
I N D I C A T E D
1 A
D
2
R E T R A C E P
Model
E T T filling in
3
one example.
A A N A L Y S I S The first clue is
1 Across. Point
S V to 1 Across.
4 How many
O D R A W B A C K S

letters? The
N E T clue is a
5 definition.
I A C C E S S E Which word
has nine letters
N D I D and means
V P “showed a
G
3
sign”? Tell
A H C students that
6 some of the
C O U N T E R P O I N T words have
C R T cognates:
datos, análisis,
E E indicar,
descifrar.
Across Down
1. showed a sign 1. facts, figures, and other kinds of
2. to go back over information
2. the ability to think in a logical way
3. careful examination or study of
something 3. mention as proof or evidence
4. problems or disadvantages 4. to figure out something that is
difficult to understand
5. to get or make contact with
5. to move forward or make progress
6. opposing, or disagreeing, point of
view 6. influenced by charm, art, or skill

Grammar • Singular and Plural Nouns
Name
• A singular noun names one person, place, idea, or thing.

• A plural noun names more than one person, place, idea, or thing. Most
plural nouns are formed by adding -s or -es: song, songs; inch, inches.
• A noun can function in a sentence as a subject, a direct object of an
action verb, or an object of a preposition.
My parents walked the dog around the neighborhood.
Read each sentence. Draw one line under each singular noun. Draw two lines
under each plural noun.
1. The campers told stories around the campfire.
2. Bright sparks drifted up into the sky.
3. The wind blew through the branches of the trees.
4. A full moon peeked above the top of the mountain.

5. The first story was about two boys on a raft.
6. My friend told a tale about knights and dragons.
7. Two girls spoke about training horses on a ranch.
8. The counselors added more logs to the flames.
9. Another hour passed before the fire went out.
10. The campers headed back to the cabins beside the lake.
Use the sentences as a model. In your writer’s notebook, write about

a place you visited. Draw one line under each singular noun and two
lines under each plural noun. Can you figure out the function of each
noun? Is it a subject, a direct object of an action verb, or an object of
a preposition? Discuss with a partner.
Model the different parts of speech using the first sentence. Explain that the subject
(campers) comes at the start of a sentence, the direct object of a verb (stories) comes
after the verb, and the object of a preposition (campfire) comes after the preposition.

Grammar • Forming Plural Nouns
Name
• Add -es to form the plural of singular nouns that end in s, sh, ch, or x.
bus, buses; wish, wishes; lunch, lunches; box, boxes
• To form the plural of nouns ending in a consonant and the letter y, change
the y to i and add -es: reply, replies.
• To form the plural of nouns ending in a vowel and y, add -s: key, keys.
Complete each sentence by writing the plural form of each noun in parentheses.
1. My father worked at two different (ranch) last year. ranches
2. One had many cattle, horses, and (donkey). donkeys
3. I spent several (day) working with him. days
4. We saw two baby (fox) playing in a field. foxes
5. They disappeared into the (bush) after a while. bushes

6. Both of my dad’s (boss) watched the weather. bosses
7. There were some snow (flurry) early one morning. flurries
8. The tree (branch) were laced with white. branches
Reading/Writing Read this excerpt from “Wordsmiths.” Some of the nouns are
Connection
underlined. Write the plural form of each underlined noun on
the lines below.
Wheatley is remembered as the first African

American to publish a collection of poetry. She also
wrote and sent a poem to General George Washington
in 1775 that praised him for his success. His response to
her shows how highly regarded Wheatley was.
collections; poems; successes; responses

Grammar • Mechanics: Forming Plural Nouns
Name
the y to i and add -es.
• To form the plural of nouns ending in a vowel and y, add -s.
1. The explorer shared (picture) of his trip to the rain forest. pictures
2. The first slide showed two (monkey) in a tree. monkeys
3. He wanted to photograph (gorilla) as well. gorillas
4. He showed us some close-ups of (butterfly). butterflies
5. Many had colorful (patch) on their wings. patches
6. Did he see any scary (snake) on his visit? snakes

7. Some slithered along the leaves and (moss). mosses
8. The explorer put five (box) on the table. boxes
9. Each was filled with samples from his (study). studies
10. If I had three (wish), one would be to visit the rain forest. wishes
Imagine that you take a trip to a rain forest. Write three

Writing Connection
sentences about what you see there. Include at least three
plural nouns. Underline them. Then read through your work
and correct any misspellings.
Answers will vary.
Simplify the activity at the bottom so that students write one sentence instead of three.

Name
the y to i and add -es.
• To form the plural of nouns ending in a vowel and y, add -s.
Proofread the paragraph. On the lines below, correct mistakes in plural nouns
and their endings.
Most homes should have one or two toolboxs on COMMON ERRORS

hand in case of emergencyes. Hammeres and Certain nouns, such as
screwdrivers are the most useful tools. A good set of information, milk,
wrenchs is helpful for fixing sinks and faucets. Power bread, and furniture,
tool, such as drills and sawes, can solve many always take the
problems, such as broken furniture. Some appliancees singular form. Example:
run on batterys and can be used outdoors. Many There is too much
hobby require an assortment of tools. A toolbox is furniture in this room.

one of the best wayes to store them.
Most homes should have one or two toolboxes on hand in case of
emergencies. Hammers and screwdrivers are the most useful tools. A good
set of wrenches is helpful for fixing sinks and faucets. Power tools, such as
drills and saws, can solve many problems, such as broken furniture. Some
appliances run on batteries and can be used outdoors. Many hobbies require
an assortment of tools. A toolbox is one of the best ways to store them.
Identify all the plural nouns in the paragraph.

Grammar • Test: Singular and Plural Nouns
Name
(1) All the fan cheer for the players on the field. (2) Their team is
behind by two points. (3) The winner of the game goes on to the finals. (4)
The bases are loaded, and Big Bill steps up to the plate. (5) Bill swings and
misses the first two pitches.
(6) The pitcher has heard storys about Bill’s home runs. (7) Bill sends
the next ball soaring up into the cloudes. (8) The coachs jump up and
down with joy. (9) There will be many party in town tonight!
1. What change, if any, should be 4. What is the correct way to

made in sentence 1? write sentence 7?
A Change fan to fans F Bill sends the next ball soaring up
B Change cheer to cheers into the cloud.
C Change players to playeres G Bill sends the next balls soaring up
into the cloud.
D Make no change
H Bill sends the next ball soaring up
2. What change, if any, should be into the clouds.
made in sentence 2?
J Bill send the next ball soaring up

F Change team to teams into the clouds.
G Change is to are
5. What change, if any, should be
H Change points to point made in sentence 8?
J Make no change A Change coachs to coaches
3. What change, if any, should be B Change jump to jumps
made in sentence 6? C Change joy to joys
A Change pitcher to pitchers D Make no change
B Change storys to stories
6. What is the correct way to
C Change home to homes write sentence 9?
D Make no change F There will be many party in towns
tonight!
G There will be many partys in town
tonight!
H There will be many parties in town
tonight!
J There will be many parties in
towns tonight!

Spelling • Plurals
Name
Fold back the paper 1. 1. rattlers

along the dotted
line. Use the blanks 2. 2. fangs
to write each word 3. 3. countries
When you finish the 4. 4. liberties
test, unfold the
paper. Use the list 5. 5. potatoes
at the right to 6. 6. rodeos
mistakes. 7. 7. taxes
8. 8. reptiles
9. 9. surroundings
10. 10. beliefs
11. 11. difficulties
12. 12. batches

13. 13. abilities
14. 14. lashes
15. 15. identities
16. 16. losses
17. 17. possibilities
18. 18. notches
19. 19. zeroes
20. 20. eddies
Review Words 21. 21. brought
22. 22. counter
23. 23. coil
Challenge Words 24. 24. mangoes
25. 25. sinews

Name
RULE REVIEW
• Most nouns are made plural by adding -s to the
end of the word, as in rocks. • If a noun ends in
a vowel and o, add
• Words that end in -sh, -ch, -s, -ss, or -x are made
-s: radios, zoos. If a
plural by adding -es to the end of the word, as in
noun ends in a
dishes, inches, losses, and foxes. Adding -es also
consonant and o,
adds an extra syllable. Read the words out loud.
add -s or -es:
• Words that end with a consonant + y are usually pianos, tomatoes.
made plural by changing y to i and adding -es, as • Some nouns,
in libraries and duties. such as scissors
• Words that end with a vowel + y are made plural and clothes, are
by adding -s, as in essays and bays. always plural.
Write the spelling words that contain the matching spelling patterns.
rattlers potatoes surroundings abilities possibilities

fangs rodeos beliefs lashes notches

countries taxes difficulties identities zeroes
liberties reptiles batches losses eddies
form the plural by lashes countries

7. 14.
adding -s batches liberties
8. 15.
1. rattlers
9. taxes difficulties
fangs 16.
2.
10. losses abilities
rodeos 17.
3.
11. notches
18. identities
4. reptiles
12. zeroes
beliefs 19. eddies
5.
form the plural by
when used as a noun, this
form the plural by changing y to i and
word is always plural
adding -es adding -es
20. surroundings
6. potatoes 13. possibilities
Look through this week’s readings for more plurals to sort.

Create a word sort for a partner in your writer’s notebook.

Name
RULE REVIEW
• Most nouns are made plural by adding -s to the
end of the word, as in rocks. • If a noun ends in
a vowel and o, add
• Words that end in -sh, -ch, -s, -ss, or -x are made -s: radios, zoos. If a
plural by adding -es to the end of the word, as in noun ends in a
dishes, inches, losses, and foxes. Adding -es also consonant and o,
adds an extra syllable. Read the words out loud. add -s or -es:
• Words that end with a consonant + y are usually pianos, tomatoes.
made plural by changing y to i and adding -es, as • Some nouns,
in libraries and duties. such as scissors
and clothes, are
• Words that end with a vowel + y are made plural
always plural.
by adding -s, as in essays and bays.
rattlers couches snakes cities berries

fangs rodeos beliefs lashes bunches
babies taxes enemies families zeroes
liberties reptiles batches losses trophies
form the plural by form the plural by form the plural by

adding -s adding -es changing y to i and adding
1. rattlers 7. couches -es
14. berries
2. fangs 8. lashes
15. babies
rodeos 9. batches
3.
taxes 16. liberties
4. reptiles 10.
17. enemies
5. snakes 11. losses
bunches 18. cities
6. beliefs 12.
zeroes 19. families
13.
20. trophies


Name
rattlers potatoes surroundings mangoes possibilities

molecules canopies beliefs mosquitoes notches
countries geniuses difficulties identities zeroes
calamities reptiles crutches losses eddies
A. Write the spelling words that contain the matching spelling patterns.
form the plural by adding -s 12. zeroes

1. rattlers
form the plural by changing
2. molecules y to i and adding -es
13. possibilities
3. reptiles
14. countries
4. beliefs
15. calamities
form the plural by adding -es
difficulties
5. potatoes 16.
mosquitoes 17. canopies
6.
crutches 18. identities
7.
8. geniuses 19. eddies
9. mangoes
when used as a noun,
10. losses this word is always plural
20. surroundings
11. notches
B. Compare the words calamities and losses. How are they alike? How are
they different?
Both words are plural. The word calamities is formed by changing the y to i
and adding -es. The word losses is formed by adding -es.


Name


1. small whirls eddies 6. skills; talents abilities
2. snake teeth fangs 7. bunches or groups batches
3. rattlesnakes rattlers 8. eyelid hairs lashes
4. defeats; failures losses 9. nations countries
5. freedoms liberties 10. accepted truths beliefs

11. The cook put potatoes and carrots in the stew.
12. Are crocodiles and alligators reptiles ?
13. Many rodeos have riding and roping events.
14. The travelers were happy in their new surroundings .
15. Our taxes will be used to build new schools.
16. The numeral 100 has two zeroes .
17. He searched the paper for job possibilities .
18. You can use an ax to put notches in a log.
19. The clever criminal had many different identities .
20. Pioneers faced many difficulties in the wilderness.
Allow students to use a dictionary to help them find the meanings of more difficult words,
such as eddies. Or, write some cognates on the board: patatas, libertades, habilidades,
posibilidades, dificultades, identidades.

Name
Underline the six misspelled words in the paragraphs below. Using the
rules about forming plurals, write the words correctly on the lines.
Once upon a time, a prince was held captive in a high tower. Knights
from many countrys used their powers and abilitys to try to free him, but
none could. The tower was surrounded by prickly bushes and guarded by
a fierce dragon. How could a prince be rescued from these surrounding?
A clever princess heard about the prince’s difficultes and decided to

rescue him. She didn’t wear armor or carry a sword. She simply put on
gloves and chopped through the bushes with hedge cutters. And the
dragon? Well, she wasn’t afraid of flying reptilies with fanges. She merely
ordered the dragon to scram, and it did!
1. countries 4. difficulties
2. abilities 5. reptiles
3. surroundings 6. fangs
Write a passage for a fairy tale. It can be a new fairy tale or a

Writing Connection
retelling of an old tale you know. Use at least four spelling
words in your writing. Edit and proofread your work.
Answers will vary.
Check student comprehension of the story. For example, Why was the prince in the high tower?
Help students define difficult words, such as captive and hedge.

Name
Remember
• Most plural nouns are made by adding -s or -es to the end of the word.
When you add -es to many of these words, you also add an extra syllable.
Try reading these words out loud: books, socks, doors; benches, guesses.
• If a noun ends with o, add -s or -es: pianos, mangoes.
• If a noun ends with a consonant + y, change y to i and add -es: lobbies.
• If a noun ends with a vowel + y, add -s: trays, chimneys.

A. Change each word to make a plural spelling word. Write the spelling
word on the line. Then read each word out loud.

1. country countries 9. rattler rattlers
2. belief beliefs 10. ability abilities
3. tax taxes 11. loss losses
4. difficulty difficulties 12. identity identities
5. zero zeroes 13. batch batches
6. liberty liberties 14. eddy eddies
7. fang fangs 15. lash lashes
8. notch notches
B. Write these spelling words on the lines in alphabetical order to the

third letter: surroundings, possibilities, potatoes, reptiles, rodeos.
16. possibilities 19. rodeos
17. potatoes 20. surroundings
18. reptiles

Vocabulary Strategy • Dictionary and Glossary
Name
A dictionary lists words in alphabetical order. You use a dictionary to look

up the meaning, or denotation, of an unfamiliar word. A glossary lists words
and definitions related to a specific text or subject. You can find glossaries in
the back of textbooks or other nonfiction books, or online.
• The guide words show the first and last words on the page. Words on the
page appear alphabetically between guide words.
• The entry words show the spelling and syllables.
• The pronunciation of each word is shown in parentheses. Syllabication
separates syllables by bullets and shows how many syllables a word has.
• The word’s origin, such as the language it comes from, is often shown.
Guide Definition
words practical • praise 3. a professional business, especially
prac·ti·cal (prak’ti kəl) adjective 1. of a doctor or lawyer: The lawyer ran
Entry a successful practice. [Old French
word relating to experience: Will I learn
any practical knowledge in this practiser “to do often, exercise,”
going back to late Latin prācticus.]
class? 2. showing good judgment or

sense: Let’s be practical and wait prai·rie (prâr’ē) noun. a large,
until it’s on sale. [Late Latin practicus treeless grassland. [French prairie
relating to action.] “meadow,” going back to Latin
prac·tice (prak’tis) noun 1. repeated prātum.]
performance or exercise of an action praise (prāz) noun 1. the expression
in order to attain knowledge or skill: of approval. verb 1. to express
The musician finds time for practice approval. The teacher praised the
every day. Syn. drill. 2. the usual way student’s work. [Old French preisier
of doing something. Syn. routine. “to price, value,” going back to late
Latin pretium price.]
Pronunciation guide Part of speech Word origin
Use the dictionary entry and context clues to figure out the meaning of each
word in bold. Write the meaning, part of speech, and word origin on the lines.
1. It is standard practice for the company to offer refunds to unhappy customers.

the usual way of doing something; noun; Old French (or Latin)
2. Rosa had a successful business, but she was practical about spending money.
showing good judgment or sense; adjective; Latin
Read each dictionary entry aloud with a partner. Sound out each word
COLLABORATE carefully. How many syllables are in each word? How do you know?

Vocabulary Strategy • Context Clues
Name
Read each passage from “Secret Help from Spain.” Underline context clues that
help you figure out the meaning of each word in bold. Then write a new
sentence using the bold word. Possible responses provided.
1. They were aristocrats who served kings. Aristocrats, or nobles, are people born
into high social positions.
The aristocrats ate fine food and dressed in fancy clothes.
2. Floridablanca continued with bayonets, shoes, and blankets. Spain also provided
the colonists with funds, or money, from its national treasury.
The woman visited the bank to check on her funds.
3. Obtaining, or getting, loans from Spanish banks was made easy for the
Americans. Repayment was also made easy when the colonial governments had

difficulty doing so.
I had trouble obtaining my parent’s permission.
4. At a minimum, the Spanish government under Grimaldi and Floridablanca

provided the American patriots with many hundred thousand dollars’ worth of
weapons, clothing, and other materials. All was with the king’s approval. Nearly
the same amount was offered in currency, or money, for the Americans to use
as they wished.
England has a different kind of currency than the United States does.
Write the Spanish cognates of the first three words on the board: arístocratas, fondos, and
obtener.

Grammar • More Plural Nouns and Collective Nouns
Name
• To form the plural of some nouns ending in f or fe, change the f to v

and add -es: leaf, leaves.
• To form the plural of nouns ending in a vowel followed by o, add -s: videos.
To form the plural of nouns ending in a consonant followed by o, add
-s or -es: pianos, potatoes.
• Some nouns name a group. These nouns are called collective nouns. A
collective noun can be either singular or plural. Usually a collective noun has
a singular verb because it refers to a group as a whole.
My basketball team is the second best in the state.
A. Complete each sentence by writing the plural form of each noun in parentheses.
1. The (hoof) of the horses struck the stone roads. hooves
2. People heard the (echo) from far away. echoes
heroes
3. Had the (hero) returned from their journey?
4. They had risked their (life) to defend the town. lives
B. Read each sentence. Underline each collective noun.
5. Our family camps at Bright Lake every year.
6. We swam through a school of tiny fish.
7. A flock of ducks had built their nests nearby.
8. My sister ran away from a swarm of biting flies.
Write a short passage in your writer’s notebook about a performance

or presentation at school. Use the following collective nouns: class,
audience, and group. Underline these collective nouns and any others
that you include. Edit and proofread your work.
Have students use the following sentence frames to complete the writing activity.
This year, my class had a talent show. My group performed a dance. Everyone in the
audience cheered and clapped.

Grammar • Irregular Plural Nouns
Name
• Some nouns have a special plural form that does not end in -s: women,
teeth, feet.
• Some nouns stay the same whether they are singular or plural: trout, deer,
moose, sheep.
children
1. The (child) packed their bags for the long trip.
teeth
2. They washed their hands and brushed their (tooth).
3. They put sneakers and shoes on their (foot). feet
4. Two (man) gave the family directions to the park. men
5. They drove past fields full of cows and (sheep). sheep

6. Flocks of (goose) honked at them from above. geese
7. They waved at (person) along the country roads. people
oxen
8. They stopped to let a team of (ox) cross.
Writing Connection Write a paragraph using the plural form of the following
nouns: cactus, oasis, species, and mouse. You may use a
dictionary when you edit and proofread your work.
Answers will vary.

Grammar • Mechanics: Plural Forms and Appositives
Name
• Some nouns have special plural forms that do not end in -s or -es.
• Some nouns stay the same whether they are singular or plural.
• Appositives tell more about the nouns they follow. Use commas within
a sentence to set off many appositives: The photographer’s camera, the
newest on the market, broke after one month.
Rewrite each sentence correctly by using the correct plural forms or adding
commas where they belong.
1. Our town Grantsville will host this year’s summer celebration.

Our town, Grantsville, will host this year’s summer celebration.
2. The mayor has asked our school’s childs to help.

The mayor has asked our school’s children to help.
3. Mrs. Munson the principal had many great idea.
Mrs. Munson, the principal, had many great ideas.

4. We will have a parade on Founder’s Day the first Saturday in June.
We will have a parade on Founder’s Day, the first Saturday in June.
Reading/Writing Read this excerpt from “The Magical Lost Brocade.” Rewrite one
Connection
sentence to include an appositive. You can use your imagination
to add new information. Possible response provided.
Next, Ping approached the Mountain of the Sun. He rode

up the steep mountain grasping the reins for dear life! Finally,
he reached the top and dismounted at the palace door.
Next, Ping approached the Mountain of the Sun, the biggest mountain
in the land.
Suggest good places where students could add an appositive, such as after Mountain
of the Sun or palace door.

Name
• To form the plural of some nouns ending in f or fe, change the f to

v and add -es. To form the plural of nouns ending in a vowel followed by o,
add -s. To form the plural of nouns ending in a consonant followed by o,
add -s or -es.
• Some nouns have special plural forms that do not end in -s or -es. Some
nouns stay the same whether they are singular or plural.
• Appositives tell more about the nouns they follow. Use commas to set off
many appositives.
Proofread the paragraph. On the lines below, correct mistakes in plural nouns
and comma usage.
I interviewed one of our school’s heros the chef in COMMON ERRORS

the cafeteria. She takes ingredients off the kitchen
shelfs and makes delicious lunchs for all the childrens. Some plural nouns that
end in f do not follow this
Our chef believes that the proper handling of knifes

rule. Instead, simply add
is important. She once worked in a bakery making
-s: roofs, chiefs, beliefs.
dozenes of loafs of bread every day. She learned
from other great chef. I took photoes of her making
her favorite meal lasagna. I can’t wait to sink my
tooths into one of her latest dishs!
I interviewed one of our school’s heroes, the chef in the cafeteria. She
takes ingredients off the kitchen shelves and makes delicious lunches for all
the children. Our chef believes that the proper handling of knives is
important. She once worked in a bakery making dozens of loaves of bread
every day. She learned from other great chefs. I took photos of her making
her favorite meal, lasagna. I can’t wait to sink my teeth into one of her
latest dishes!

Grammar • Test: More Plural Nouns and Collective Nouns
Name
A. Read the paragraphs. Then answer the questions.

(1) The leaves fell from the trees on the ground. (2) My family worked
together to rake them. (3) My father suggested that we work harder.
(4) Then a noise like thunder filled the air around us. (5) A herd of bison ran
across the plains in the distance. (6) Brown clouds of dust rose up like smoke
behind them. (7) The bison stopped when they reached the river’s edge.
1. Which word in sentence 2 is a 2. Which other sentence contains

collective noun? a collective noun?
A my F Sentence 4
B whole G Sentence 5
C family H Sentence 6
D them J Sentence 7
(1) My uncle visits zoo around the country. (2) He loves to see animals
and their babies. (3) He once saw an elk and her two new calf. (4) Our
local zoo features two timber wolves. (5) They also have four moose in a
fenced area. (6) Yesterday I took some photo of all the goose in the park.
(7) My uncle and I enjoy learning about the lives of animals.

A Change uncle to uncles A Change moose to mooses
B Change zoo to zoos B Change fenced to fences
C Change country to countries C Change area to areas
D Make no change D Make no change
4. What is the correct way to 6. What is the correct way to
write sentence 3? write sentence 6?
F He once saw an elk and her two F Yesterday I took some photos of
new calfs. all the geese in the park.
G He once saw an elks and her two G Yesterday I took some photos of
new calf. all the goose in the park.
H He once saw some elk and her H Yesterday I took some photos of
two new calf. all the gooses in the park.
J He once saw an elk and her two J Yesterday I took some photo of all
new calves. the geese in the park.

Spelling • Inflectional Endings
Name
Fold back the paper 1. 1. jogging

along the dotted
line. Use the blanks 2. 2. dripping
to write each word 3. 3. skimmed
When you finish the 4. 4. accepted
test, unfold the
paper. Use the list 5. 5. amusing
at the right to 6. 6. easing
mistakes. 7. 7. regretted
8. 8. forbidding
9. 9. referred
10. 10. injured
11. 11. deserved
12. 12. applied

13. 13. relied
14. 14. renewing
15. 15. complicated
16. 16. qualified
17. 17. threatening
18. 18. gnarled
19. 19. envied
20. 20. fascinated
Review Words 21. 21. difficulties
22. 22. notches
23. 23. rodeos
Challenge Words 24. 24. adoring
25. 25. diaries

Name
SPELLING TIP
The inflectional endings -ed and -ing change the
verb tense. -ed: happened; -ing: happening now Adding -ed or -ing
to some base
• When a base word ends with a consonant and e, words does not
drop the e and add -ed or -ing: raked, raking change the base
(rake). word: wished,
• When a base word ends with a vowel and a wishing (wish).
consonant, double the final consonant before
adding -ed or -ing: gripped, gripping (grip).
• When a word ends in y, change the y to i before
adding -ed: fried (fry).
Then read each word out loud.
jogging amusing referred relied threatening

dripping easing injured renewing gnarled

skimmed regretted deserved complicated envied
accepted forbidding applied qualified fascinated
add -ed without a 7. fascinated 14. envied

spelling change deserved qualified
gnarled 8. 15.
1.
2. accepted double final consonant drop final e and add -ing

and add -ed 16. amusing
add -ing without a 9. regretted
17. easing
spelling change skimmed
10.
3. threatening
referred double final consonant
11.
4. renewing and add -ing
18. jogging
change y to i and add
drop final e and add -ed -ed dripping
19.
5. complicated 12. applied
20. forbidding
6. injured relied
13.

Name
SPELLING TIP
The inflectional endings -ed and -ing change the
verb tense. -ed: happened; -ing: happening now Adding -ed or -ing
to some base
• When a base word ends with a consonant and e, words does not
drop the e and add -ed or -ing: raked, raking change the base
(rake). word: wished,
• When a base word ends with a vowel and a wishing (wish).
consonant, double the final consonant before
adding -ed or -ing: gripped, gripping (grip).
• When a word ends in y, change the y to i before
adding -ed: fried (fry).
jogging amusing referred relied awaiting

dripping saving injured renewing checked
skimmed flipped deserved dared pitied
raking swimming applied studied traced
add -ed without a 7. deserved 14. studied

spelling change
1. checked double final consonant drop final e and add -ing
and add -ed 15. amusing
add -ing without a 8. flipped
16. saving
spelling change skimmed
9. raking
2. awaiting 17.
10. referred
3. renewing
double final consonant
change y to i and and add -ing
drop final e and add -ed add -ed jogging
18.
4. dared applied
11. dripping
19.
5. injured relied
12. swimming
20.
6. traced pitied
13.

Name
accepted amusing referred unified threatening

shredding easing portrayed soothing gnarled
skimmed regretted dedicated complicated envied
recognizing forbidding applied qualified fascinated
add -ed without a spelling change change y to i and add -ed

1. gnarled 11. applied
2. accepted 12. unified
3. portrayed 13. envied
14. qualified
add -ing without a spelling change
4. threatening
drop final e and add -ing

15. amusing
drop final e and add -ed
5. complicated 16. easing
6. dedicated 17. recognizing
7. fascinated 18. soothing
double final consonant and add -ed double final consonant and add -ing
8. regretted 19. shredding
9. skimmed 20. forbidding
10. referred
a word sort for a partner in your writer’s notebook. Can you find
any words that do not follow these spelling rules?

Name

A. Write the spelling word that has the same, or almost the
same, meaning.
1. entertaining amusing 6. dribbling dripping
2. twisted gnarled 7. sliding easing
3. scanned skimmed 8. depended relied
4. disallowing forbidding 9. suitable qualified
5. amazed fascinated 10. hostile threatening

11. The boy was injured when he fell off his bike.
12. Rick stays in shape by jogging every day.
13. The confusing game has complicated rules.
14. I regretted lending my jacket to a careless friend.
15. Kendra filled out several forms when she applied for a job.
16. I envied her talent for learning new languages.
17. He thanked his supporters when he accepted the award.
18. Amy is now renewing all her library books online.
19. He worked hard and deserved the raise.
20. Marta referred to an encyclopedia for information.
Allow students to use a dictionary to help them find the meanings of the synonyms in part A,
such as disallowing, suitable, and hostile.

Name
The room was filling up. Some of the best scientists in the world were
easeing into their seats. Dr. Lee skimed his notes one last time to make
sure he was ready. Was he qualifyed to speak in front of these men and
women? Yes, he thought he was.
Dr. Lee opened his talk with an amussing story. It relaxed him, even
though it didn’t get a big laugh. Then he began to present his ideas to the
group. He refered to studies that had been done, as well as his own
experiments. Within minutes, the audience was fascinateed.
1. easing 4. amusing
2. skimmed 5. referred
3. qualified 6. fascinated
Writing Connection
Write about a time when you or someone you know had to do
something challenging. Use at least four spelling words in

your writing. Edit and proofread your work using the spelling
rules for adding inflectional endings.
Answers will vary.
Point out the six

misspelled words
in the paragraphs.
Have students correct
them on their own. For
the writing activity,
have students write
only two sentences
using two of the
spelling words.

Name
Remember
• Adding -ed or -ing to some base words does not change the spelling of the
base word: fished, fishing (fish).
• When a base word ends with a consonant and e, drop the final e before
adding -ed and -ing: hired, hiring (hire).
• When a base word ends with a vowel and a consonant, double the final
consonant before adding -ed or -ing: dropped, dropping (drop).
• When a base word ends in y, change y to i before adding -ed: tried (try).


A. Add the ending to each word to form a spelling word. Write the
spelling word on the line. Then read each word out loud.
1. renew + ing = renewing 9. drip + ing = dripping
2. deserve + ed = deserved 10. apply + ed = applied
3. skim + ed = skimmed 11. regret + ed = regretted
4. forbid + ing = forbidding 12. complicate + ed = complicated
5. amuse + ing = amusing 13. accept + ed = accepted
6. qualify + ed = qualified 14. rely + ed = relied
7. fascinate + ed = fascinated 15. threaten + ing = threatening
8. refer + ed = referred
B. Write the words on the lines in reverse alphabetical order. Alphabetize

them to the second letter. injured, easing, gnarled, jogging, envied
16. jogging 19. envied
17. injured 20. easing
18. gnarled

Name

reemerging
reemerge
Write discutir,
discusión, and
discutible (to
discuss, discussion, emerging
and debatable) on
the board. Place
discutir in a center
circle. Discusión and
emerges
discutible are
related. Many
English words are
related to each emerged emerge
other, too.
Write as many related words as you can on the notepad below. After you
finish, read each word out loud. Do any of the new endings change the
sound of the final t in detect? Which related word would change the /t/
to /sh/? Discuss with a partner. Use a dictionary to help you.
detect
detection
detective
detectable
undetected

Name
Read the clues. Complete the puzzle with your vocabulary words. Use the
letters in the boxes to solve the riddle. Use a dictionary if you need help.
spectacular situation debate debris
risk representatives union scarce
convention resolve committees proposal
1. difficult to get or find S C A R C E
2. to settle, explain, or solve R E S O L V E
3. something formed by joining two or more together U N I O N
4. plan or suggestion P R O P O S A L
C O N V E N T I O N

5. formal meeting for a special purpose
6. chance of loss or harm R I S K
7. condition or state of affairs S I T U A T I O N
8. people chosen to speak or act for others
R E P R E S E N T A T I V E S
9. groups of people chosen to do certain work C O M M I T T E E S
10. to argue or discuss D E B A T E
11. unusual and impressive S P E C T A C U L A R
12. scattered remains of something D E B R I S
Australia is the only continent in the world that does not have:
V O L C A N O E S
Grammar • Possessive Nouns
Name
• A possessive noun is a noun that shows who or what owns or has

something.
• Form a singular possessive noun by adding an apostrophe (’) and an
-s to a singular noun: the squirrel’s tail; Maria’s suitcase.
• A person’s name or a collective noun that ends in -s also has an
apostrophe (’) and an -s in the possessive form: Lucas’s bicycle; the
class’s final project.
Complete each sentence by writing the possessive form of the noun

in parentheses.
1. My (sister) paintings are being sold in a gallery. sister’s
2. We will attend the (show) opening tonight. show’s
3. An invitation arrived from the (gallery) owner. gallery’s

4. The paintings show scenes from our (family) history. family’s
5. My (mother) favorite is the portrait of my father. mother’s
6. (Dad) favorite shows Aunt Bess on a bicycle. Dad’s
7. (Aunt Bess) bicycle is painted many different colors. Aunt Bess’s
8. You can see the (paintbrush) strokes in the sky. paintbrush’s
9. Each (painting) price appears on a tiny card. painting’s
10. The (crowd) reaction has been quite positive so far. crowd’s
In your writer’s notebook, write a short passage about a special

event that you attended. Include five singular possessive nouns.
Try to include at least one collective noun. Check to make sure
that you use apostrophes correctly.

Grammar • Plural Possessive Nouns
Name
• A plural possessive noun is a plural noun that shows ownership.

• To form the possessive of a plural noun that ends in -s, add
an apostrophe: the athletes’ uniforms.
• To form the possessive of a plural noun that does not end in -s, add
an apostrophe and -s: the people’s hometown.
Stop the presses! These newspaper headlines need editing. Read each one and
correct the plural possessive noun. Write your answers on the lines.
Local Athlete Wins Womens’ Olympic Medal
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use. Photo credit: Nicemonkey/Alamy Stock Photo
Women’s
Three Authors Books Offer Clues for Lost Crown

Authors’
Ten Year’s Worth of Research Leads to New Medicine

Years’
Two Fishs Mission to Swim Upstream Fails

Fish’s
Reading/Writing Read the sentence from “The Fox and the Snail.” Circle
Connection the possessive noun. Then write a sentence using the
plural possessive form of the word you circled.
The snail crawled as quickly as he could onto the

fox’s bushy tail just as the fox yelled “Ten!” and set off
in a run.
Possible response: The flood destroyed the foxes’ home.

Grammar • Mechanics: Adding -s or -’s
Name
• When a singular noun ends in -s, show the possessive form by adding an
apostrophe and -s: the atlas’s index.
• The possessive form of a plural noun that ends in -s adds only an
apostrophe: the socks’ design. To form the possessive of a plural noun that
does not end in -s, add an apostrophe and -s: the oxen’s horns.
• Do not confuse plural nouns with possessive nouns.
Complete each sentence by writing the correct form of the noun in parentheses.
circus’s
1. They lined up near the (circus) main entrance.
classes’
2. The teachers purchased the two (class) tickets.
children’s
3. An usher pointed toward the (child) seats.
4. The (child) laughed when two clowns appeared. children

5. The pair of (clown) wore oversized clothes. clowns
6. The two (clown) costumes filled up with air. clowns’
7. One (clown) suit exploded with a burst of confetti. clown’s
8. Each (class) students laughed with delight. class’s
Imagine that you go to the circus with family and friends.

Writing Connection
Write three sentences about what you see there. Include
two plural nouns and two possessive plural nouns.
Answers will vary.
For the first activity, model the first two sentences to show the difference between
plural nouns and plural possessive nouns.

Name
• To form the possessive of a plural noun that ends in -s, add an apostrophe.
To form the possessive of a plural noun that does not end in -s, add an
apostrophe and -s.
• When a singular noun ends in -s, show the possessive form by adding an
apostrophe and -s. To form the possessive of a plural noun that does not
end in -s, add an apostrophe and -s.
Proofread the paragraph. On the lines below, correct mistakes in the formation
of possessive nouns or the use of apostrophes.
My classes debate team has had three straight COMMON ERRORS

loss’s. We started the season with two wins’ and a
Sometimes an apostrophe
tie. Three teachers’ at school offered to coach the
is included by mistake. If a
team. We listened to the teachers presentations at
plural noun does not have
our meeting yesterday. They will help us prepare for or own something, then it
next weeks match. The final three week’s scores will is not possessive and

determine the champions. I hope our class performs should not have an
better than the other five school’s teams. apostrophe.
My class’s debate team has had three straight losses. We started the
season with two wins and a tie. Three teachers at school offered to coach
the team. We listened to the teachers’ presentations at our meeting
yesterday. They will help us prepare for next week’s match. The final three
weeks’ scores will determine the champions. I hope our class performs
better than the other five schools’ teams.

Grammar • Test: Possessive Nouns
Name
A. Read the paragraphs. Then answer the questions.

(1) We have one week’s passes to the state fair. (2) One pass’s corner
was torn by accident. (3) I can’t make out the passes’ expiration dates.
(4) I doubt the passes are good for more than two weeks.
(5) Our school library owns three large atlases. (6) One atlas contains
mostly photographs. (7) That atlas’s cover shows Earth from outer space.
(8) The other atlases’ covers are maps of the world.
1. Which sentence in paragraph 2. Which sentence in paragraph 2

1 has a plural possessive noun? has a singular possessive noun?
A Sentence 1 F Sentence 5
B Sentence 2 G Sentence 6
C Sentence 3 H Sentence 7
D Sentence 4 J Sentence 8
(1) I am researching my familys history for my homework. (2) First,
I borrowed my grandparents’ photo albums. (3) Next, I sent e-mails to my

three cousins’ addresses. (4) Dad let me read parts of his father’s journal.
(5) He also told me some of Uncle Gus travel stories. (6) Mom had postcards
from Grandma’s home country. (7) With both my parents help, I created an
amazing report. (8) I can’t wait to hear all the other families stories!

A Change familys to family’s A Change Uncle Gus to Uncle Guses
B Change familys to families’ B Change Uncle Gus to Uncle Gus’
C Change familys to familys’ C Change Uncle Gus to Uncle Gus’s
D Make no change. D Make no change.

F Change cousins’ to cousin’s F Change parents to parent’s
G Change cousins’ to cousins’s G Change parents to parents’
H Change cousins’ to cousins H Change parents to parents’s
J Make no change. J Make no change.

Spelling • Contractions
Name
Fold back the paper 1. 1. you’ve

along the dotted
line. Use the blanks 2. 2. she’d
to write each word 3. 3. that’s
When you finish the 4. 4. what’s
test, unfold the
paper. Use the list 5. 5. doesn’t
at the right to 6. 6. there’s
mistakes. 7. 7. you’re
8. 8. wasn’t
Point out that 9. 9. we’ll

there are two
contractions in Spanish: 10. 10. we’ve
al and del. al is formed
from a + el, and del is
formed from de + el. In 11. 11. we’re
both cases, the e is
dropped. An apostrophe 12. 12. couldn’t
is not used in these

Spanish contractions.
13. 13. I’ve
14. 14. didn’t
15. 15. they’re
16. 16. shouldn’t
17. 17. wouldn’t
18. 18. he’d
19. 19. don’t
20. 20. isn’t
Review Words 21. 21. dripping
22. 22. applied
23. 23. diaries
Challenge Words 24. 24. won’t
25. 25. aren’t

Name
SPELLING TIP
Two words can be shortened to make one word.
These shortened words are called contractions. To know where to put
An apostrophe (‘) takes the place of the missing the apostrophe in a
letter or letters. contraction, ask
yourself where the
• Some contractions connect a verb (such as missing letters would
have, had, is, are, will) and the word not. go. In the contraction
Example: could not becomes couldn’t wouldn’t, the
apostrophe replaces
• Other contractions connect a pronoun (such
the o in not. Note: The
as she, he, they) and a verb.
contraction of will not,
Example: you will becomes you’ll won’t, is irregular.
Write the spelling words that are formed using the words listed below.
you’ve doesn’t we’ll I’ve wouldn’t

she’d there’s we’ve didn’t he’d

that’s you’re we’re they’re don’t
what’s wasn’t couldn’t shouldn’t isn’t
is 7. we’ve not
1. that’s 13. doesn’t
8. I’ve
2. what’s 14. wasn’t
will
3. there’s 15. couldn’t
9. we’ll
16. didn’t
would
are
4. she’d 17. shouldn’t
10. you’re
5. he’d 18. wouldn’t
11. we’re
19. don’t
have 12. they’re
6. you’ve 20. isn’t
Look through this week’s readings for two different contractions.

Write the sentences in your writer’s notebook.

Name
SPELLING TIP
Two words can be shortened to make one word,
which is called a contraction. An apostrophe (‘) To know where to put
takes the place of the missing letter or letters. the apostrophe in a
contraction, ask yourself
• Some contractions connect a verb (such as
where the missing letters
have, had, is, are, will) and the word not.
would go. In the
Example: could not becomes couldn’t contraction wouldn’t,
• Other contractions connect a pronoun (such the apostrophe replaces
as she, he, they) and a verb. the o in not. Note: The
Example: you will becomes you’ll contraction of will not,
won’t, is irregular.
Write the spelling words that are formed using the words listed below.
he’d doesn’t we’ll I’ve wouldn’t

she’d there’s we’ve didn’t you’ve

is 7. we’ve not
8. I’ve
will
9. we’ll
16. didn’t
would
are
10. you’re
11. we’re
19. don’t
have 12. they’re


Name
A. Write the spelling words that are formed using the words listed below.

is 7. we’ve not
8. I’ve
will
9. we’ll
16. didn’t
would
are
10. you’re

11. we’re
19. don’t
have 12. they’re
B. Compare the words we’ll and we’re. How are they alike? How are they
different?
Both words are contractions formed with the word we. We’ll is the
contraction for we will. We’re is the contraction for we are.


Name

A. Write the spelling word that is the opposite of each word or phrase below.
1. would wouldn’t 5. should shouldn’t
2. is isn’t 6. he would not he’d
3. did didn’t 7. you are not you’re
4. could couldn’t 8. they are not they’re

9. Molly said that she’d help me with my homework.
10. The old car doesn’t have good brakes.
11. I’ve tried my best to teach my dog to sit.
12. We’ll be on vacation next week.
13. That’s the biggest pumpkin I’ve ever seen!
14. I had to study, so I wasn’t at the game.
15. What’s the answer to the last question?
16. Brett and I are in the contest, and we’re winning!
17. Don’t touch that hot pan!
18. Did you say you’ve never seen the Grand Canyon?
19. The reporter said there’s a chance of rain today.
20. We can rest now that we’ve finished our work.

Name
Underline the six misspelled words in the paragraphs below. Some of

them are high-frequency words. Write the words correctly on the lines.
One day an old man decided hed make soup for dinner. He went out to
his garden to pull up some carrots. He pulled up two small carrots without
difficulty, but he had trouble with the third. It was huge and wouldn’t
come out of the ground. “Iv’e tried and tried,” the old man said. “This
carrot is’nt coming up!”
A chipmunk saw the old man struggling and offered to help. The old
man just laughed. A little chipmunk could’nt do much! But the chipmunk
didnt hesitate. It dug around the carrot to loosen it so the man could
pluck it from the ground. “You’re pretty smart!” said the old man. “Youv’e
shown that two can work better than one.”
1. he’d 4. couldn’t
2. I’ve 5. didn’t
3. isn’t 6. You’ve
Writing Connection
Write a passage for a folktale. It can be a new folktale or a
retelling of an old tale you know. Use at least four spelling
words in your writing.
Answers will vary.
Help students define difficult words, such as struggling and hesitate. Then help them find
the six misspelled words.

Name
Remember
A contraction is a shortened form of two words. An apostrophe ( ‘ ) takes
the place of the missing letter or letters.
• Some contractions connect a verb (such as have, had, is, are, will) and the
word not. For example: have not becomes haven’t; will not becomes won’t.
• Other contractions connect a pronoun (such as she, he, they) and a verb.
For example: they will becomes they’ll.

A. Combine the two words to make a contraction. Write the spelling

word on the line.

1. I + have = I’ve 9. should + not = shouldn’t
2. could + not = couldn’t 10. he + would = he’d
3. you + are = you’re 11. is + not = isn’t
4. was + not = wasn’t 12. we + are = we’re
5. we + will = we’ll 13. would + not = wouldn’t
6. they + are = they’re 14. we + have = we’ve
7. what + is = what’s 15. she + would = she’d
8. you + have = you’ve
B. Write these spelling words on the lines in alphabetical order. Alphabetize

them to the third letter. doesn’t, there’s, don’t, didn’t, that’s
16. didn’t 19. that’s
17. doesn’t 20. there’s
18. don’t

Vocabulary Strategy • Roots
Name
You can figure out the meaning of an unfamiliar word if you know what the
root means.
• The root geo means earth, soil, and ground.
• The word geography means the study of earth, soil, and ground.
• The root photo means light.
• The word photography means the process of making images using a
camera that directs the image onto a light-sensitive surface.
How many words can you make with the roots geo and photo? Use
COLLABORATE a dictionary to help you. Write your words in the houses. Compare
words with a partner. Possible responses provided.
geode geology photosynthesis photocopy
geometry geocentric photogenic telephoto
geophysics geologist photographic photographer
geo photo
Read the directions and model one geo word. Then have students work with partners
to complete the rest of the activity.

Vocabulary Strategy • Personification
Name
Read each passage. Underline the word or words that show personification.
Remember that personification is a kind of figurative language that gives human
abilities or feelings to nonhuman objects, animals, or ideas. Then write a
sentence about the mental picture you have of the thing described.
1. Long ago, a river wandered through a large forest.
I see the river curving and winding through the forest.
2. It offered its water freely to all who needed it.

I picture the river with hands that reach out to give water to those who
need it.
3. The more the animals drank, the more the water retreated.
I picture the river backing away from the animals.

4. The river hurried to fill the holes.
I can see the river with a bucket of water rushing to fill the holes.
5. Soon, mud was grabbing at the animals’ feet.
I can picture the mud sucking at the animals’ feet.

Grammar • Prepositional Phrases
Name
• A prepositional phrase is a group of words that tells more about

an important part of a sentence.
• A prepositional phrase begins with a preposition, such as about, during,
in, near, under, or with. It ends with a noun or pronoun: near the door.
• A prepositional phrase can function as an adjective or an adverb.
The dog with brown fur barked loudly. (adjective)
The dog barks at the park. (adverb)
Read each sentence. Underline each prepositional phrase and circle each
preposition.
1. The sun shone in the sky.

Give students
2. I hiked up the mountain. more examples of
prepositions: up, over,
across, from. Then
3. The view from the top was incredible. model the first sentence.
4. Hawks flew over the treetops.
5. I could see the lake in the distance.
6. Sailboats moved across the water.
7. A man with red hair joined me.
8. He told a story about a bear he had seen.
Write three sentences about something you see outside. Each

Writing Connection
sentence should include a prepositional phrase. Underline each
prepositional phrase and circle each preposition. Edit your work.
Answers will vary.

Grammar • Nouns in Prepositional Phrases
Name
• The object of a prepositional phrase is the noun or pronoun that follows

the preposition: over the ledge; by her.
• The most important word in a prepositional phrase is often the noun
or pronoun at the end: The key is under the doormat.
• When a prepositional phrase comes between the subject and a verb, the
verb should agree with the subject, not the object of a preposition.
Read each sentence. Underline each prepositional phrase and circle the object
of each preposition.
1. The new bakery opens in a week. To help students

find the object of
a preposition, explain
2. My father knows the owner of the store. that it answers a
where, whom, or what
question. For the first
3. They met during a talent contest. three sentences, you
can ask: The new
bakery opens when?

4. They both sang with musical groups. My father knows the
owner of what? They
met during what?
5. One of his friends won the top prize.
Reading/Writing Read the lines from “Blue Ribbon Dreams,” a poem about a
Connection
young horse. Underline two prepositional phrases and circle the
object of each preposition. Then write two more lines of
poetry. Include two prepositional phrases. Edit your work.
But I intend to demonstrate

That small things can be truly great.
So every morning, and again at night
I train Little Red with all my might.
Again, again, and yet again
I lead him all ‘round the pen.
Possible response: A little boy watches from the stands /
He holds a toy horse in his hands.

Grammar • Mechanics: Punctuating Titles and Letters
Name
• Use quotation marks around the title of a song, part of a book, or a short
story: The name of the first chapter is “The Quiet Skies.”
• Use italics or underlining with the title of a long work, such as a book or
newspaper. You can also use italics or underlining to show emphasis.
Have you ever read The Secret Garden?
My brother was the only person in class to get an A on the paper.
This is great news!
• Use commas after the greeting and closing in a friendly letter and in the
date and address. In a business letter, use a colon after the greeting.
Insert commas, quotation marks, or underlining where needed.
1. June 5, 2018
2. Dear Aunt Kay,

3. Thank you for sending me A Treasury of New Tales.
4. “The Haunted Window”is one of my favorite stories.
5. We also read the story“Race to the North”in school.
6. Have you ever read the novel A Light on the River?
7. It was a lot like the song“Catching the Sun” on page 45.
8. My mother gave me the book Suncatcher to read.
9. Believe it or not, Chapter 2 is called“Write to Your Relatives.”
10. Sincerely yours,

Possible answers: Students may decide to underline some words for
emphasis in 1-10, such as “Believe it or not.”
Write a short thank-you letter about a gift a relative gives you.

Include the title of a song or book, and make sure that one word
shows emphasis. Then edit your letter to make sure you used
quotation marks, underlining, and commas correctly.

Name
• Use quotation marks around the title of a song, short story, or part of a
book. Use italics or underlining with the title of a long work. Italics and
underlining may also be used for emphasis.
• Use commas after the greeting and closing in a friendly letter and in
dates and addresses. In a business letter, use a colon after the greeting.
• Appositives tell more about the nouns they follow. Use commas to set off
many appositives.
• Form a singular possessive noun by adding an apostrophe (’) and an
-s to a singular noun. A person’s name or a collective noun that ends in -s
also has an apostrophe (’) and an -s in the possessive form.
quotation marks, commas, colons, and underlining.
Dear Members of Bookends Middle City’s Book Club

Our groups next meeting will be on Friday November 15 2019. We had planned
to read Fields of Flowers Shawna Ross’ new book. Let’s focus on Chapter One
Planting the Seeds. We can then choose between “The Lonely Star” and “Ten New
Tales” for our December selection. The first story The Neighbors Dog takes place in
our town Middle City! This is a surprise!
With all best wishes
Dear Members of Bookends, Middle City’s Book Club:
Our group’s next meeting will be on Friday, November 15, 2019. We had
planned to read Fields of Flowers, Shawna Ross’s new book. Let’s focus on
Chapter One, “Planting the Seeds.” We can then choose between The Lonely
Star and Ten New Tales for our December selection. The first story, “The
Neighbor’s Dog,” takes place in our town, Middle City! This is a surprise!
With all best wishes,

Grammar • Test: Prepositional Phrases
Name
A. Read the paragraph. Then answer the questions.

(1) I wrote an article about the new club. (2) The editor of the
newspaper wanted to publish it. (3) We reviewed the article in her office.
(4) Her comments on the first paragraph were helpful. (5) I revised the
article on Saturday. (6) My friends from other states can read it online.
1. What is the prepositional 2. Which word in sentence 6 is

phrase in sentence 2? an object of a preposition?
A editor of the F friends
B of the newspaper G from
C the newspaper wanted H states
D to publish it J it
(1) The article about the club will appear in The Five Lakes Herald. (2)
Look for the article “New Club Forms in City.” (3) Another article, History
Lovers will feature an interview of the group. (4) After weeks of hard
work, I will finally have my first article published!
3. What is the correct way to write sentence 1?

A The article about the club will appear in, The Five Lakes Herald.
B The article about the club will appear in: The Five Lakes Herald.
C The article about the club will appear in “The Five Lakes Herald.”
D The article about the club will appear in The Five Lakes Herald.
4. What is the correct way to write sentence 3?

F Another article, “History Lovers” will feature an interview over the group.
G Another article, “History Lovers,” will feature an interview with the group.
H Another article “History Lovers” will feature an interview on the group.
J Another article: History Lovers, will feature an interview of the group.
5. What is the BEST way to show emphasis in sentence 4?

A After weeks of hard work, I will finally have my first article published!
B After weeks of hard work, I will finally have my first article published!
C After weeks of hard work, I will finally have my first article published!
D After weeks of hard work, I will finally have my first article published!

Spelling • Closed Syllables
Name
Fold back the paper 1. 1. dentist

along the dotted
line. Use the blanks 2. 2. jogger
to write each word 3. 3. fifteen
When you finish the 4. 4. flatter
test, unfold the
paper. Use the list 5. 5. submit
at the right to 6. 6. mustang
mistakes. 7. 7. absent
8. 8. hollow
9. 9. empire
10. 10. blizzard
11. 11. culture
12. 12. goggles

13. 13. summon
14. 14. excite
15. 15. kennel
16. 16. valley
17. 17. fragment
18. 18. gallop
19. 19. vulture
20. 20. pigment
Review Words 21. 21. won’t
22. 22. shouldn’t
23. 23. we’re
Challenge Words 24. 24. clammy
25. 25. hammock

Name
DECODING WORDS
A closed syllable is a syllable that ends in
one or more consonants and usually has a The word update has one
short vowel sound. When dividing a word closed syllable and one VCe
that starts with a closed syllable, look for the syllable. The syllables divide
consonants after the first short vowel sound. between the two consonants
• Words divided between a double p and d in the middle. Blend
consonant: run/ner, cot/ton, hap/pen the sounds in the syllables
together: /up/ /dāt/. Note: If
• Words divided between different the two consonants represent
consonants: thun/der, lap/top, tim/ber one sound (sh, ch, th), divide
Read these examples out loud. after the consonants:
wish/ful, lock/er.
Write the spelling words that contain the matching syllable pattern.
dentist submit empire summon fragment

jogger mustang blizzard excite gallop

fifteen absent culture kennel vulture
flatter hollow goggles valley pigment
words divided between 8. valley 14. absent

a double consonant gallop empire
9. 15.
1. jogger
words divided 16. culture
2. flatter
between different excite
hollow consonants 17.
3.
dentist fragment
blizzard 10. 18.
4.
fifteen vulture
goggles 11. 19.
5.
submit 20. pigment
summon 12.
6.
13. mustang
7. kennel
Look through this week’s readings for words with closed syllables.
Record them in your writer’s notebook. Draw a slash between the
syllables, and circle any VCe syllables. Then read the words aloud.

Name
DECODING WORDS
A closed syllable is a syllable that ends in
one or more consonants and usually has a The word update has one
short vowel sound. When dividing a word closed syllable and one VCe
that starts with a closed syllable, look for the syllable. The syllables divide
consonants after the first short vowel sound. between the two consonants
• Words divided between a double p and d in the middle. Blend
consonant: run/ner, cot/ton, hap/pen the sounds in the syllables
together: /up/ /dāt/. Note: If
• Words divided between different the two consonants represent
consonants: thun/der, lap/top, en/tire one sound (sh, ch, th), divide
Read these examples out loud. after the consonants:
wish/ful, lock/er.
Write the spelling words that contain the matching syllable pattern.
garden basket empire dinner fragment

jogger mustang blizzard checkers gallop

fifteen absent corner injure vulture
bottom arrow goggles valley clatter
words divided between 8. valley 13. basket

a double consonant mustang
9. gallop 14.
1. jogger
absent
bottom words divided after 15.
2. different consonants
16. empire
3. arrow 10. checkers
17. corner
4. blizzard words divided between
different consonants 18. injure
5. goggles
11. garden fragment
dinner 19.
6.
12. fifteen vulture
clatter 20.
7.

Name
A. Write the spelling words that contain the matching syllable pattern.
swerving muttered clammy summon fragment

jogger stubble suspend whinnied gallop
cinder whimper culture kennel vulture
flattery hollow stallion canyon pigment
words divided between words divided between

a double consonant different consonants
1. jogger 12. swerving
2. flattery 13. cinder
3. hollow 14. suspend
4. muttered 15. whimper
5. stallion 16. culture

6. summon 17. canyon
7. kennel 18. fragment
8. stubble 19. vulture
9. gallop 20. pigment
10. clammy
11. whinnied
B. Compare the words cinder and summon. How are they alike? How are
they different?
The first syllable in both words is a closed syllable. Both words are divided
between a pair of consonants in the middle. The word cinder is divided
between two different consonants, n and d. The word summon is divided
between two consonants that are the same, m and m.


Name
1. to call for summon 8. small wild horse mustang
2. eye protection goggles 9. hand in submit
3. color in paint pigment 10. place to board dogs kennel
4. bird of prey vulture 11. person who runs jogger
5. not present absent 12. one more than fourteen fifteen
dentist

6. tooth doctor
7. to praise or compliment flatter
13. All is to everything as piece is to fragment .
14. Wind is to gust as snowstorm is to blizzard .
15. First is to last as excite is to bore.
16. Empty is to full as hollow is to solid.
17. Kingdom is to empire as nation is to country.
18. Walk is to stroll as run is to gallop .
19. Low is to high as valley is to hill.
20. Custom is to tradition as culture is to society.
you answer a question. For example: All and everything are synonyms. What is a synonym of
fragment?

Name
When Edgar was young, he was a sports champion. He is now in his
60s, but he prides himself on staying in shape. Edgar is a daily joger. Each
morning you will see him stretch and galop out the front door to the valey.
1. jogger 2. gallop 3. valley
Last week, Edgar awoke to a howling blizard. It was fiveteen degrees

outside, and blowing snow made it impossible to see more than a few
feet. “I can’t let a little snow stop me!” Edgar said to himself. He got out
his cross-country skis, put on his gogles, and went for a trek around the
neighborhood.
4. blizzard 5. fifteen 6. goggles
Write a passage for a story about another determined person.

Writing Connection
Use at least four spelling words in your writing.
Answers will vary.
For the writing activity, help students with the word determined (motivated, driven to succeed).
Then have students write only three sentences using three of the spelling words.

Name
Remember
A closed syllable is a syllable that ends in one or more consonants and has a
short vowel sound. The word subject has two closed syllables: sub and ject.
The following words contain at least one closed syllable.
• Words divided by a double consonant: mam/mal, rot/ten, rab/bit.
• Words divided by different consonants: prob/lem, pic/nic, Mon/day.
Blend the sounds in the two closed syllables in picnic: /pik/ /nik/.

A. Fill in the missing letters of each word to form a spelling word. Then

write the word on the line. Draw a slash after the first closed syllable.
1. mu s t ang mus/tang 9. fra g m ent frag/ment
2. e m p ire em/pire 10. bli z z ard bliz/zard
3. vu l t ure vul/ture 11. va l l ey val/ley
4. de n t ist den/tist 12. pi g m ent pig/ment
5. e x c ite ex/cite 13. fla t t er flat/ter
6. a b s ent ab/sent 14. su m m on sum/mon
7. go g g les gog/gles 15. su b m it sub/mit
8. cu l t ure cul/ture

jogger, fifteen, hollow, gallop, kennel.
16. kennel 18. hollow 20. fifteen
17. jogger 19. gallop

Name

ambitiously
unambitious
ambitious
ambitiousness
ambition
Write as many related words as you can on the lines below. Use a
dictionary to help you. Possible responses provided.
satisfactory dissatisfied satisfying
satisfied satisfy
satisfaction
Write the cognates ambicioso, ambición, and ambiciosamente (ambitious, ambition, and
ambitiously) on the board. Then write the cognate satisfacción. Ask students if they know
any related Spanish words.

Vocabulary Strategy • Homographs
Name
Read each pair of passages from “Blue Ribbon Dreams.” Then, on the line below
each pair, give the two definitions of the homographs in bold. Homographs are
words that are spelled the same but have different meanings and may be
pronounced differently. Possible responses provided.
1. Trudging to the barn, feet like lead
I lead him all ’round the pen
a heavy metal; guide
2. County fair, I’m on my way!
Some folks, neither fair nor wise
an exhibition; impartial

3. By the entrance hangs a bit
As always, he entrances me
way to get in; captivates
4. Might judge us simply by our size
I train Little Red with all my might
could or may; strength and effort

Grammar • Action Verbs
Name
• A verb shows what the subject does or is. An action verb expresses action:
The girl builds a sand castle. The waves knock it down.
• Commonly misused verbs include lie/lay, sit/set, and rise/raise.
Lie, sit, and rise do not use a direct object. You lie down. You sit on the
chair. You rise in the morning.
Lay, set, and raise require a direct object. You lay a book on the table.
You set a glass down. You raise your hand.
Read each sentence. Write each verb on the line provided.
1. The farmer scatters seeds on the ground. scatters
2. The lazy dog raises his head. raises
3. He rises from the ground and barks. rises, barks

4. One child lays a stick in front of the dog. lays
5. The dog just sits and stares at it. sits, stares
Reading/Writing Read the excerpt from “A Reluctant Traveler.” Circle three

Connection
action verbs. Then write two sentences about an unusual
place you see. Include at least two action verbs.
“You know, that is pretty cool,” Paul admitted.
Around noon, they piled back into the car and

drove to the most unusual neighborhood Paul had
seen yet.
Answers will vary.

Grammar • Subject-Verb Agreement
Name
• A verb must agree with its subject: a singular subject takes a singular verb.
A plural subject takes a plural verb.
• Add -s or -es to most verbs in the present tense if the subject is singular.
The scientist looks through the microscope.
Raul’s father watches from the stands.
• A prepositional phrase that comes between a subject and a verb does not
affect subject-verb agreement: The box of toys collects dust. (singular verb)
• Collective nouns, such as class and government, describe a group of people
or things. They take a singular verb when they refer to the group as a whole.
The team trains every day.
A flock of birds flies over the river. (The prepositional phrase “of birds”
does not change the verb. The subject, flock, takes a singular verb.)
• If the subject is I, you, or plural, do not add -s to the verb.
I listen to music. You travel a lot. The club members meet after class.

Read each sentence. Write the correct present-tense form of the verb in
parentheses on the line.
1. The principal (wait) for the students on the stage. waits
2. She (announce) that the show will begin now. announces
3. The students (begin) to sing a song. begin
4. One student from the front rows (rush) onto the stage. rushes
5. He (raise) his hands above his head. raises
6. The audience (clap) along to the beat. claps
Write a short passage describing a performance. Include at least

one collective noun and one prepositional phrase. Edit and
proofread your work. Make sure that all subjects and verbs agree.

Grammar • Mechanics: Subject-Verb Agreement
Name
• A verb must agree with its subject.

If the subject is I or you, do not add -s or -es to the verb.
• If the subject is plural, the verb is plural. Do not add -s or -es to the verb.
• A compound subject with the conjunction and takes a plural verb.
Audrey and her sister play catch in the field.
• In compound sentences, each subject must agree with the verb that follows it.
My sisters practice basketball, and my little brother watches.
Read each sentence. Write the correct present-tense form of the verb in
parentheses on the line.
1. The firefighters put on their helmets, and the helicopter (lift) off the ground.
lifts
2. The helicopter (bring) gallons of water to the fire. brings
3. Flames (leap) up from the treetops. leap
4. The water (gush) out of two huge containers. gushes
fill
5. Steam and smoke (fill) the air.
Connect to Talk to a parent or another trusted adult about how

Community
firefighters help your community. Write a paragraph about
what you learn. Include one compound sentence. Then edit
your work for subject-verb agreement.
Answers will vary.

Name
• A verb must agree with its subject. In compound sentences, each subject
must agree with the verb that follows it.
If the subject is I or you, do not add -s or -es to the verb.
• A compound subject with the conjunction and takes a plural verb.
Proofread the paragraph. On the lines below, correct mistakes in subject-verb

agreement.
COMMON ERRORS
My brother take his bike to school. I needs to fix my
bike. The seat wobble on bumpy roads. The pedals slips A compound subject with
a lot, and the chain is loose. I tell my father about the the conjunction or takes a
singular verb when each
problems. He offer to help and get out his toolbox. Dad
noun is singular: Either
and I tightens many of the screws and bolts. I fills the
Mom or Dad rings the
tires with air, and Dad adjusts the chain. Now my
doorbell.
brother and I enjoys riding to school together.

My brother takes his bike to school. I need to fix my bike. The seat
wobbles on bumpy roads. The pedals slip a lot, and the chain is loose. I tell
my father about the problems. He offers to help and gets out his toolbox.
Dad and I tighten many of the screws and bolts. I fill the tires with air, and
Dad adjusts the chain. Now my brother and I enjoy riding to school together.

Grammar • Test: Action Verbs
Name
(1) The three surfers paddles out toward the waves. (2) A lifeguard
watch from his tall chair. (3) Along the shoreline, dozens of seagulls
searches for their next meal. (4) A young boy and his dog walks past the
lifeguard. (5) The dog chase the seagulls along the beach. (6) The flock of
birds fly away over the ocean.
1. What change needs to be 4. What change, if any, should be
made in sentence 1? made in sentence 4?
A Change surfers to surfer F Change boy to boys
B Change paddles to paddle G Change dog to dogs
C Change out to over H Change walks to walk
D Change waves to wave J Make no change

F A lifeguards watches from A The dog chase the seagulls along
his tall chair. the beaches.
G A lifeguard watch from his tall B The dog chases the seagulls along
chair. the beach.
H A lifeguard watch from his tall C The dogs chases the seagull along
chairs. the beach.
J A lifeguard watches from his tall D The dog chase them seagulls
chair. along the beach.
3. What change needs to be 6. What change, if any, should be

A Change shoreline to shorelines F Change flock to flocks
B Change seagulls to seagull G Change fly to flies
C Change searches to search H Change over to overs
D Change meal to meals J Change ocean to oceans

Spelling • Open Syllables
Name
Fold back the paper 1. 1. minus

along the dotted
line. Use the blanks 2. 2. loser
to write each word 3. 3. humor
When you finish the 4. 4. closet
test, unfold the
paper. Use the list 5. 5. recent
at the right to 6. 6. student
mistakes. 7. 7. equal
8. 8. profile
9. 9. local
10. 10. comet
11. 11. vacant
12. 12. punish

13. 13. cavern
14. 14. shiver
15. 15. decent
16. 16. linen
17. 17. legal
18. 18. panic
19. 19. smoky
20. 20. tyrant
Review Words 21. 21. valley
22. 22. fifteen
23. 23. culture
Challenge Words 24. 24. fatigue
25. 25. fugitive

Name
DECODING WORDS
Syllables can divide after the first vowel
(V/CV). These syllables, which end in The word motel has two
vowels, are called open syllables. In open syllables. The first
syllables, the vowel sound is usually long. syllable, mo, ends with
to/ken, ti/ny, si/lent the long o sound. It is an
Syllables can divide after the consonant open syllable. The second
that follows the first vowel (VC/V). These syllable, tel, ends with a
syllables, which end in consonants, are consonant and has a
called closed syllables. In closed syllables, short e sound. It is a
the vowel sound is usually short. riv/er, closed syllable. Blend the
sol/id, nov/el two syllables together:
/mō/ /tel/.
Write the spelling words that match each syllable pattern.
minus recent local cavern legal

loser student comet shiver panic
humor equal vacant decent smoky

closet profile punish linen tyrant
long vowel sound in first 8. vacant 14. closet

syllable
9. decent 15. comet
1. minus
10. legal 16. punish
2. humor
11. smoky 17. cavern
3. recent
12. tyrant 18. shiver
4. student
19. linen
5. equal short vowel sound in first
syllable 20. panic
6. profile
13. loser
7. local
a word sort in your writer’s notebook. Draw a slash (/) after each
open syllable. Then read the words aloud.

Name
DECODING WORDS
Syllables can divide after the first vowel
(V/CV). These syllables, which end in The word motel has two
vowels, are called open syllables. In open syllables. The first
syllables, the vowel sound is usually long. syllable, mo, ends with
to/ken, ti/ny, si/lent the long o sound. It is an
open syllable. The second
Syllables can divide after the consonant
syllable, tel, ends with a
that follows the first vowel (VC/V).
consonant and has a
These syllables, which end in consonants,
short e sound. It is a
are called closed syllables. In closed
closed syllable. Blend the
syllables, the vowel sound is usually short.
two syllables together: /
riv/er, sol/id, nov/el
mō/ /tel/.
Write the spelling words that match each syllable pattern.
minus camel local human decent

loser student comet shiver amaze
humor equal parade legal fancy
closet hero punish linen tyrant
long vowel sound in first 7. local 13. closet

syllable
8. legal 14. comet
1. minus
9. decent 15. punish
2. humor
10. tyrant 16. camel
3. human
17. shiver
4. student short vowel sound in first
syllable 18. linen
5. equal
11. parade
19. amaze
6. hero
12. loser
20. fancy

Name
A. Write the spelling words that match each syllable pattern.
relevant recent bayonets caverns biceps

separate utensil comet stamen panic
license vinyl vacant decent smoky
rehearse profile punished tirade tyrant
long vowel sound in first syllable 11. tirade

1. license
12. biceps
2. rehearse
13. smoky
3. recent
14. tirant
4. utensil
short vowel sound in first syllable
5. vinyl
15. relevant
6. profile
16. separate
7. bayonets
17. comet
8. vacant
18. punished
9. stamen
19. caverns
10. decent
20. panic
B. Compare the words profile and panic. How are they alike? How are
they different?
Both words begin with p and have two syllables. In profile, the first vowel is
long and the first syllable ends after the long vowel. In panic, the first vowel
is short and the first syllable ends after the n.

Name

A. Write the spelling word that is the opposite of each word below.
1. reward punish 5. clear smoky
2. national local 6. teacher student
3. full vacant 7. disgraceful decent
4. outdated recent 8. calm panic

9. We keep our umbrellas in the hall closet .

10. Is it legal to park on the street overnight?
11. My younger brother has a childish sense of humor .
12. Kim turned to the side so we could see her profile .
13. She came in third, but she didn’t feel like a loser .
14. It was cold and damp in the underground cavern .
15. He acts like a tyrant when he wants to get his way.
16. The icy winter wind made Jason shiver .
17. How much is ninety minus forty-five?
18. You can see the bright comet in the sky at night.
19. Her blouse is made of the finest linen .
20. How many ounces are equal to one pound?
Allow students to use a dictionary to help them find the meanings of more difficult words, such
as tyrant, vacant, shiver, and profile. Or, write some cognates on the board: tirano (tyrant),
vacante (vacant), perfil (profile), lino (linen), decente (decent).

Name
Miles loved working with animals. When a part-time job opened up at
a locale vet clinic, he applied for it. He had read a rescent story about the
clinic owner, Dr. Susan Hoffman. Dr. Hoffman sounded like a desant person
who offered animal care at prices that everyone could afford.
1. local 2. recent 3. decent
Dr. Hoffman knew that Miles was a stoodent who needed time for
homework and soccer practice. She didn’t act like a tirant by demanding
that he work long hours. And she had a good sense of huemor. It was the
perfect job for Miles!
4. student 5. tyrant 6. humor
Writing Connection
Write a passage for a story about a student who works at
another part-time job. Use at least four spelling words in your
writing.
Answers will vary.
For the writing activity, have students write only two sentences using
two of the spelling words.

Name
Remember
• Open syllables divide after the first vowel (V/CV). These syllables end in a
vowel and usually have a long vowel sound: pho/to, sa/fer, ru/ler.
• Closed syllables divide after the consonant that follows the first vowel
(VC/V). These syllables end in a consonant and usually have a short vowel
sound: pal/ace, cab/in, sal/ad. Read these words aloud.

A. Write the missing letters to form a spelling word. Write the word on the line.
Then draw a slash to divide the syllables in each word. Read the words aloud.

1. c o m et com/et 9. l e g al le/gal
2. h u m or hu/mor 10. r e c ent re/cent
3. c a v ern cav/ern 11. e q ual e/qual
4. pr o f ile pro/file 12. p u n ish pun/ish
5. p a n ic pan/ic 13. t y r ant ty/rant
6. m i n us mi/nus 14. v a c ant va/cant
7. d e c ent de/cent 15. st u d ent stu/dent
8. cl o s et clos/et 16. l i n en lin/en

them to the third letter. local, smoky, shiver, loser
local shiver
17. 19.
18. loser 20. smoky

Name

appreciable
appreciated
appreciation
appreciate
appreciative
appreciatively appreciates
Add balloons to the banner to write as many related words as you can.
Use a print or digital dictionary to help you. In your writer’s notebook,
use each word in a sentence. Possible responses provided.
congratulating
congratulated
congratulations congratulates
congratulate
Write contradecir and contradicción (to contradict, contradiction) on the board. Place
contradecir in a center circle. Contradicción is related to the word contradecir. Many English
words are related to each other.

Name
Slam Dunk! Match the definitions on the left with the vocabulary words
on the right. Use a dictionary to help you if you get stuck.
1. satisfaction a plan or suggestion
2. prosper payments received

for work done
3. shuddered
having high goals
4. wages trembled from fear or cold
5. ambitious discovered or noticed
have enough money to pay

6. profit
for something
7. gratitude pleased feeling when you

accomplish something
8. previous learned by heart
9. afford do well and become

successful
10. proposal before or earlier
amount of money left after

11. detected business costs are paid
12. memorized feeling of thankfulness

Grammar • Verb Tenses
Name
• The tense of a verb tells when an action takes place.

• A present-tense verb tells what is happening now. To form the present
tense of most verbs in the third person singular, add -s: draws. Add -es to
verbs that end in s, ss, ch, sh, x, or zz: wishes, misses. If a verb ends with a
consonant and the letter y, change y to i before adding -es: tries.
• The present progressive tense shows action that is continuing over time.
To form the present progressive, use the verb be plus a present participle.
Adding -ing to a verb creates a present participle.
Malik is trying. We are playing hockey.
Read each sentence. Choose the correct form of the verb to complete the
sentence. Write it on the line.
1. My mother (carrys, carries) boxes to the attic. carries
asks
2. She (asking, asks) me to help her.
3. She is (trying, tries) to lift a heavy carton. trying
4. Each one of us (grabs, grab) one end. grabs
5. We are (climb, climbing) the stairs when the box breaks. climbing
6. Books (tumble, tumbling) down the stairs. tumble
7. Mom (watchs, watches) them fall around us. watches
8. She and I are (picks, picking) them up carefully. picking
In your writer’s notebook, write a short passage about helping

someone. Include at least two present-tense verbs and two present
participles. Remember the rules for forming verbs in the present tense.

Grammar • Past and Future Tenses
Name
• Past-tense verbs tell about actions in the past. Add -ed to most verbs to
show past tense: looked. If a verb ends in e, drop the e and add -ed: liked.
If a verb ends in a vowel and consonant, double the consonant and add
-ed: slipped. If it ends in a consonant + y, change y to i and add -ed: fried.
• Future-tense verbs are formed with the helping verb will: He will stop.
• The past progressive and future progressive tenses use present
participles to show action that was or will be continuing.
She was helping. My friend will be attending.
Read each sentence. Underline each complete verb. Then write whether the
tense is present, past, or future on the line. If desired, students can also be
instructed to identify progressive tenses.
future
1. Our class will visit the museum next week.
present (progressive)
2. I am making a list of interesting exhibits.

3. One display shows historical inventions. present
4. Several devices provided light and heat. past
5. My classmates and I will be asking many questions. future (progressive)
Reading/Writing Read the excerpt from “A Reluctant Traveler.” Look for the
Connection past progressive tense. Underline the helping verb and present
participle in that sentence. Then write a sentence about a
sunset using the past progressive tense.
Paul never realized how surrounded by water New

York was. Many hours later, as the plane was landing
in Buenos Aires, Paul noticed similar outlines of a city
on the water, and bright lights, just like home.
Possible response: The sun was setting on the horizon.

Grammar • Mechanics: Avoid Shifting Tenses
Name
• When talking or writing about the past, present, or future, always use
the correct verb tense.
• Take care not to mix verb tenses when describing the same incident.
Monique will look in the bushes, and Andre will check the grass.
Rewrite each sentence so that the second verb matches the tense of the first
verb in the sentence.
1. The milk spills and poured off the edge of the table.
The milk spills and pours off the edge of the table.
2. The cat raced over and licks it up.
The cat raced over and licked it up.
3. The dog will come in and chases the cat.

The dog will come in and will chase the cat.

4. I find a mop and cleaned up the puddle.
I find a mop and clean up the puddle.

5. Dad will return soon, and the floor shines.
Dad will return soon, and the floor will shine.
Write a paragraph about an accident that you or someone you

Writing Connection
know had. Describe the event using action verbs. Make sure to
avoid shifting verb tenses.
Answers will vary.
Simplify the writing activity so that students write only two sentences.

Name
• Take care not to mix verb tenses when describing the same incident.
• To form the present tense of most verbs in the third-person singular, add
-s. Add -es to verbs that end in s, ss, ch, sh, x, or zz. If a verb ends with a
consonant and the letter y, change y to i before adding -es.
• Add -ed to most verbs to show past tense. If a verb ends in e, drop the e,
then add -ed. If a verb ends in a vowel and consonant, double the
consonant and add -ed. If it ends in a consonant and y, change y to i and
add -ed.
• Future-tense verbs are formed with the helping verb will.
Proofread the paragraph. On the lines below, correct mistakes in spelling and
verb tenses.
Sundale School will celebrates its tenth anniversary next year. At yesterday’s
assembly, the principal asks students for ideas. I will raise my hand and suggest a
play. Beginning next week, students writing scenes from the school’s history. At first,

the founders of the school expect little interest in their plans. They were worry
about the costs. I hoping to play the part of a founder. The school mean a great
deal to me.
Sundale School will celebrate its tenth anniversary next year. At
yesterday’s assembly, the principal asked students for ideas. I raised my
hand and suggested a play. Beginning next week, students will write (or will
be writing) scenes from the school’s history. At first, the founders of the
school expected little interest in their plans. They were worried (or worrying)
about the costs. I hope (or am hoping) to play the part of a founder. The
school means a great deal to me.

Grammar • Test: Verb Tenses
Name
(1) The two sisters boarding a train in Italy. (2) They were traveled to the
coast of Spain. (3) Their parents will join them next week. (4) Yesterday,
the girls send an e-mail to their parents telling them about a museum they
visited. (5) After reading the e-mail, their parents shares the photos with
their friends.
(6) The train shuddered and pull out of the station. (7) I talked and
shared stories with my cousin. (8) I last saw her two years ago! (9) We
took silly pictures of ourselves and laugh for hours and hours.
1. In order to write sentence 1 in 4. What change needs to be
the past tense, what change made in sentence 5?
needs to be made? F Change shares to shared
A Change boarding to will board G Change shares to sharing
B Change boarding to board H Change reading to reads
C Change boarding to boarded J Change their to they’re
D Change boarding to are boarding
2. What is the correct way to made to sentence 6 or 7?

write sentence 2 in the past A Change pull to pulled in sentence 6
progressive tense?
B Change talked to talk in sentence 7
F They were travels to the coast
C Change shared to share in
of Spain.
sentence 7
G They were travelers to the coast
D Make no change
of Spain.
H They were traveling to the coast 6. What change, if any, should be
of Spain. made to sentence 8 or 9?
J They traveling to the coast of F Change saw to seen in sentence 8
Spain. G Change took to take in sentence 9
3. What change, if any, should be H Change laugh to laughed in
made to sentence 3 or 4? sentence 9
A Change will join to joined in J Make no change
sentence 3
B Change send to sent in sentence 4
C Change telling to told in sentence 4
D Make no change

Spelling • Open Syllables (V/V)
Name
Fold back the paper 1. 1. video

along the dotted
line. Use the blanks 2. 2. poet
to write each word
3. 3. riot
When you finish the 4. 4. piano
test, unfold the
paper. Use the list 5. 5. diary
at the right to
6. 6. radio
mistakes. 7. 7. ideas
8. 8. ruin
9. 9. diet
10. 10. patriot
11. 11. fluid
12. 12. rodeo

13. 13. cruel
14. 14. genuine
15. 15. casual
16. 16. trial
17. 17. fuel
18. 18. meteor
19. 19. diameter
20. 20. meander
Review Words 21. 21. recent
22. 22. closet
23. 23. minus
Challenge Words 24. 24. situation
25. 25. variety

Name
DECODING WORDS
When two vowels together make two different
sounds, they divide into separate syllables. Words In the word duet, the
such as duet and patio have this V/V syllable first syllable, du, is open.
pattern. These words have an open syllable It has a long u sound.
followed by a syllable that starts with a vowel. The second syllable, et,
is closed. It has a short e
In duet, the V/V pattern divides the two vowels vowel sound. Blend the
as follows: du/et. In patio, the V/V pattern two syllables together:
divides the vowels io: pa/ti/o. /dü/ /et/.
Write the spelling words that contain the matching V/V pattern.
video diary diet cruel fuel

poet radio patriot genuine meteor
riot ideas fluid casual diameter
piano ruin rodeo trial meander
ea 8. trial ua
1. ideas 15. casual
9. diameter
2. meander
ue
ie
16. cruel
eo 10. diet
3. video fuel
17.
rodeo io
4.
11. riot ui
5. meteor 18. ruin
12. radio
19. fluid
ia patriot
13.
6. piano
20. genuine
diary oe
7.
14. poet
Look through this week’s readings for words with a V/V syllable
division pattern. Record them in your writer’s notebook. Draw a
slash (/) to indicate the V/V pattern. Then read the words aloud.

Name
DECODING WORDS
When two vowels together make two different
sounds, they divide into separate syllables. Words In the word duet, the
such as duet and patio have this V/V syllable first syllable, du, is
pattern. These words have an open syllable open. It has a long u
followed by a syllable that starts with a vowel. sound. The second
syllable, et, is closed.
In duet, the V/V pattern divides the two vowels
It has a short e vowel
as follows: du/et. In patio, the V/V pattern
sound. Blend the two
divides the vowels io: pa/ti/o.
syllables together:
/dü/ /et/.
Write the spelling words that contain the matching V/V pattern.

poet radio giant lion science
riot ideas dial casual quiet

piano ruin rodeo trial prior
ea 8. dial oe
1. ideas 16. poet
ie
eo 9. diet ua
2. video casual
science 17.
10.
3. rodeo
11. quiet ue
18. cruel
ia
piano io
4. fuel
12. riot 19.
5. diary
13. radio ui
6. trial ruin
14. lion 20.
7. giant
15. prior

Name
A. Write the spelling words that contain the matching V/V pattern.
dialect calcium glorious cruelly variety

grueling pioneers patriot genuine meteor
riot ideas fluidity casual diameter
radiance ruined evaluate trials meander
ea ie ua
1. ideas 8. variety 14. casual
2. meander 15. evaluate

iu
9. calcium
eo ue
3. meteor grueling
io 16.
10. riot
ia 17. cruelly
4. dialect pioneers
11.
ui
5. radiance 12. glorious
18. ruined
6. trials 13. patriot fluidity

19.
7. diameter genuine
20.
B. Read each word. Draw a slash (/) between the two vowels that form
the V/V pattern. Then write the sound of the first vowel in the
pattern.
“e” has a long sound
1. meander
“u” has a long sound
2. genuine

Name


1. rock in space meteor 7. supporter of one’s country
patriot
2. poetry writer poet
diet 8. musical instrument with keys

3. usual food piano
4. court case trial
9. Western competition
5. distance across center of a circle rodeo
diameter
10. material burned for heat or power
6. device on which music is heard fuel

radio

11. Schedule is to timetable as journal is to diary .
12. Party is to celebration as uprising is to riot .
13. Mend is to repair as wreck is to ruin .
14. Loose is to tight as casual is to formal.
15. Mist is to fog as fluid is to liquid.
16. Sprint is to run as meander is to wander.
17. False is to genuine as phony is to real.
18. Thoughts is to ideas as behavior is to actions.
19. Heartless is to caring as cruel is to kind.
20. Car is to automobile as video is to movie.
you answer the first question.

Name
Underline the six misspelled words in the paragraphs below. Using the
V/V patterns you learned, write the words correctly on the lines.
We walked along a river that flowed with a sparkling green flued. Soft
music filled the air, even though there wasn’t a radeo around for miles. A
red moon rose above the horizon, and a bright metear flashed by in the sky.
fluid radio meteor
1. 2. 3.
We needed a fire for warmth, but we had no fuil to burn. The trees
around us were huge—at least 50 feet in diometer. It would be impossible
to cut them. I looked at my friends. “Any idias?” I asked.
fuel diameter ideas
4. 5. 6.
Writing Connection
Write a passage that includes an unusual setting. Select a
genre, such as a fantasy story or a narrative poem. Brainstorm
ideas in your writer’s notebook to plan your particular topic.
Answers will vary.
Simplify the writing activity. Have students write two sentences that continue the story in the
paragraphs above.

Name
Remember
Words such as chaos and cereal have a V/V syllable pattern. These words
have an open syllable (a syllable that ends in a vowel) followed by a syllable
that starts with a vowel.
• In chaos, the V/V patterns divides the two vowels as follows: cha/os.
• In cereal, the V/V pattern comes in the second and third syllables: ce/re/al.
Read the words out loud. Listen to the syllable division between the vowels.

A. Fill in the missing letters to form a spelling word. Then write the spelling word.

1. cas u a l casual 9. fl u i d fluid
2. p o e t poet 10. d i a ry diary
3. rad i o radio 11. id e a s ideas
4. d i a meter diameter 12. patr i o t patriot
5. vid e o video 13. f u e l fuel
6. p i a no piano 14. d i e t diet
7. cr u e l cruel 15. tr i a I trial
8. gen u i ne genuine
B. Write these spelling words on the lines in reverse alphabetical order: riot,
meteor, rodeo, meander, ruin.
16. ruin 18. riot 20. meander
17. rodeo 19. meteor

Vocabulary Strategy • Adages
Name
An adage is a short, often old, saying that expresses a common observation

or piece of wisdom. Two popular adages are “Don’t judge a book by its
cover” (don’t judge something based on its appearances), and “Slow and
steady wins the race” (don’t give up when working toward a goal).
You can figure out the meaning of an adage by looking at the surrounding
words and sentences.
Read each passage below. Underline the context clues that help you
determine the meaning of each adage in bold. Then write the meaning in
your own words on the lines provided.
As Brody crossed the finish line, he Even though things might appear
knew his mom had been right—every dark and upsetting, good can
cloud has a silver lining. Losing last
year’s race had upset him, but it also come of it, even if you can’t see
made him train harder for

this year’s race. As a result it right away.
of his hard work, he won first place.
Preteach the adages “Every cloud has

a silver lining” and “It’s better to be
safe than sorry.” Provide context for ELL
students to understand how they are used
in conversation and what they mean.
As I was running out the door, my dad

told me to grab my umbrella in case it It’s better to be prepared than
rained. I looked outside. It was cloudy,
so I grabbed it and put it in my unprepared!
backpack just in case. After all,
my dad always says that it’s better
to be safe than sorry!
Write a short passage in your writer’s notebook using one of the

adages from the activity above.

Name
Read each passage from “Potluck or Potlatch?” Underline the context

clues that help you figure out the meaning of each word in bold. Look for
clues within or beyond the sentence that have a cause-and-effect
relationship with the word. Then tell what the word means.
1. Mrs. Wright placed a warm hand on Alex’s shoulder, which made him feel
a little less nervous.
uncomfortable, worried
2. “What a lovely thought,” she said. “I think there may have been a
miscommunication, though. We’re having a potlatch today, not a potluck.”
mistake
3. Alex still looked confused, so Wakiash explained that the Kwakiutl people

believe that wealth should be shared.
puzzled
4. The feast was delicious, and Alex was having so much fun that he lost
track of time. As he helped himself to a second brownie, he was startled
to see his mother at the front door because he felt as if she had just
dropped him off.
surprised

Grammar • Main and Helping Verbs
Name
• The main verb shows what the subject does or is.

• A helping verb helps the main verb show an action or make a statement.
Some helping verbs include has, had, have, am, is, are, was, and were.
A storm is coming.
• Sentences can be in the active or passive voice. In the active voice, the
subject is doing something. In the passive voice, the subject is the object
of an action.
Janelle ate the pasta. (active)
The pasta was eaten by Janelle. (passive)
Read each sentence. Underline each main verb and circle each helping verb.
Then write on the line whether the sentence is in the active voice or passive
voice.
1. I am helping my sister with her science project. active voice

2. She had decided on a model of the solar system. active voice
3. I was comparing the sizes of the planets on a diagram. active voice
4. The diagram was printed in an encyclopedia. passive voice
5. Our parents have suggested some other sources. active voice
6. Some Web sites were mentioned by her teacher. passive voice
passive voice
7. A great deal of work was required on the model.
8. My sister was awarded an “A” for the project. passive voice
In your writer’s notebook, write instructions for a plan you have to

complete a school assignment or project. Include at least four helping
verbs. After each sentence, write whether it is active or passive voice.
Read the instructions to a partner, and then ask your classmate to
restate them.

Grammar • Participles and Perfect Tenses
Name
• The progressive tenses take a form of the verb be and a present

participle: I am cooking. (present progressive) My daughter was waiting.
(past progressive) They will be arriving. (future progressive)
• Past participles for regular verbs take the same form as the past tense:
worked, stayed. Irregular verbs have irregular past participles: eaten,
brought, sung.
• The three perfect tenses (present, past, future) use a form of the verb have
and the past participle to show a completed action.
She has practiced. She had practiced. She will have practiced.
Read each sentence. Underline the complete verb and circle each participle.
Write the tense of the complete verb on the line.
1. We have selected a terrier for our next pet. present perfect
2. Our parents are assigning jobs for each of us. present progressive

3. I had requested meal preparations. past perfect
4. My sister was hoping for evening walks. past progressive
5. The puppy will be arriving tomorrow morning. future progressive
6. As of tomorrow, we will have planned for this for a full month. future perfect
Reading/Writing Read the sentence from “Gulf Spill Superheroes.” It uses the
Connection
present perfect tense. Underline the complete verb and circle the
participle. Then write two sentences about a plan you have.
Include two perfect tenses. Edit and proofread your work.
As we have seen, the Deepwater Horizon accident required

heroic efforts of all kinds.
Answers will vary.

Grammar • Mechanics: Helping Verbs; Contractions; Troublesome Words
Name
• Special helping verbs express possibility or obligation. They include can,

may, and must: I may join you later.
• A contraction is a shortened form of two words. It can be formed from a
helping verb and the word not or from a pronoun and a verb: aren’t, can’t,
she’s, they’re. An apostrophe (’) indicates the missing letter or letters.
• Avoid confusing its with it’s and your with you’re. Its and your are used to
show possession.
Rewrite each sentence, forming a contraction from the two separate words in
each one.
Simplify the writing
1. He had been wandering the forest for months now. activity so that
students write only
two sentences.
He’d been wandering the forest for months now.
2. The members of his expedition had not been able to find him.
The members of his expedition hadn’t been able to find him.
3. They cannot be certain, but a new clue may lead them to him.
They can’t be certain, but a new clue may lead them to him.
4. He has been sending up smoke signals from the top of a hill.
He’s been sending up smoke signals from the top of a hill.
Writing Connection
Write a paragraph about a problem that needs to be solved.
Include two contractions. Be sure to use apostrophes correctly.
Answers will vary.

Name
• The three progressive tenses take a form of the verb be and a present
participle to show a continuing action.
• The three perfect tenses (present, past, future) use a form of the verb
have and the past participle to show a completed action.
• A contraction is a shortened form of two words. It can be formed from a
helping verb and the word not or from a pronoun and a verb. An
apostrophe (’) indicates the missing letter or letters.
Proofread the paragraph. On the lines below, correct mistakes in spelling, verb
tenses, and contractions. Look out for misspelled high-frequency words.
A crowd was form outside the courtroom an our COMMON ERRORS

ago. Some people hadnt picked up the morning
paper yet. Others wer’nt paying attention when the The high-frequency words
results were displayd on the television screen. The they’re, their, and there are
jury did’nt take long to reach they’re verdict. Even often confused because they

though the trial had lasting too months, they had sound the same. Remember:
decideed quickly. In a moment, we hear what they they’re is a contraction for
have to say. We ar’not expect any surprises. they are, whereas their shows
possession. There describes a
location or idea.
A crowd was forming outside the courtroom an hour ago. Some
people hadn’t picked up the morning paper yet. Others weren’t paying
attention when the results were displayed on the television screen. The jury
didn’t take long to reach their verdict. Even though the trial had lasted two
months, they had decided quickly. In a moment, we will hear what they have
to say. We aren’t expecting any surprises.
Point out the errors in the paragraph. Then let students correct them.

Grammar • Test: Main and Helping Verbs
Name
Read the selection and look for any corrections that need to be made.
(1) My brother have wanted a room of his own for years. (2) Our
parents had contacting a builder last month. (3) They is setting aside
money for the new construction. (4) The contractors will beginning the
renovation in April. (5) They are not expecting the work to take very long.
(6) My brother is’nt been this excited about anything in years!
1. What is the correct way to 4. How does sentence 4 need to

write sentence 1? be changed?
A My brother has wanted a room of F Change will to is
his own for years. G Change will to has
B My brother has wanting a room of H Change beginning to begin
his own for years.
J Change beginning to began
C My brother is wanting a room of
his own for years. 5. What is the correct way to
D My brother have wanted a room write sentence 5?
of his own for years. A They is not expecting the work to
take very long.

2. How does sentence 2 need to
B They are not expected the work to
be changed?
take very long.
F Change had to have
C They is not expected the work to
G Change had to haven’t take very long.
H Change contacting to contacted D Sentence 5 is written correctly.
J Change contacting to contact
3. What is the correct way to be changed?
write sentence 3? F Change is’nt to isn’t
A They was setting aside money for G Change is’nt to hasn’t
the new construction.
H Change excited to exciting
B They are setting aside money for
J Change excited to excite
the new construction.
C They is setted aside money for the
new construction.
D They has set aside money for the
new construction.

Spelling • Vowel Team Syllables
Name
Fold back the paper 1. 1. footprint

along the dotted
line. Use the blanks 2. 2. fairground
to write each word 3. 3. although
When you finish the 4. 4. laughter
test, unfold the
paper. Use the list 5. 5. appoint
at the right to 6. 6. coastal
mistakes. 7. 7. bleachers
8. 8. grownup
9. 9. encounter
10. 10. grouchy
11. 11. flawless
12. 12. lawyer

13. 13. entertain
14. 14. applause
15. 15. faucet
16. 16. caution
17. 17. boundary
18. 18. doubting
19. 19. southern
20. 20. roughness
Review Words 21. 21. poet
22. 22. radio
23. 23. fuel
Challenge Words 24. 24. nowadays
25. 25. distraught

Name
DECODING WORDS
When a vowel sound is spelled with more
than one letter, the syllable is called a vowel Eighteen has two vowel
team syllable. Two, three, or four letters can team spellings—eigh and
work together to form a single vowel sound: ee. Vowel team spellings,
sound, spoon, frighten, sleigh, rainbow. like the digraph ee, must
stay in the same syllable.
In frighten, three letters form one sound, /ī/.
Blend the syllables
Two letters that form one sound, such as ou
together: eigh-teen,
in found, are called digraphs.
/ā/ /tēn/.
Write the spelling words that contain the matching vowel team pattern.
footprint appoint encounter entertain boundary

fairground coastal grouchy applause doubting
although bleachers flawless faucet southern
laughter grownup lawyer caution roughness
ai ea 13. encounter
1. entertain 8. bleachers
14. grouchy
au oa boundary
15.
2. laughter 9. coastal
16. doubting
3. applause oi
17. southern
faucet 10. appoint
4.
18. roughness
5. caution oo
footprint 19. fairground
11.
aw
flawless ow
6. ou
20. grownup
lawyer 12. although
7.
Look through this week’s readings for more words to sort. Record
the words in your writer’s notebook. Circle the vowel team
syllables that are digraphs. Then read your list to a partner.

Name
DECODING WORDS
When a vowel sound is spelled with more
than one letter, the syllable is called a vowel Eighteen has two vowel
team syllable. Two, three, or four letters can team spellings—eigh and
work together to form a single vowel sound: ee. Vowel team spellings,
sound, spoon, frighten, sleigh, rainbow. like the digraph ee, must
stay in the same syllable.
In frighten, three letters form one sound, /ī/.
Blend the syllables
Two letters that form one sound, such as ou
together: eigh-teen, /ā/
in found, are called digraphs.
/tēn/.
Write the spelling words that contain the matching vowel team pattern.
footprint appoint counter entertain caution

fairground coastal grouchy applause boundary
although bleachers flawless faucet doubting
August grownup lawyer laundry southern

ai 8. lawyer ou
1. entertain 13. although
ea
au 9. bleachers 14. counter
2. August grouchy
oa 15.
3. applause 10. coastal boundary
16.
4. faucet oi doubting
17.
11. appoint
5. laundry southern
18.
6. caution oo fairground
footprint 19.
12.
aw ow
7. flawless grownup
20.

Name
A. Write the spelling words that contain the matching vowel team pattern.
footprint appoint encounter lawyer boundary

fairground laughter bountiful entertainment applause
although bleachers doubting causeway southern
allowance faucet flawlessly caution roughness
ai 8. lawyer 14. bountiful
1. entertainment ea 15. boundary
au 9. bleachers 16. doubting
2. laughter oi 17. southern
3. applause 10. appoint 18. roughness
4. faucet oo 19. fairground

5. causeway 11. footprint ow
6. caution 20. allowance

ou
aw 12. although
7. flawlessly 13. encounter
B. Compare the words although and southern. How are they alike? How
are they different?
Both words have the vowel team pattern “ou.” In although, the syllable has a
long o sound. In southern, the pattern has a short u vowel sound.

Name


1. perfect flawless 7. clapping applause
2. to amuse entertain 8. adult grownup
3. a nozzle faucet 9. carefulness caution
4. a type of seating bleachers 10. to select appoint
5. an unexpected meeting 11. an attorney lawyer
encounter 12. a border boundary

6. grumpy grouchy

13. Who left that muddy footprint on the rug?
14. Many beach lovers come to our coastal town.
15. I am doubting the truth of his exaggerated story.
16. I do not like the roughness of corduroy fabric.
17. The sound of the child’s laughter made me smile.
18. Do palm trees grow in the southern part of your state?
19. There are many exciting rides at the fairground .
20. Although I was tired, I still helped Dad clean the garage.
Help students with some of the more challenging definitions and context clues, such as amuse,
nozzle, attorney, corduroy, and exaggerated.

Name
Underline the misspelled words in the paragraphs. Using your knowledge

of vowel teams and digraphs, write the words correctly on the lines.
Each October, storytellers gather in the suthern state of Tennessee for
the National Storytelling Festival. The storytellers entertane audiences in
giant tents set up in downtown Jonesborough. If you attend, you will
encownter some of the best storytellers in the country.
1. southern 2. entertain 3. encounter
Storytellers at the festival are experts in the craft. Tales are told with
flauless precision. You can expect plenty of laghter and applawse as
delighted audiences enjoy the best storytellers in the land.
4. flawless 5. laughter 6. applause
Write information about an interesting event you have

Writing Connection
attended. Use at least four spelling words in your writing.
Decide which details will interest your audience. Then choose
a genre, such as a personal narrative or an opinion about the
event. Use at least four spelling words in your writing.

Answers will vary.
Simplify the writing activity. Have students write two sentences using
two spelling words.

Name
Remember
In a vowel team syllable, two or more letters work together to make one vowel
sound. For example, in the word sight, the letters igh work together to make a
long i sound. In the word heater, the letters ea make a long e sound. When two
letters stand for a single sound, it is also called a digraph. Read the word
heater aloud, keeping the digraph ea in the same syllable: /hē/ /tər/.

A. Fill in the missing letters to form a spelling word. Write the spelling word on
the line. Then read each word aloud.
1. l a w yer lawyer 9. c a u tion caution

2. gr o u chy grouchy 10. alth o u gh although
3. r o u ghness roughness 11. app o i nt appoint
4. appl a u se applause 12. bl e a chers bleachers
5. c o a stal coastal 13. fairgr o u nd fairground
6. b o u ndary boundary 14. d o u bting doubting
7. gr o w nup grownup 15. s o u thern southern
8. l a u ghter laughter

them to the third letter. footprint, entertain, faucet, encounter, flawless
encounter flawless
16. 19.
17. entertain 20. footprint
faucet
18.

Name

prefixes, or suffixes to a base word to create different forms of the word.
dedicate
dedicating
dedicates
dedications
dedicated
dedication
dedicatedly Write dedicar and dedicado (dedicate, dedicated) on the

board. Place dedicar in a center circle. Dedicado is related
to the word dedicar. Many English words are related to each other.
Write as many related words on the puzzle pieces as you can. Use a print
or electronic dictionary to help you. Remember to drop the e before
adding suffixes such as -ive. Possible answers provided.
collaboration collaborating
collaborations
collaborate
collaborated
collaborates collaborative

Name
Use the words in the box and the clues below to solve the crossword
puzzle. You may use a print or electronic dictionary to help you.
pursuit congratulate complimenting loan
cultural contradicted misunderstanding appreciation
critical sheer outcome blurted
6
M
1
P I
5
U C S
3
R B O U
1
S C O M P L I M E N T I N G
U U T D
2
I C R R E
2 Model filling

O U T C O M E T A R in 1 Across:
N E D S The first clue is 1
Across. How many
4 letters is it? The
G D C I T
clue is a definition.
3
S H E E R R C A Which word has
4
thirteen letters
A P P R E C I A T I O N and means “saying
something nice
T T E D about a person”?
U I D I
5
L O A N C N
A A G
6
C U L T U R A L L
E
Across Down
1. saying something nice about a person 1. chase
2. a result or consequence 2. give good praise or good wishes
3. steep 3. said suddenly
4. understanding the value of something 4. find fault with others
5. money borrowed 5. disagreed
6. relating to customs and beliefs 6. failure to understand another

Grammar • Linking Verbs
Name
• A linking verb links the subject of a sentence to a noun or an adjective in

the predicate. It tells what the subject is, was, or will be.
• Common linking verbs include am, is, are, was, were, and will be:
My dog is sleepy. The verbs seem, feel, appear, look, and taste can also be
used as linking verbs: That sandwich looks delicious.
• Subjects and linking verbs must agree: The playground was empty.
• In compound sentences, both subjects and verbs must agree.
Those dishes are dirty, but this plate is clean.
Read each sentence and choose the correct linking verb. Write it on the line.
1. Today’s speaker (is, are) a movie director. is
2. The students (is, are) eager to meet her. are

3. Her most recent movie (was, were) a documentary. was
4. Three major actors (was, were) narrators in the film. were
5. The film (was, will be) very popular last year. was
6. The competition is tough, but I (am, are) hopeful that it will win an award.
am
7. Her next movie (was, will be) a comedy set in Brazil. will be
8. The director (appear, appears) happy with it so far. appears
9. The poster (looks, look) different from her other films’ posters. looks
10. The colors (seem, seems) much brighter on the new one. seem
In your writer’s notebook, review a movie you enjoy. Include at least

five helping verbs and one compound sentence. Then edit and
proofread your work. Make sure all subjects and linking verbs agree.

Grammar • How Linking Verbs Work
Name
• A linking verb links the subject of a sentence to a noun or an adjective in

the predicate: The restaurant looks empty.
• The noun that follows a linking verb renames or identifies the subject:
The woman is a politician. (noun)
• The adjective that follows a linking verb describes the subject. It is called a
predicate adjective: This hike will be difficult. (adjective)
Read this paragraph from “Helping Hands.” Find the sentence that includes a
linking verb. Underline the simple subject. Then circle the word in the predicate
that is linked to the subject by the verb. On the line below, identify whether the
word in the predicate is an adjective or a noun.
The best part of their adventure, however, came when

the girls finally met Danielle Fairchild in person. Danielle
showed the girls how she used the BOB-1 to draw and color

with her right hand. The device was a success!
noun
Reading/Writing
Imagine that you are attending a big picnic on a hot day.
Connection Write a paragraph describing the event. Include at least five
linking verbs. You may want to include the linking verbs seem,
feel, appear, look, or taste. Possible answer provided.
Our picnic is a disaster. The insects are a nuisance. The temperature in the
sunlight is hot. At least our sandwiches taste delicious. My sister looks
proud of the salad she made.
Help students identify the sentence with the linking verb. Then help students
understand that success is a noun (successful would be an adjective). For the writing
activity, give sentence frames using the possible answer provided.

Grammar • Mechanics: Punctuating Titles and Product Names
Name
• Titles always begin with a capital letter. All major words in the title are
also capitalized: The Washington Post. Do not use a capital letter for
articles, conjunctions, and prepositions: Mary Poppins in the Park.
• Underline or italicize the titles of major works, such as books, newspapers,
and magazines: National Geographic. Use quotation marks around smaller
works, such as poems, songs, and short stories: “Jack and Jill.”
• Capitalize all major words in product names: Skylar Superball. Product
names do not require underlining, italicizing, or quotation marks.
Rewrite each sentence correctly by underlining or placing quotations around any

titles. Capitalize letters in titles or product names as needed.
1. I just read the book a world of wonderful words.
I just read the book A World of Wonderful Words.

2. The book is about the inventor of the wordy wonderbot.
The book is about the inventor of the Wordy Wonderbot.
3. The author also wrote the article the seven signs of success.
The author also wrote the article “The Seven Signs of Success.”
4. Chapter five of the book is called a bumble of a spelling bee.
Chapter five of the book is called “A Bumble of a Spelling Bee.”
Writing Connection
Write a few sentences about a book you enjoy. Check your
work for capitalization, punctuation, and mechanics.
Answers will vary.

Name
• Subjects and linking verbs must agree.

• Titles and product names always begin with a capital letter. All major
words in titles and product names are also capitalized.
• Underline or italicize the titles of major works. Use quotation marks around
the titles of smaller works.
Proofread the paragraph. On the lines below, correct mistakes in linking verb
usage, titles, and product names.
Is your library books always overdue? Grant Lin, author of the book Get your life
On Track, can help. Lin created a new application called time on time. The program
look difficult, but it were easy to use. The creation of a calendar are the first step.
Mr. Lin wrote about calendars in his article The best month I ever had.” You can find
it in the book “always chasing Father Time.” His books is available in most libraries.
Are your library books always overdue? Grant Lin, author of the book

Get Your Life on Track, can help. Lin created a new application called Time
on Time. The program looks difficult, but it is easy to use. The creation of a
calendar is the first step. Mr. Lin wrote about calendars in his article “The
Best Month I Ever Had.” You can find it in the book Always Chasing Father
Time. His books are available in most libraries.
Help students identify the errors in the paragraph. Then let them make the
corrections.

Grammar • Test: Linking Verbs
Name
Read the selection and look for any corrections that need to be made. Then
choose the best answer to each question.
(1) My aunt are an excellent chef. (2) Her casseroles always tastes
delicious. (3) My cousins are lucky that she makes their meals. (4) She wrote
the book Natural vegetable Dishes. (5) She always appear happy when she
cooks. (6) We are always welcome at her home for meals. (7) We was just
there for dinner last week. (8) I is looking forward to our next visit!

write sentence 1? write sentences 5 and 6?
A My aunt aren’t an excellent chef. F She always appear happy when
B My aunt weren’t an excellent chef. she cooks. We is always welcome
at her home for meals.
C My aunt is an excellent chef.
G She always appears happy when
D My aunt were an excellent chef.
she cooks. We are always
2. What is the correct way to welcome at her home for meals.
write sentence 2? H She always appears happy when
F Her casseroles always taste she cook. We are always welcome
delicious. at her home for meal.

G Her casseroles always are tasting J She always appears happy when
delicious. her cooks. We is always welcome
at her home for meals.
H Her casseroles always tasting
delicious. 5. What is the correct way to
J Her casseroles always will be write sentence 7?
tasting delicious. A Us was there for dinner last week.
3. What is the correct way to B We is there for dinner last week.

write sentence 4? C We were there for dinner last
A She wrote the book Natural week.
Vegetable Dishes. D We we’re there for dinner last
B She wrote the book “Natural week.
Vegetable Dishes.” 6. What change, if any, should be
C She wrote the book natural made to sentence 8?
vegetable dishes. F Change is to am
D She wrote the book Natural G Change is to was
Vegetable Dishes.
H Change is to were
J Make no change

Spelling • Consonant + le Syllables
Name
Fold back the paper 1. 1. stable

along the dotted
line. Use the blanks 2. 2. saddle
to write each word
3. 3. table
When you finish 4. 4. noble
the test, unfold the
paper. Use the list 5. 5. cattle
at the right to
6. 6. stumble
mistakes. 7. 7. terrible
8. 8. beetle
9. 9. kettle
10. 10. eagle
11. 11. royal
12. 12. cripple

13. 13. hospital
14. 14. legal
15. 15. label
16. 16. vocal
17. 17. journal
18. 18. medal
19. 19. several
20. 20. sample
Review Words 21. 21. entertain
22. 22. encounter
23. 23. southern
Challenge Words 24. 24. impossible
25. 25. people

Name
DECODING WORDS
When a word ends with the letters le, the final
syllable usually includes the preceding consonant. The word principle has
This is called a consonant + le syllable. It is final three syllables. It ends
stable syllable that always ends with the sound with the final stable
/əl/. Examples include little (lit/tle) and cable syllable ple,
(ca/ble). pronounced /pəl/.
Blend the sounds in
Words that end in a consonant + -el or -al often
each syllable together:
divide in the same way: tinsel (tin/sel), oval (o/val).
/prin/ /sə/ /pəl/.
Write the words whose final syllable contains the matching spelling pattern.
stable cattle kettle hospital journal

saddle stumble eagle legal medal
table terrible royal label several
noble beetle cripple vocal sample
-ble -ple -al

1. stable 14. royal
8. cripple
2. table 15. hospital
9. sample
3. noble 16. legal
-tle
4. stumble 17. vocal
10. cattle
5. terrible 18. journal
11. beetle
19. medal
-dle 12. kettle
6. saddle several
20.
-el
-gle
13. label
7. eagle
Look for more words that contain consonant + le final stable

syllables. Record them in your writer’s notebook. Draw a slash (/)
in between syllables. Then read the words out loud.

Name
DECODING WORDS
When a word ends with the letters le, the final
syllable usually includes the preceding consonant. The word principle has
This is called a consonant + le syllable. Examples three syllables. It ends
include little (lit/tle) and cable (ca/ble). It is a final with the final stable
stable syllable that ends with the sound /əl/. syllable ple, pronounced
/pəl/. Blend the sounds in
Words that end in a consonant + -el or -al often each syllable together:
divide in the same way: tinsel (tin/sel), oval (o/val). /prin/ /sə/ /pəl/.
Write the spelling words whose final syllable contains the matching pattern.

saddle tumble eagle legal medal
table terrible royal label pickle

-ble -ple -al
1. stable 14. royal
8. cripple
2. table 15. hospital
9. sample
3. noble 16. legal
-tle
4. tumble 17. vocal
10. cattle
5. terrible 18. journal
11. beetle
19. medal
-dle 12. kettle
6. saddle
-el
-le
-gle 20. label
13. pickle
7. eagle
Look for more words that contain consonant + le final stable

syllables. Record them in your writer’s notebook. Draw a slash (/)
in between syllables. Then read the words out loud.

Name
A. Write the spelling words whose final syllable (or second-to-final

syllable) contains the matching spelling pattern.
unstable chronicle kettle hospital journalists

saddle tumble eagle nocturnal monumental
illegally maternal royal label several
noble beetle cripple fundamental castle
-ble -ple 14. journalists

1. unstable
7. cripple 15. maternal
2. noble
16. several
-tle
3. stumble
8. beetle -nal
-cle kettle nocturnal
9. 17.
4. chronicle
10. castle -tal
-dle 18. fundamental
saddle -al
5. royal
11. 19. monumental
-gle hospital
12. -el
6. eagle
13. illegally 20. label
B. Read each word below. Use a slash (/) to divide the word into syllables.
believable rental global logical principle
Look through this week’s readings for more words that contain
consonant + le (or consonant + al or el) syllables. Record the
words you find in your writer’s notebook. Then read the words
out loud.

Name

A. Write the spelling word that belongs with each group of words below.
1. tag, sticker, label 6. grasshopper, ant, beetle
2. sheep, chickens, cattle 7. pot, pan, kettle
3. trophy, ribbon, medal 8. reins, stirrup, saddle
4. owl, hawk, eagle 9. lawful, allowed, legal
5. bank, library, hospital 10. some, numerous, several

11. A storm left our farm crops in terrible condition.
12. The prince and princess wed in a royal wedding.
13. An accident on the highway can cripple traffic for hours.
14. The tourist wrote about his travels in his journal .
15. We enjoyed the tunes sung by the school’s vocal group.
16. How many horses do you keep in your stable ?
17. Mom asked me to set the table for dinner.
18. You may have a title if you come from a noble family.
19. Put away your shoes or you may stumble over them.
20. The college asks students for a sample of their writing.
Allow students to use a dictionary.

Name
Underline the three misspelled words in each paragraph below. Write

the words correctly on the lines.
Have you ever thought of keeping a journel to record ideas and important
events? Severle famous explorers, including Lewis and Clark, kept track of their
adventures in writing. You might want to read a sampal from their writing.
journal several sample
1. 2. 3.
You don’t have to explore a new land or win an Olympic medel to

write about your life. I recently read an entry from my great-grandfather’s
diary. In it, he describes putting a sadle on his horse and going out to
round up cattale. The details of his everyday life are fascinating!
medal saddle cattle
4. 5. 6.
Give information about another type of writing. Use at least

Writing Connection
four spelling words. Check to make sure that each spelling
word uses the correct final syllable spelling pattern.
Answers will vary.
Point out the six misspelled words in the paragraphs. Have students make the corrections
on their own.

Name
Remember
In most words that end in -le, the final syllable includes a preceding
consonant. For example, riddle divides as rid/dle. A consonant + le syllable is
one example of a final stable syllable. The syllable always ends with /əl/.
Words that end in a consonant + -el or -al often follow the same syllable
division rules, such as tunnel (tun/nel) and tropical (trop/i/cal).
Read the word feeble aloud: /fē/ /bəl/. In the first syllable, the digraph ee
makes the long e sound. The second syllable is a final stable syllable.


A. Fill in the missing letters to form a spelling word. Then write the word.
1. cat t l e cattle 8. sad d l e saddle
2. crip p l e cripple 9. med a l medal
3. no b l e noble 10. sta b l e stable
4. roy a l royal 11. le g a l legal
5. ea g l e eagle 12. terri b l e terrible
6. jour n a l journal 13. vo c a l vocal
7. bee t l e beetle 14. la b e l label

hospital, stumble, kettle, several, table, sample.
15. table 17. several 19. kettle
16. stumble 18. sample 20. hospital

Vocabulary Strategy • Similes and Metaphors
Name
Writers use figurative language to create a picture in the reader’s mind. You
can figure out the meaning of similes and metaphors by looking at what is
being compared. Remember that a simile compares two things using like or
as, whereas a metaphor does not use like or as.
Read the passage and underline the similes and metaphors. Then write the
meaning of each comparison on or near its corresponding image below.
Answers will vary slightly.
We knew we were close to the shore when we saw the “No Wake” sign. The
evening sun was a giant ember fading in the horizon. The darkening water was as
smooth as glass as we sailed slowly through the bay. At times, the boat cradled us
like a mother’s arms, gently rocking us to sleep.
Help students
identify similes
and metaphors by
giving them sentence
frames: I see a
comparison using the
word as. It is a simile.
The writer The writer compares
uses a simile water to glass.
to compare the
boat to a
mother’s arms
rocking them to
sleep. This shows
how gentle and
comforting it
The writer uses a was. SLOW
metaphor that compares
the sun to an ember. This NO
shows how the sun is setting, WAKE
getting dimmer and dimmer.
The writer uses a simile to compare the water to glass. This shows how the water was still and shiny.

Vocabulary Strategy • Latin Roots
Name
A word root can be a clue to the meaning of an unfamiliar word. Here

are some roots from ancient Latin.
portare: to carry moliri: to build sumere: to take
generare: to produce sol: sun
Read the sentences from “Building a Green Town.” Use the Latin roots in the
box above to identify the root in each bold word. Write the root on the line.
Use context clues and your knowledge of Latin roots to determine the
meaning of the word. Then write your own sentence using the word correctly.
1. On May 4, 2007, a tornado demolished the town of Greensburg, Kansas.
moliri; The crew demolished the unsafe building.

2. A person can use energy-saving lightbulbs or public transportation. (Note: The
prefix trans-, which means “across,” comes from ancient Latin.)
portare; The school provides transportation of students by bus.
3. This meant generating enough power for the whole town using natural
resources such as the sun and wind year-round.
generare; Rubbing your hands together is good for generating heat.
4. Solar panels turn sunlight into electricity or heat.
sol; My solar calculator needs sunlight to function.
5. In addition to using renewable energy, the town of Greensburg vowed to

consume less energy overall.
sumere; We will consume the vegetables that we grew in our garden.

Grammar • Irregular Verbs
Name
• An irregular verb is a verb that does not add -ed to form the past tense.
• Some irregular verbs include begin/began, bring/brought, catch/caught,
choose/chose, do/did, drink/drank, eat/ate, fall/fell, fight/fought, get/got,
go/went, keep/kept, know/knew, leave/left, make/made, read/read, run/
ran, say/said, speak/spoke, think/thought, win/won, and write/wrote.
Read each sentence. Write the correct past-tense form of the verb in
parentheses on the line provided.
1. The game (begin) with our team at bat. began
2. The player in left field (keep) his eye on the ball. kept
3. He (catch) the line drive near second base. caught
4. The next batter (think) he could hit a home run. thought

5. He (do) get a hit, but it fell short of the wall. did
6. The player (run) to first base and stayed there. ran
7. After the next hit, he (go) to second base. went
8. Our team scored six runs and (win) the game. won
9. I met my favorite player before we (leave). left
10. He (write) his name on one of the game programs. wrote
In your writer’s notebook, write about a sports game you played.

Include at least four irregular verbs in the past tense. Here are some
more irregular verbs you might want to use: choose/chose, fly/flew,
leap/leapt, throw/threw, slide/slid, lead/led, and become/became.
Check that you use the correct form of each irregular verb.
Use a calendar in the classroom to help students connect time to the tense of the
verb. Have students imagine that the sports game happened last week.

Grammar • More About Irregular Verbs
Name
Some irregular verbs have special endings when used with the helping verbs
have, has, or had. Some examples are begun, brought, chosen, drunk, eaten,
fallen, given, gone, gotten, known, run, seen, spoken, and written. These are
called past participles.
Read each sentence. Write the correct form of the verb in parentheses on the
line provided.
1. Mom has (speak) to her favorite author several times. spoken
2. In fact, the two of them had (go) to the same college. gone
written
3. I have (wrote) an e-mail to the author as well.
4. My teacher had (choose) one of her books for our class. chosen

given
5. My mother has (give) me a signed copy of the book.
6. Have you (see) where I put it? seen
brought
7. I had (bring) it to class with me this morning.
Reading/Writing Read the excerpt from “How Did King Tut Die?” Circle the
Connection
verb written in regular past tense. Then write a sentence
about Egypt using the past participle form of the verb you
circled. Remember to include a helping verb.
A tomb painting shows Tut driving a chariot. This is one

way Egyptian artists showed a pharaoh. It is not realistic.
Answers will vary but should include the verb have shown, has shown, or had
shown.

Grammar • Mechanics: Correct Verb Usage
Name
• Use the present tenses if the action or condition is or has been happening
now. Use the past tenses to show an action or condition that was or had
been completed in the past.
• Irregular verbs use forms other than adding -ed to show the past tense.
Read each sentence. Write the correct form of the verb in parentheses on the
line provided.
write
1. Today, we will (write) in our journals.
2. How many of you have (begin) already? begun
3. You should have (think) about your ideas last night. thought
4. Last week, I (leave) the final choices up to you. left
said
5. Some of you (say) you would finish this past weekend.
6. I had (speak) to several of you about your topics. spoken
7. Some of you (bring) photos and pasted them in place. brought
8. I have (keep) some journals from previous years’ students. kept
Write a paragraph about something that happened in class

Writing Connection
recently. Include at least two helping verbs and two irregular
verbs. Make sure you use the correct form of each verb.
Answers will vary.
Remind students that begin and speak have special endings when used with helping
verbs: begin/began/begun, speak/spoke/spoken.

Name
• Use the present tenses if the action or condition is or has been happening
now. Use the past tenses to show an action or condition that was or had
been completed in the past.
• Irregular verbs do not add -ed to show the past tense.
Proofread the paragraph. On the lines below, correct mistakes in verb tenses
and spelling.
The boat had leaved England two months earlier. Some of the ship’s passengers
had not eated in days. They fighted with one another over the little food they have.
Many had got sick. A member of the crew speak to the captain. He sayed they
should stop at the next island for supplies. The captain knowed this is a good idea.
He had thinked about it for a while, too.
The boat had left England two months earlier. Some of the ship’s
passengers had not eaten in days. They fought with one another over the

little food they had. Many had gotten sick. A member of the crew spoke to
the captain. He said they should stop at the next island for supplies. The
captain knew this was a good idea. He had been thinking (or had thought)
about it for a while, too.

Grammar • Test: Irregular Verbs
Name
(1) The town fair begin earlier this morning. (2) My mother had make
homemade cookies last night. (3) But my sister think we could make
something to sell, too. (4) We went to the store to buy the ingredients.
(5) My sister had leave her purse at home. (6) Luckily, I had bring enough
money to pay for the food. (7) We get all the ingredients to make
cupcakes for the fair.
1. What change needs to be 4. What is the correct way to

made in sentence 1? write sentences 4 and 5?
A Change begin to begins F We went to the store to buy the
B Change begin to beginned ingredients. My sister had left her
purse at home.
C Change begin to began
G We go to the store to buy the
D Change begin to beginning
ingredients. My sister had leaved
2. How does sentence 2 need to her purse at home.
be changed? H We goes to the store to buy the
F Change make to maked ingredients. My sister had left her

purse at home.
G Change make to made
J We had went to the store to buy
H Change make to makes
the ingredients. My sister leaved
J Change make to making her purse at home.
3. What change, if any, should be 5. How does sentence 6 need to
made in sentence 3? be changed?
A Change think to thought A Change bring to bringed
B Change think to thinking B Change bring to bringing
C Change think to thoughted C Change bring to brought
D Make no change D Change bring to brang

made in sentence 7?
F Change get to gotted
G Change get to gotten
H Change get to got
J Make no change

Spelling • r-Controlled Vowel Syllables
Name
Fold back the paper 1. 1. perform

along the dotted
line. Use the blanks 2. 2. gentler
to write each word
3. 3. scissors
When you finish the 4. 4. founder
test, unfold the
paper. Use the list 5. 5. director
at the right to
6. 6. danger
mistakes. 7. 7. saucer
8. 8. labor
9. 9. margin
10. 10. error
11. 11. crater
12. 12. pillar

13. 13. splendor
14. 14. peddler
15. 15. professor
16. 16. shatter
17. 17. governor
18. 18. vapor
19. 19. equator
20. 20. fonder
Review Words 21. 21. terrible
22. 22. legal
23. 23. journal
Challenge Words 24. 24. refrigerator
25. 25. remainder

Name
DECODING WORDS
When a vowel is followed by the letter r, the
two combine to form a special vowel sound. The word garlic has two
Both the vowel and the r must remain in the syllables. In the first
same syllable. Here are some examples of syllable, the vowel a is
r-controlled vowel syllables: followed by an r. That
means that the letters ar
ger as in finger flor as in floral
work together to form an
gar as in garlic thir as in thirty
r-controlled vowel team,
Read each word aloud. Listen to the effect the and the ar stays in the
r has on each vowel sound. same syllable. Blend the
sounds: /gär/ /lik/.
Write the spelling words that contain the matching spelling pattern for
the r-controlled vowel syllable. Then read the words aloud.
perform director margin splendor governor

gentler danger error peddler vapor
scissors saucer crater professor equator

founder labor pillar shatter fonder
-ar 7. crater 14. error

1. margin
8. peddler 15. splendor
2. pillar
9. shatter 16. professor
-er fonder governor
10. 17.
3. gentler
-or 18. vapor
4. founder
11. scissors 19. equator
5. saucer
12. director -er and -or
6. danger
13. labor 20. perform
r-controlled vowel syllables. Record the words you find in your
writer’s notebook. Then read the words aloud.

Name
DECODING WORDS
When a vowel is followed by the letter r, the
two combine to form a special vowel sound. The word garlic has two
Both the vowel and the r must remain in the syllables. In the first
same syllable. Here are some examples of syllable, the vowel a is
r-controlled vowel syllables: followed by an r. The
letters ar work together
ger as in finger flor as in floral
to form an r-controlled
gar as in garlic thir as in thirty
vowel team, and the ar
Read each word aloud. Listen to the effect stays in the same syllable.
the r has on each vowel sound. Blend the sounds:
/gär/ /lik/.
Write the spelling words that contain the matching spelling pattern for
perform director silver neighbor governor


doctor saucer crater professor actor
margin labor pillar shatter slobber
-ar 7. crater 14. error

1. margin
8. peddler 15. neighbor
2. pillar
9. shatter 16. professor
-er slobber governor
10. 17.
3. gentler
-or 18. vapor
4. silver
11. doctor 19. actor
5. saucer
12. director -er and -or
6. danger
13. labor 20. perform

Name
A. Write the spelling words that contain the matching spelling pattern for
binocular director marvelous splendor governor

gentler remainder dimmer peddler vapor
scissors semester charter professor equator
founder laborer pillar stagger fonder
-ar 9. peddler 17. vapor

1. binocular
10. stagger 18. equator
2. marvelous
11. fonder -or and -er
3. pillar
-or 19. laborer
-er scissors
12. -ar and -er
4. gentler
13. director 20. charter

5. founder
14. splendor
6. remainder
15. professor
7. semester
16. governor
8. dimmer
B. Compare the words director and semester. How are they alike? How
are they different?
Both words have three syllables. Both words also end with an r-controlled
e
vowel syllable, /t r/, spelled tor in director and ter in semester.

Name

A. Write the spelling word that contains the same base word as the other
words in each group below.
1. dangerous, dangerously, danger 5. laborer, laboring, labor
2. fond, fondly, fonder 6. found, foundation, founder
3. splendid, splendidly, splendor 7. err, erring, error
4. peddle, peddling, peddler 8. performer, performance, perform

9. Please write your name in the left-hand margin .

10. Did the mirror shatter when you dropped it?
11. Workers stood on ladders to paint each pillar of the building.
12. We could see a crater on the moon through the telescope.
13. I grabbed scissors and cut the ribbon.
14. A saucer will catch any liquid that drips from your cup.
15. Can you name two countries that lie near the equator ?
16. The governor of our state was elected again.
17. Water vapor from the boiling kettle steamed up the window.
18. My father is a professor at a state university.
19. I need a gentler tissue for my sore, stuffy nose.
20. The movie director made two popular films this year.
Provide some of the answers so the task is reduced.

Name
Underline the six misspelled words below. Using the spelling patterns for
r-controlled vowel syllables, write the words correctly on the lines.
I’m fondor of sweet drinks than of sugarless ones. And although I’m not a
professer of nutrition, I don’t think sodas and sports drinks are so bad for you.
That doesn’t mean we should drink them all the time. An occasional sweet
drink, however, isn’t going to shattur anyone’s plans to stay healthy.
1. fonder 2. professor 3. shatter
Young people drink far too many sodas. It’s not an errer to say that
these drinks are bad for your health. What’s wrong with just plain water?
It’s gentlor on the stomach, has fewer calories, and is good for you. We
need to recognize the splendar of plain water—and drink more of it!
4. error 5. gentler 6. splendor
Write an opinion about something else that is said to be good

Writing Connection
or bad for your health. Tell how you feel about it. Use at least
four spelling words in your writing.
Answers will vary.
Simplify the writing activity so that students write two sentences using two spelling words.

Name
Remember
When a vowel is followed by the letter r, the two combine to form a special
r-controlled vowel sound. Both the vowel and the r must remain in the same
syllable. As you read the following words aloud, listen carefully to the vowel
sound in each underlined syllable.
favor, /fā/ /vər/; marble, /mär/ /bəl/; feather, /feth/ /ər/; pursuit, /pər/ /süt/

A. Fill in the missing letters of each word to form a spelling word. Write the
spelling word on the line. Then read each word aloud.
1. pil l a r pillar 9. direc t o r director

2. cra t e r crater 10. gover n o r governor
3. profes s o r professor 11. va p o r vapor
4. splen d o r splendor 12. er r o r error
5. shat t e r shatter 13. scis s o r s scissors
6. equa t o r equator 14. fon d e r fonder
7. sau c e r saucer 15. gen t l e r gentler
8. la b o r labor

them to the third letter. margin, danger, perform, peddler, founder
danger margin perform
16. 18. 20.
17. founder 19. peddler

Name
words like gravity, hypothesis, and energy are science content words.
use a print or digital dictionary to help you find the meaning of unfamiliar
content words.

COLLABORATE related to archeology as you can. Write them in the chart.
Science Words
CONNECT TO CONTENT
object historian civilization “Machu Picchu: Ancient

City” shares two different
views about the purpose
of the city to the ancient
remnants fragments scan Incans. The authors use

details to support their
positions.
architectural settlement artifacts
archeologist radio waves culture
artifacts; something made by humans in the past.
architectural; relating to architecture or building structures.
Give students a preselected content word with strong context clues. Have students
work in pairs to figure out the meaning using the surrounding words in the sentence.
Encourage them to look up the meanings of unfamiliar words.

Name
Read each sentence from “How Did King Tut Die?” Underline the context
clues in the sentence that help you figure out the meaning of each word
in bold. Then write a new sentence using the word in bold.
1. Since then, no one has been able to solve the mystery of how the young
pharaoh, or king, died.
In ancient Egypt, a pharaoh held a lot of power.
2. One strong hypothesis, or theory, is that Tut died after being injured in a
chariot accident.
Our class tested a hypothesis in science class.
3. Then, when Carter’s team removed it from its sarcophagus, or coffin, they
also broke many of the bones.
We saw an ancient sarcophagus at the museum.

4. King Tut likely died of an illness made deadly by genetic disorders
inherited from his parents.
My hair is black because of genetics.

Grammar • Pronouns and Antecedents
Name
• A pronoun takes the place of a noun or nouns and may be singular or

plural. Singular pronouns are I, you, he, she, it, me, him, and her. Plural
pronouns are we, you, they, them, and us.
• An antecedent is the noun (or nouns) to which the pronoun refers.
My mother will be home late. She is busy at work.
• An indefinite pronoun does not refer to a particular person, place, or
thing. Examples of indefinite pronouns include some, everyone, nowhere,
everything, and anything.
Everyone is having fun at the picnic.
Read each sentence. Circle each pronoun. Then draw a line under the
antecedent. (Note: If the pronoun is indefinite, there may be no antecedent.)
1. The girl saw the bike she had always wanted.

Point to the pronoun in the
first sentence. Then have
students find the noun to

2. The bike had lights, bells, and streamers on it. which it refers.
3. The girl’s brother asked if he could get a bike, too.
4. “Everything here is too expensive,” the mother said.
5. The parents told the children, “You may have to wait.”
6. “We don’t mind,” said the boy and the girl.
7. “I have an idea,” the father said to the children.
8. By looking at less fancy bikes, the family could afford two of them.
In your writer’s notebook, write a short passage about something that

you or someone you know wants. Select a genre, such as a personal
narrative, a speech, a story, or a free verse poem. Include at least five
pronouns (one indefinite pronoun). Then circle each pronoun and
underline any antecedents. Check to make sure that each pronoun is
used correctly.

Grammar • Agreement of Pronouns and Antecedents
Name
• Pronouns and antecedents must agree in both number and gender.

A singular pronoun refers to a singular antecedent: Maria is my best
friend, and she lives one block away. A plural pronoun refers to a plural
antecedent: Two squirrels chased each other. They were having fun.
• Antecedents may or may not appear in the same sentence as their
related pronouns.
Read each sentence. Choose the pronoun in parentheses that best completes
the sentence. Write it on the line provided.
1. Our neighbors told us about a trip (he, they) are taking. they
2. They asked my sister if (he, she) would like to join them. she
him
3. My brother was upset that they did not ask (him, them).

we
4. My father suggested that (I, we) could go as a family.
Reading/Writing Read the excerpt from “A Warrior for Women’s Rights.” Circle
Connection
two pronouns and underline their antecedents. Then write two
sentences about someone you admire. Include one pronoun.
Edit your work for pronoun usage and agreement.
In October 1917, [Alice] Paul was arrested for

organizing the protests. She and the other suffragists
were mistreated in jail. Newspapers printed stories
about the women’s treatment, earning them the
public’s sympathy.
Answers will vary.

Grammar • Mechanics: Pronoun-Antecedent Agreement
Name

A singular pronoun refers to a singular antecedent: Ruth practices every
day because she wants to win the competition. A plural pronoun refers to
a plural antecedent: Earthworms do not have eyes, but they can
sense light.
• Antecedents may or may not appear in the same sentence as their related
pronouns.
The pine tree looks beautiful in winter. It stays green all year.
Read each sentence. Change any repeated word or words into the correct
pronoun and rewrite the sentence on the line provided.
1. The animals can’t find food, and the animals are becoming very hungry.
The animals can’t find food, and they are becoming very hungry.
2. A lack of rainfall on the prairie has made the prairie very dry.
A lack of rainfall on the prairie has made it very dry.
3. Clouds form every day, but no rain falls from the clouds.
Clouds form every day, but no rain falls from them.
4. Mrs. Dibble, a local ecologist, says that Mrs. Dibble is concerned.
Mrs. Dibble, a local ecologist, says that she is concerned.
5. She came to our class today and told our class about the problem.
She came to our class today and told us about the problem.
Look back through your writer’s notebook for a paragraph that

includes pronouns. Check that each pronoun agrees with its
antecedent. Also check for any spelling mistakes. You may use a
dictionary to help you.
Ask a volunteer to paraphrase the directions in the first activity. Then write and
correct the first sentence on the board as a sample.

Name

A singular pronoun refers to a singular antecedent. A plural pronoun refers
to a plural antecedent.
• Singular pronouns are I, you, he, she, it, me, him, and her. Plural pronouns
are we, you, they, them, and us.
Proofread the paragraph. On the lines below, correct mistakes in pronoun usage
and agreement.
I saw the new movie and wanted to write about COMMON ERRORS
them. My favorite actress had the lead role, and he did
If you use pronoun, make
an excellent job. Most of the special effects were good, sure it has a clear
but some of it looked fake. My friends said that he antecedent. Otherwise,
didn’t like the film much. We saw it together, and none readers might not know
of you cared for the music. My father will see a the noun to which it refers.
different movie when they goes to the theater with
Mom tonight.

I saw the new movie and wanted to write about it. My favorite actress
had the lead role, and she did an excellent job. Most of the special effects
were good, but some of them looked fake. My friends said that they didn’t
like the film much. We saw it together, and none of us cared for the music.
My father will see a different movie when he goes to the theater with Mom
tonight.

Grammar • Test: Pronouns and Antecedents
Name
(1) We put on the ice skates Mom brought for me. (2) Once we were
finished, she put on his own skates. (3) She taught us how to skate
backwards. (4) Dad saw us and said that Dad was impressed. (5) We skated
until they got tired and hungry. (6) They had a great time out on the pond!

A Change We to Us A We skated until them got tired and
B Change We to Them hungry.
C Change me to we B We skated until we got tired and
hungry.
D Change me to us
C We skated until us got tired and
2. What change needs to be hungry.
made in sentence 2? D We skated until she got tired and
F Change we to us hungry.
G Change we to Mom

H Change his to her write sentence 6?
J Change his to their F Someone had a great time out on
the pond!
made in sentence 3? G Everything had a great time out
on the pond!
A Change She to We
H Some had a great time out on
B Change us to them
the pond!
C Change us to him
J Everyone had a great time out on
D Make no change the pond!
write sentence 4?
F Dad saw we and said that Dad
was impressed.
G Dad saw them and said that Dad
was impressed.
H Dad saw us and said that he was
impressed.
J Dad saw us and said that they was
impressed.

e e
Spelling • Words with Final / l/ and / n/
Name
Fold back the paper 1. 1. slogan

along the dotted
line. Use the blanks 2. 2. woolen
to write each word
3. 3. listen
When you finish the 4. 4. heron
test, unfold the
paper. Use the list 5. 5. frighten
at the right to
6. 6. lengthen
mistakes. 7. 7. captain
8. 8. mountain
9. 9. sandal
Students may
have trouble 10. 10. signal
hearing and spelling
the unstressed syllables
e e
/ l/ and / n/. Provide 11. 11. global
some letters for some
of these words to 12. 12. bushel

show different spelling
patterns: slogan,
frighten, captain, sandal, 13. 13. marvel
marvel, practical, angle.
14. 14. barrel
15. 15. practical
16. 16. pretzel
17. 17. fable
18. 18. chuckle
19. 19. angle
20. 20. nozzle
Review Words 21. 21. scissors
22. 22. pillar
23. 23. governor
Challenge Words 24. 24. dungeon
25. 25. salmon

Name
DECODING WORDS
e e
Many words end with / l/ or / n/. Final syllables
that include these sounds are unaccented and use The word table has
e e
the schwa vowel sound, / /. Final / l/ and / n/
e an open syllable and
can have a number of different spelling patterns. an unaccented final
e stable syllable that
/ l/: handle caramel technical e
includes / l/. Blend
e
/ n/: taken melon human fountain the sounds in the
syllables together:
Read the words aloud. Listen to the final syllable. e
/tā/ /b l/.
slogan frighten sandal marvel fable

woolen lengthen signal barrel chuckle
listen captain global practical angle
heron mountain bushel pretzel nozzle
e
/ l/ spelled al
e
/ l/ spelled le 16. frighten
1. sandal 9. fable
17. lengthen
2. signal 10. chuckle
e
/ n/ spelled on
3. global 11. angle
18. heron
4. practical 12. nozzle
e
/ n/ spelled ain
e
/ l/ spelled el
e
/ n/ spelled an 19. captain
5. bushel 13. slogan
20. mountain
6. marvel e
/ n/ spelled en
7. barrel 14. woolen
8. pretzel 15. listen
Use the spelling patterns above to write a short rhyming poem. Include
four spelling words. One of these words should have a final stable
syllable. Edit your work for spelling. Then read your poem aloud.

Name
DECODING WORDS
e e
Many words end with / l/ or / n/. Final syllables
that include these sounds are unaccented and use The word table has
e e
the schwa vowel sound, / /. Final / l/ and / n/
e an open syllable
can have a number of different spelling patterns. and an unaccented
e final syllable that
/ l/: handle caramel technical e
includes / l/. Blend
e
/ n/: taken melon human fountain the sounds in the
syllables together:
Read the words aloud. Listen to the final syllable. e
/tā/ /b l/.

woolen soften signal barrel simple
bacon mountain nickel pretzel ankle

e
/ l/ spelled al
e
/ l/ spelled le 16. frighten
1. sandal 9. fable
17. soften
2. signal 10. simple
e
/ n/ spelled on
3. global 11. angle
18. bacon
4. practical 12. ankle

e
/ n/ spelled ain
e
/ l/ spelled el
e
/ n/ spelled an 19. captain
5. nickel 13. slogan
20. mountain
6. marvel e
/ n/ spelled en
7. barrel 14. woolen
8. pretzel 15. listen
four spelling words. Then edit and proofread your work for spelling.

Name
A. Write the spelling words that contain the matching sound and
spelling pattern.
slogan frighten financially marveled morsel

hasten lengthen identical barrel chuckled
broaden salmon global practically ample
abandon mountain chisel parallel nozzle
e e e
/ l/ spelled al / l/ spelled le / n/ spelled on
1. financially 10. chuckled 18. abandon
2. identical 11. ample 19. salmon
3. global 12. nozzle e

/ n/ spelled ain
4. practically e 20. mountain
/ n/ spelled an
13. slogan
e
/ l/ spelled el
5. chisel e
/ n/ spelled en
marveled 14. hasten
6.
barrel 15. broaden
7.
8. parallel 16. frighten
9. morsel 17. lengthen
B. Compare the words financially and frighten. How are they alike? How
are they different?
e
Both words begin with f and have a schwa sound. Financially has an / l/ in
e
the third (not final) syllable. Frighten has an / n/ in the second (final)
syllable.
four spelling words. Then edit and proofread your work for spelling.

Name

1. worldwide global 5. to laugh chuckle
2. motto slogan 6. spout nozzle
3. tale fable 7. to extend lengthen
4. to scare frighten 8. useful practical

9. A large, salty pretzel makes a tasty snack.

10. I lost a leather sandal at the beach.
11. The captain of the ship welcomed us aboard.
12. Do you know how much a bushel of apples costs?
13. The city put up a new traffic signal near the school.
14. A thick woolen hat will keep your head warm.
15. The gardener collects rainwater in a barrel .
16. I spotted a heron flying above the marsh.
17. We climbed to the peak of the highest mountain .
18. Listen to the birds singing in the trees!
19. The angle of the sun told us it was late afternoon.
20. I marvel at how quickly my nephew has grown.
Allow students to use a dictionary to help them find the meanings of more difficult words,
such as motto, nozzle, woolen, and marvel. Or, write some cognates on the board: práctico
(practical), capitán (captain), señal (signal), montaña (mountain), and maravilla (marvel).

Name
Underline the six misspelled words in the paragraphs below. Write

Everyone knew Sailor Peg. She was capton of the biggest ship in port.
In fact, everything Peg did was big! Just one sneeze from Peg would
frightain seagulls for miles away, and shipwrecked sailors once used her
sandel as a raft.
Peg’s woolan cap was huge, too. When a hurricane blew through town,
ten families hid in it. After the storm, Peg cleaned up the town in one
sweep. Then she sailed away. Peg wasn’t seen again, but people in town say
you can still hear her chuckal if you stand by the shore and liston carefully.
1. captain 4. woolen
2. frighten 5. chuckle
3. sandal 6. listen
Write a passage for another tall tale. Use at least four spelling
Writing Connection
words in your writing. Edit and proofread your work using
e e
knowledge of the spelling patterns for the final / l/ and / n/.
Answers will vary.

Name
Remember
e e
Each spelling word ends with / l/ or / n/. These two sounds include the
e
unaccented schwa sound, / /. Each sound can be spelled in different ways.
e e
/ l/: bundle cancel festival / n/: seven season certain
The word season has an open syllable and an unaccented final syllable. The
e e
final syllable has / n/. Blend the sounds in the syllables together: /sē/ /z n/.

A. Fill in the missing letters to form a spelling word. Then write it on the line.
1. her o n heron barrel

9. bar r e l
2. length e n lengthen 10. fright e n frighten
3. an g l e angle 11. slo g a n slogan
4. mar v e l marvel 12. fa b l e fable
5. wool e n woolen 13. glob a l global
6. bush e l bushel 14. san d a l sandal
7. sig n a l signal 15. chuck l e chuckle
8. noz z l e nozzle

practical, captain, mountain, listen, pretzel.
16. pretzel 18. mountain 20. captain
17. practical 19. listen

Name
words like government, politics, and amendments are social studies content
words.
Go on a word hunt with a partner. Find content words related to Rosa

COLLABORATE Parks’s and Frederick Douglass’s efforts to achieve equal rights. Write
them in the chart. Possible responses provided.
CONNECT TO CONTENT
Social Studies Words
Rosa Parks fought for her
n rights by refusing to give
unequal
equal permissio up her seat on a bus. Many
in the African American

civil
injustice abolition community joined her
protest. They too refused
citizenship ion
illegal segregat to ride city buses in order
to fight for equal rights.
Circle two words above that you were able to figure out the meaning to
using context clues. Write the words and what they mean on the lines.
Give students a
civil; relating to ordinary citizens and their concerns preselected
content word with
injustice; unfair or unjust strong context clues.
Have students work in
pairs to figure out the
meaning using the
surrounding words in
the sentence. Encourage
them to look up the
meanings of unfamiliar
words.

Name
Write the vocabulary words next to their meanings in parentheses on the

sign about a new discovery. Use context clues to help you.
archaeologist assuring fragments historian intact preserved

reconstruct remnants era savings cultural appreciation
ATTENTION, LA SALLE VILLAGE RESIDENTS:
Local archaeologist (person who digs up and studies remains of

ancient towns and cities) Dr. Naomi Walcott recently discovered some
green ceramic fragments (small broken pieces) in our
neighborhood. As she began to dig down into the ground, she found even
more remnants (small pieces of something that are left over).
Unearthing so many pieces in one area allowed her to reconstruct
(put separated parts back together) a ceramic dish from a past
era (a period of time or history). The plate has been sent to

a museum so that it can be studied and preserved (protected so
that it does not get damaged).
Dr. Walcott believes that there is more earthenware—perhaps even one that
is fully intact (whole) beneath our park. In order to expand the
search, the playground and soccer field areas will be closed until further
notice. Dr. Walcott is assuring (making someone feel sure about
something) us that the park will be restored to its original state before
summer. She has even offered to use her own savings (money set
aside for the future) to ensure her project is completed in a timely fashion.
In light of this exciting news, we have invited historian (a person
who knows a great deal about history) Shaun Blackwell to speak to our
residents about the earliest French colony this Thursday evening. Please
contact our office to reserve a seat.
It is our hope that Dr. Walcott’s incredible cultural (relating to
customs, beliefs, and traditions) discovery will give us a better
understanding of the people who lived here long ago.
With sincere appreciation (understanding the value of something) for
your cooperation and support during this time,
La Salle Village Management

Grammar • Different Kinds of Pronouns
Name
• A subject pronoun—I, you, he, she, it, we, they—takes the place of a noun
used as a subject.
• An object pronoun—me, you, him, her, it, us, them—takes the place of a
noun used as an object. It comes after a preposition or an action verb.
• A relative pronoun—that, which, who, whom, whose—is used at the
beginning of a dependent clause: We chose the pears that felt softest.
• A reflexive pronoun is used when the object of a sentence is the same as
the subject: He helped himself to a slice of pie.
Read each sentence. Underline each pronoun. Then write on the line what type
of pronoun you have underlined.
1. Lara taught herself how to play the guitar. reflexive
2. She also knows how to play the piano and the flute. subject
3. Ian likes the drums and plays them in a band. object
4. Ian invited her to try out for the band. object
5. Lara has learned the songs that the band will play. relative
6. The band members then talked among themselves. reflexive
7. Ian was the member who cast the final vote. relative
8. In the end, they decided to have Lara join the band. subject
In your writer’s notebook, write about a skill you learned or want to

learn. Include at least one relative pronoun and one reflexive pronoun.
Underline the relative pronouns and circle the reflexive pronouns.
Model the first task using the following example: Carlos is the one who brought the
cookies.

Grammar • Use of Subject and Object Pronouns
Name
• Use a subject pronoun as the subject: I, you, he, she, it, we, they.
Are you coming to the game? We are leaving at noon.
• Use an object pronoun after an action verb or a preposition: me, you, him,
her, it, us, them.
Dana told Jon and me to go without her. She will meet us later.
Read each sentence. Choose the correct pronoun and write it on the line.
1. We set out seeds for the birds, and (they, them) flew over. they
2. I took a picture of (they, them) with my camera. them
Assist
3. My sister and (I, me) tried to identify them. I students
with the
writing activity.
4. My father loaned (we, us) a field guide for birds. us Write the
answer on the

board and have
He them identify
5. (He, Him) also had a pair of binoculars. the pronouns.
Reading/Writing Read the excerpt from “Our Voices, Our Votes.” Underline the
Connection
subject pronouns and circle the object pronouns. Then write
two sentences about Abigail Adams. Include a subject pronoun
and a object pronoun. Edit your work for pronoun usage.
During the early 1800s, many women’s groups joined

with abolitionists to demand equal rights. Abolitionists
were people who wanted to end slavery. They believed
that freedom was a natural right. Women marched with
them in protest. Some of them helped enslaved people
escape to places where they could be free.
Possible response: Abigail Adams fought for the rights of women. She wrote
and spoke to help them gain the right to vote.

Grammar • Mechanics: Quotation Marks in Dialogue
Name
• Use quotation marks before and after direct quotations.

• Use a comma or commas to separate a phrase, such as she said, from the
quotation itself.
• Place a comma or period inside closing quotation marks.
• There is no space between an opening quotation mark and the following
word or a closing quotation mark and the preceding word.
“Mom, I had so much fun at the birthday party,” Charlie said.
Rewrite the sentences correctly by adding commas and quotation marks.
1. I want to try that new video game he said.
“I want to try that new video game,” he said.
2. She said It’s a very hard game. It requires a great deal of skill.
She said, “It’s a very hard game. It requires a great deal of skill.”
3. That’s no problem he said. I’ve played something like it before.
“That’s no problem,” he said. “I’ve played something like it before.”
4. He told himself You’ll do fine if you keep a positive attitude.
He told himself, “You’ll do fine if you keep a positive attitude.”
Connect to Talk to a parent or another trusted adult about a special skill

Community
he or she has. Then write a paragraph about the conversation.
Include at least one quotation. Check to make sure that you
used quotation marks and commas correctly.
Answers will vary.

Name
• A subject pronoun takes the place of a noun used as a subject. An object

pronoun takes the place of a noun used as an object.
• Use quotation marks before and after direct quotations.
• Use a comma or commas to separate a phrase, such as he said, from the
quotation itself. Place a comma or period inside closing quotation marks.
Rewrite the sentences below. Correct any mistakes in pronoun usage or in

punctuating dialogue.
1. The teacher said. “We’ll have special guests joining we tomorrow.
The teacher said, “We’ll have special guests COMMON ERRORS
joining us tomorrow.” Place a question mark or

exclamation mark inside
2. I’m not going to tell you who them are, “she added.” the quotation marks
when it is used as part

“I’m not going to tell you who they are,” she added. of a quotation: “Are you
ready?” I asked.
“Almost!” he replied.
3. “I said, I love surprises. Me can hardly wait”!
I said, “I love surprises. I can hardly wait!”

4. The teacher, said Here’s a clue. “See if you can figure them out.”
The teacher said, “Here’s a clue. See if you can figure it out.”
5. I raised my hand. I hope that it’s the astronauts I said.
I raised my hand. “I hope that it’s the astronauts,” I said.

Grammar • Test: Kinds of Pronouns
Name
(1) The scientist wrote themselves a note about the research. (2) She
took the test tubes and placed it in the light. (3) After a few moments, the
liquid in one of they turned bright red. (4) For a moment, the scientist stood
in shock, but soon she called their colleague into the lab.
(5) “I never could have predicted these results!” she exclaimed.
(6) This is remarkable, “her colleague said,” but we’ll have to test it
again to be sure.
1. What change needs to be 5. What change, if any, needs to

made in sentence 1? be made to sentence 5?
A Change themselves to ourselves A Delete the quotation marks
B Change themselves to myself B Delete the exclamation point and
C Change themselves to herself insert a comma
D Change themselves to yourself C Put quotation marks around “she
exclaimed”
2. How does sentence 2 need to D Make no change
be changed?
F Change it to them 6. What is the correct way to
write sentence 6?
G Change it to they
F “This is remarkable,” her colleague
H Change it to those
said, “but we’ll have to test it
J Change it to their again to be sure.”
3. What change, if any, should be G “This is remarkable, her colleague
made in sentence 3? said, but we’ll have to test it again
to be sure.”
A Change they to it
H “This is remarkable, her colleague
B Change they to those
said,” but we’ll have to test it
C Change they to them again to be sure.
D Make no change J “This is remarkable.” Her
colleague said. “But we’ll have to
4. What change should be made
test it again to be sure.
in sentence 4?
F Change she to her
G Change she to they
H Change their to her
J Change their to them

Spelling • Prefixes
Name
Fold back the paper 1. 1. unusual

along the dotted
line. Use the blanks 2. 2. underwater
to write each word
3. 3. regain
When you finish the 4. 4. repaired
test, unfold the
paper. Use the list 5. 5. unaware
at the right to
6. 6. unfriendly
mistakes. 7. 7. unfinished
8. 8. unimportant
9. 9. refreeze
10. 10. replenish
11. 11. reunite
12. 12. rediscover

13. 13. rewrap
14. 14. disconnect
15. 15. discourage
16. 16. dishonest
17. 17. nonspecific
18. 18. misguide
19. 19. overwhelm
20. 20. submerge
Review Words 21. 21. listen
22. 22. signal
23. 23. fable
Challenge Words 24. 24. impatiently
25. 25. inaccurate

Name
DECODING WORDS
A prefix is a word part added to the
beginning of a word that changes its Look at the word
meaning. Here are some common prefixes. submerge. It begins with
the prefix sub-, which
un-, “not” dis-, “not”
means “under.” Use the
mis-, “wrongly” non-, “not”
prefix to read the word
over-, “too much” re-, “again”
and figure out its meaning:
under-, “below,” “too little” sub-, “under”
/sub/ /mûrj/. Submerge
Read the prefixes and spelling words aloud. means “sink below.”
Write the spelling words that begin with each prefix.
unusual unaware refreeze rewrap nonspecific

underwater unfriendly replenish disconnect misguide
regain unfinished reunite discourage overwhelm
repaired unimportant rediscover dishonest submerge
un- mis- 16. rediscover

1. unusual 9. misguide
17. rewrap
2. unaware non-
10. nonspecific over-
3. unfriendly
18. overwhelm
unfinished re-
4.
11. regain under-
5. unimportant underwater
repaired 19.
12.
dis- refreeze sub-
13.
6. disconnect 20. submerge
14. replenish
7. discourage
15. reunite
8. dishonest
them in your writer’s notebook. Read the words aloud to a
partner and discuss how the prefixes change the base words.

Name
DECODING WORDS
A prefix is a word part added to the
beginning of a word that changes its Look at the word
meaning. Here are some common prefixes. submerge. It begins with
the prefix sub-, which
un-, “not” dis-, “not”
means “under.” Use the
mis-, “wrongly” non-, “not”
prefix to read the word
over-, “too much” re-, “again”
and figure out its meaning:
under-, “below,” “too little” sub-, “under”
/sub/ /mûrj/. Submerge
Read the prefixes and spelling words aloud. means “sink below.”
unusual unaware refreeze rewrap nonslip

regain unfinished reunite dislike overact
repaired unimportant rediscover distrust submerge

un- mis- 16. rediscover
1. unusual 9. misguide rewrap

17.
2. unaware non-
10. nonslip over-
3. unfriendly overact
18.
unfinished re-
4.
11. regain under-
5. unimportant underwater
repaired 19.
12.
dis- refreeze sub-
13.
disconnect 20. submerge
6.
14. replenish
7. dislike
15. reunite
8. distrust

Name
A. Write the spelling words that begin with each prefix.
unusually subaquatic dishonesty rewrap nonspecific

underwater unfriendly replenished rediscovering misguided
regain unfinished reunited discouraged miscalculated
repaired unimportant overwhelm disconnect submerge
un- mis- 15. rediscovering

1. unusually 8. misguided
16. rewrap
2. unfriendly 9. miscalculated
over-
3. unfinished 17. overwhelm
non-
4. unimportant 10. nonspecific
under-
re- 18. underwater
dis-
11. regain
5. disconnect
sub-
12. repaired
6. discouraged 19. subaquatic
13. replenished submerge

7. dishonesty 20.
14. reunited
B. Compare the words repaired and unfinished. How are they alike?
How are they different?
Both words begin with a prefix and end with the inflectional ending -ed.
The word repaired begins with the prefix re-. The word unfinished begins with
the prefix un-.

Name

A. Write the spelling word that best completes each analogy.

1. Busy is to idle as noteworthy is to unimportant .
Reinforce the
2. Drift is to float as plunge is to submerge . relationship in an
analogy by modeling
3. Cheap is to valuable as common is to unusual . your reasoning while
you answer a question.
4. Ignore is to notice as discourage is to encourage.
Then, allow students to
use a dictionary to look
up difficult words such
5. Vanish is to disappear as regain is to recover. as idle and plunge.
6. Raw is to cooked as unfinished is to completed.

7. Clear is to uncertain as exact is to nonspecific .

8. Teach is to instruct as misguide is to confuse.
9. Welcoming is to unfriendly as cheerful is to gloomy.
10. Ready is to prepared as unmindful is to unaware .

11. My dog tore open the gift, so I had to rewrap it.
12. Please disconnect the hairdryer when you are done.
13. Is it dishonest to eat grocery food you haven’t paid for yet?
14. Too many sounds can overwhelm the senses.
15. We will reunite with our cousins at the family picnic.
16. A sunken ship was one of their underwater finds.
17. Dad can rediscover his old surfing skills at the beach.
18. Once the meat has thawed, you should not refreeze it.
19. We need to replenish the shelves at the food pantry.
20. Can the old clock be repaired so that it will chime again?

Name
Underline the six misspelled words in the cast of characters and scene
description below. Write the words correctly on the lines.
Cast of Characters
Chase Mendez, famous detective Anna Penny, mishonest banker

Ben Rowe, owner of Rowe’s Boats Dr. Chen, local dentist
Nick Sparks, nonimportant actor Mrs. Kent, disfriendly neighbor
Scene: Ben Rowe and Nick Sparks are returning to shore after an
overwater diving trip. Anna Penny is waiting for them at the dock with
Dr. Chen. Dr. Chen is holding a cracked vase that has been reepaired.
Detective Mendez and Mrs. Kent are walking up the dock. They are all
disaware of the dark storm clouds gathering.
1. unimportant 2. dishonest 3. unfriendly
4. underwater 5. repaired 6. unaware
Write a cast of characters and a set description for another

Writing Connection
play. Map out your ideas first in your writer’s notebook. Use at
least four spelling words in your writing.

Answers will vary.
Help students identify the misspelled words in the first activity. Explain that most
of the misspelled words have the wrong prefix.

Name
Remember
A prefix is a group of letters added to the beginning of a word that changes
the word’s meaning. These are some common prefixes.
un-, “not” dis-, “not” mis-, “wrongly” non-, “not”
re-, “again” over-, “too much” under-, “below,” “too little” sub-, “under”
Unite means “bring together,“ so reunite means “bring together again.” Use
your knowledge of V/V and VCe syllables to read the word: /rē/ /ū/ /nīt/.

A. Add the prefix to each word to form a spelling word. Write the

spelling word on the line. Then read it out loud.
unfriendly repaired
1. un + friendly = 9. re + paired =
rediscover unimportant
2. re + discover = 10. un + important =
disconnect submerge
3. dis + connect = 11. sub + merge =
unusual reunite
4. un + usual = 12. re + unite =
regain nonspecific
5. re + gain = 13. non + specific =
unfinished unaware
6. un + finished = 14. un + aware =
misguide dishonest
7. mis + guide = 15. dis + honest =
8. dis + courage = discourage
B. Write these spelling words on the lines in alphabetical order. Alphabetize them
to the third letter. rewrap, underwater, refreeze, overwhelm, replenish
overwhelm replenish underwater
16. 18. 20.
17. refreeze 19. rewrap

Vocabulary Strategy • Hyperbole
Name
A hyperbole is an exaggeration that is not meant to be taken literally. You

can look at the words and phrases that show the writer is exaggerating and
speaking figuratively to understand hyperbole.
Read this sentence: It was so hot outside that Rose thought she was melting.
Rose did not actually think she was melting. The writer wants to emphasize
how hot it was outside.
Read the messages below. Underline the words and phrases that help
you identify hyperbole. Then write the meaning of each exaggeration on
the lines provided. Possible responses provided.
“My backpack weighs a ton” is an exaggeration
Hey, I just got home. My of how heavy the backpack feels. “A million
backpack weighs a ton!
I have a million things to do! things to do” is an exaggeration that tells that
I feel like this week is never
going to end.
someone already has a lot to do. “Never going to
end” exaggerates how slow the week is going.
I just finished my work. It

was the easiest assignment
EVER! Do you want to meet
for dinner later? I won’t
wait an eternity for you.
“Easiest assignment ever” exaggerates how
Yes! I’m so hungry, I could eat a horse! simple the work was to complete. “I won’t wait
Aa GIF
an eternity” means the person won’t wait
around.
Give students examples of
hyperbole, such as: I was
so hungry I could eat a
whale; I told you a million
times to please pick up “I could eat a horse” exaggerates how hungry
your clothes!
the person is.

Vocabulary Strategy • Prefixes and Suffixes
Name
Prefixes are word parts added to the beginnings of words. Suffixes are
word parts added to the ends of words. Prefixes and suffixes change the
meaning of the base word. By learning the meaning of affixes, you can
figure out the meaning of unfamiliar words and correctly use them in
your writing. Circle any prefixes or suffixes in the word in bold in each
sentence. Then write the meaning of the word on the line.
1. Passersby attacked the women and called them names, but the
demonstrators continued their silent march.
Word meaning:
people who demonstrate, march, or protest
2. She came from a Quaker family that believed in women’s education and
women’s equality, uncommon beliefs for the time.
Word meaning:
not common, out of the ordinary
3. She earned degrees in biology and sociology before going to England to

study social work.

Word meaning:
the study of life sciences
4. Her stay in England transformed Paul.

Word meaning:
changed shape or form, made different
5. Alice Paul had always been shy, but she was not afraid of confrontation.
Word meaning:
the act of confronting or going against someone or something
6. She and the other suffragists were mistreated in jail.

Word meaning:
treated poorly, not acted upon kindly or well
Choose three of the words in bold from the activity above. In your
writer’s notebook, write three sentences using the words.

Grammar • Pronoun-Verb Agreement
Name
• Add -s to most present-tense verbs when the subject is one of the singular
pronouns he, she, or it. Do not add -s to present-tense verbs when the
subject is I, we, you, or they.
• Some indefinite pronouns are singular: Somebody is knocking on the door.
Others are plural: Many agree with me. Others can be plural or singular:
Some is still left in the fridge. Some are still finishing their project. When
an indefinite pronoun is used as a subject, the verb must agree with it.
• A prepositional phrase after an indefinite pronoun can indicate whether
the pronoun is singular or plural: Some of the book is challenging. Some of
the pages are challenging. However, a prepositional phrase does not affect
pronouns that are always singular or always plural: Each of the rooms is
occupied.
Read each sentence. Underline the subject of the sentence. Then write the
correct present-tense form of the verb in parentheses on the line provided.
1. We (own) dozens of books about space exploration. own
have Help
2. As a matter of fact, they (have) their own shelves. students
identify
whether the
3. Some (interest) me more than others. interest indefinite
pronouns are
singular or
4. One of my favorites (tell) the story of a young astronaut. tells plural. “Some”
refers to books.
“One” and
writes “everyone” are
5. She (write) about her many years of preparation. always singular.
6. Everyone (know) how difficult that program can be. knows
7. Sometimes it (take) many years to complete the training. takes
8. My sister and I (hope) to see a rocket launch some day. hope
In your writer’s notebook, tell about a genre of writing that you

enjoy. Use five pronouns in your response. Include at least one
indefinite pronoun and one prepositional phrase. Then edit your
work for subject-verb agreement.

Grammar • Subject Pronoun-Verb Contractions
Name
• A contraction is a shortened form of two words.

• Subject pronouns can be combined with some verbs to form contractions.
An apostrophe (’) shows that a letter or letters have been left out.
we’re = we are; she’s = she is; they’ve = they have
he’s = he is; I’m = I am; there’s = there is; I’ll = I will
Read the excerpt from “Where’s Brownie?” Underline the pronoun-verb contractions.
On the lines below, write the pronoun and verb used to form each contraction.
Sam: He’s just a lizard, Alex. I mean chameleon. It’s not

exactly “absence makes the heart grow fonder.”
Evan: Listen to this! Chameleons change color to match
their environments when they’re confused or afraid.
Alex: Of course! Nicky, any GREEN lizards over there?

Nicky: (points into the tree) There’s just that one.
Alex: It’s Brownie!
He is; It is; they are; There is; It is
Reading/WritingWrite a short dialogue with pronoun-verb contractions about a

Connection
time you were running late. Select a genre, such as a drama or
personal narrative. Plan a first draft by freewriting in your
writer’s notebook. Edit your work for pronoun-verb agreement.
Answers will vary.
Simplify the
writing activity.
Have students write
two sentences using
two contractions.

Grammar • Mechanics: Abbreviations
Name
• An abbreviation is a shortened form of a word. Most abbreviations begin

with a capital letter and end with a period: Dr., Mr., Ms., Mrs., Jr., Rd., Blvd.
• Postal abbreviations for states, such as MN or TX, use all capital letters
with no periods.
Read each sentence. Underline each word that can be abbreviated. Then write
the correct abbreviation on the line provided.
1. Mister Howard Riley will visit the dentist today. Mr.
2. He is one of Doctor Merrick’s new patients. Dr.
3. The office is on Spring Street in Medfield. St.
4. Most visitors drive along Harbor Avenue to find parking. Ave.

5. The new garage on Cliff Road opened last week. Rd.
6. The dentist has a second office in Concord, New Hampshire. NH
7. A study by Professor Bea Wilby compared several dentists. Prof.
8. She included doctors from the New York-New Jersey area. NY-NJ
Write a paragraph about a visit to the post office. Include five

Writing Connection
abbreviations. Then check your work to make sure that you
used proper capitalization and punctuation.
Answers will vary.

Name
• Pronouns and verbs must agree in number and gender.

• Subject pronouns can be combined with some verbs to form contractions.
An apostrophe (’) shows that a letter or letters have been left out.
• An abbreviation is a shortened form of a word. Most abbreviations begin
with a capital letter and end with a period. Postal abbreviations for states
use all capital letters with no periods.
Proofread the paragraph. On the lines below, correct mistakes in pronoun

usage, pronoun-verb agreement, and abbreviations.
The Oxville Fair took place at the fairgrounds on HANDWRITING CONNECTION

Lakeside Ave last weekend. Wer’e pleased to announce
the winners of the raffle. Theyll each receive gift Be sure to write your
certificates, which we’ill mail out next week. The first- answer legibly in cursive.
place prize goes to Mr Lutz of Deerfield, Wa. Second Remember to leave
place goes to ms. Kujali of Elmfield, OR. And the third appropriate spaces

place winner is Dctr. Sanders of Kentsville CAL. The fair’s between words.
director, Mrs Triplett, said that she’re very pleased with
this year’s event.
The Oxville Fair took place at the fairgrounds on Lakeside Ave. last weekend.
We’re pleased to announce the winners of the raffle. They’ll each receive gift
certificates, which we’ll mail out next week. The first-place prize goes to Mr.
Lutz of Deerfield, WA. Second place goes to Ms. Kujali of Elmfield, OR. And
the third place winner is Dr. Sanders from Kentsville, CA. The fair’s director,
Mrs. Triplett, said that she’s very pleased with this year’s event.

Grammar • Test: Pronoun-Verb Agreement
Name
(1) You’re enjoy the water park. (2) Some say it features the longest
slide in the country. (3) My family and I plans to go again this weekend.
(4) It’s located right over the state line in Bloomington, m.n. (5) If you
wants to join us, let me know. (6) I’m ask my parents if there is room in
mrs Logan’s car.
1. What change, if any, needs to 4. What is the correct way to

be made in sentence 1? write sentence 4?
A Change You’re to Your F It’s located right over the state
B Change You’re to You’ll line in Bloomington, m.n.
C Change You’re to You are G It’s located right over the state
line in Bloomington, M.N.
D Make no change
H It’s located right over the state
2. What change, if any, should be line in Bloomington, MN.
made in sentence 2? J It’s located right over the state
F Change say to says line in Bloomington, MIN.
G Change it to they
5. What change, if any, needs to
H Change features to feature be made to sentence 5?
J Make no change A Change you to you’ll
3. What change, if any, should be B Change wants to want

made in sentence 3? C Change want to were
A Change My family and I to us D Change us to them
B Change I to me
C Change plans to plan write sentence 6?
D Make no change F I’m asks my parents if there is
room in Mrs Logan’s car.
G I’ll asks my parents if there is
room in mrs. Logan’s car.
H I’m ask my parents if there is room
in Mrs. Logan’s car.
J I’ll ask my parents if there is room
in Mrs. Logan’s car.

Spelling • Homographs
Name
Fold back the paper 1. 1. contest

along the dotted
line. Use the blanks 2. 2. content
to write each word
3. 3. protest
When you finish the 4. 4. combat
test, unfold the
paper. Use the list 5. 5. permits
at the right to
6. 6. rebel
mistakes. 7. 7. present
8. 8. insert
9. 9. desert
10. 10. subject
Emphasize the
different 11. 11. minute
pronunciations of each
homograph. Point out
that (besides research
12. 12. compact

and excuse) either the
first or second syllable 13. 13. conduct
can be accented.
14. 14. contract
15. 15. refuse
16. 16. conflict
17. 17. research
18. 18. excuse
19. 19. entrance
20. 20. extract
Review Words 21. 21. unusual
22. 22. rewrap
23. 23. dishonest
Challenge Words 24. 24. effect
25. 25. affect

Name
SPELLING TIP
Homographs are words that are spelled alike but
that have different meanings. They may also be To know how to
different parts of speech. pronounce a
homograph, look
Many homographs have different pronunciations.
for context clues.
Often, two-syllable homographs are accented on
How would you
different syllables.
pronounce the word
• produce (verb, “create”): The company will digest in this
produce fifty more T-shirts. sentence? I need
• produce (noun, “farm products; fruits and more time to digest
vegetables”): The market sells fresh produce. the information.
Say the two pronunciations of each spelling word.
Write the spelling words in alphabetical order within each group.
contest permits desert conduct research

content rebel subject contract excuse

protest present minute refuse entrance
combat insert compact conflict extract
words beginning with words beginning with 15. present

c or d e or i protest
16.
1. combat 9. entrance
2. compact 10. excuse words beginning with

r or s
3. conduct 11. extract
17. rebel
4. conflict 12. insert refuse
18.
5. content
words beginning with 19. research
6. contest m, p, or pr
20. subject
contract 13. minute
7.
desert 14. permits
8.

Name
SPELLING TIP
Homographs are words that are spelled alike but
that have different meanings. They may also be To know how to
different parts of speech. pronounce a
homograph, look
Many homographs have different pronunciations. for context clues.
Often, two-syllable homographs are accented on How would you
different syllables. pronounce the word
• produce (verb, “create”): The company will digest in this
produce fifty more T-shirts. sentence? I need
more time to digest
• produce (noun, “farm products; fruits and
the information.
vegetables”): The market sells fresh produce.
Say the two pronunciations of each spelling word.
Write the spelling in alphabetical order within each group.
contest permits desert object research

content rebel record contract excuse
protest present minute refuse buffet
combat insert produce conflict extract
words beginning with words beginning with 14. present

b, c, or d e or i produce
excuse 15.
1. buffet 8.
16. protest
2. combat 9. extract
3. conflict 10. insert words beginning with

r
4. content words beginning with
17. rebel
m or o
5. contest minute
11. 18. record
6. contract object
12. 19. refuse
7. desert
words beginning with 20. research
p or pr
13. permits

Name
A. Write the spelling words in alphabetical order within each group.
incense permits desert conduct research

content rebel subject coordinate excuse
protest contract predicate refuse entrance
words beginning with words beginning with 15. predicate

c or d e or i protest
16.
1. combat 9. entrance
2. compact 10. excuse words beginning with

r or s
3. conduct 11. extract
17. rebel
4. conflict 12. incense
18. refuse
5. content 13. insert
19. research
6. contract
words beginning with 20. subject
7. coordinate p or pr
14. permits
8. desert
B. Why is contract a homograph? Explain your answer on the lines below.

You may use a dictionary to help you.
Contract is a homograph because it has two different meanings and
pronunciations. Contract can be a noun that means “an agreement.” The first
syllable is accented. Contract can also be a verb that means “to shorten.”
The second syllable is accented.
Look through this weeks readings for more homographs. Record

the words in your writer’s notebook. You may use a dictionary to
help you.

Name

Write the spelling word that best completes each sentence. Underline the
syllable that is stressed in each word that you write.
1. We held a protest to complain about airport noise.
2. A wide variety of cactus plants grow in the desert .
3. The conflict began with a silly argument.
4. We will present our findings at the meeting.
5. Washing your hands takes only a minute .
6. Teachers praised the student’s good conduct .

7. I refuse to go to bed at eight o’clock.
8. What is your favorite subject in school?
9. The winner of the contest will get a new bike.
10. Does the contract state when we will be paid?
11. I don’t like to rebel against my parents.

Help students
12. The entrance to the zoo is clearly marked. determine which
syllable to stress.
combat Explain that most of
13. What is the best way to a cold? the nouns stress the
first syllable, and most
14. Insert a coin into the slot. of the verbs stress the
second syllable. (Excuse
15. Are you content in your hotel room? stresses the second
syllable as a noun and
extract as a verb. Research can
16. The dentist will my wisdom teeth. stress either syllable.)
17. A library card permits you to borrow books.
18. Dad’s car is a small yellow compact .
19. What is your excuse for missing class?
20. Scientists are working to research/research the disease.

Name

Aunt Sarah was the first woman in our family to drive a car. When she
was young she would speed down the deesert road near her home, a
cloud of dust behind her. People in town said Sarah would rebbel against
anything, but I know she just enjoyed life. She wasn’t conntent unless she
was trying new things.
As years went by, Sarah’s conduck didn’t change. She would jump on a
train or plane in a minut. She loved traveling and used any excuze to pack
her suitcase and explore the world.
1. desert 4. conduct
2. rebel 5. minute
3. content 6. excuse
Writing Connection
Write about someone you admire. Use at least four spelling
Answers will vary.

Name
Homographs are words that are spelled alike but have different meanings.
They may be different parts of speech and have different pronunciations.
• tear (noun meaning “a salty liquid released from a person’s eye”): A tear
ran down my cheek.
• tear (verb meaning “to rip”): If you tear the shirt, you will not be able to
return it.
Read each sentence aloud. Listen for the different pronunciations of tear.


Fill in the missing letter or letters to form each spelling word. Then write the
word on the line.
1. c o ntract contract 11. cont e nt content
2. reb e l rebel 12. perm i ts permits
3. pr o test protest 13. c o ntest contest
4. c o mpact compact 14. d e sert desert
5. pres e nt present 15. m i nute minute
6. c o nduct conduct 16. e ntrance entrance
7. s u bject subject 17. ins e r t insert
8. c o nflict conflict 18. exc u s e excuse
9. extr a ct extract 19. ref u s e refuse
10. comb a t combat 20. res e a r ch research

Name

concealable concealment
concealed conceals
concealing
conceal
Write as many related words to precise as you can on the lines below.
Use an electronic or print dictionary to help you. Possible responses provided.
precisionist precision
precisely preciseness
imprecision imprecise
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
precise
Write reserva and reservado (to save for a purpose or person; saved for a purpose or
person) on the board. Place reserva in a center circle. Reservado is related to the word
reserva. Many English words are related to each other.

Name
Hole in one! Match the definitions on the left with the vocabulary words
on the right. Use a dictionary if you get stuck.
coming into view

1. wages
not the same

2. defy
leadership or direction
3. emerging
the act of expecting
something to happen
4. neutral
honest and direct when
speaking
5. reserved
to refuse to obey
6. critical

payments received
for work done
7. anticipation
went looking for something

8. guidance
finding fault with others
9. entitled
qualified or having a
right to do something
10. unequal
does not support or
agree with either side
11. outspoken of an argument
12. sought saved for a purpose

or special person

Grammar • Possessive Pronouns
Name
• A pronoun takes the place of a noun in a sentence.

• A possessive pronoun takes the place of a possessive noun. It shows who
or what has or owns something: Ron’s bike is green. His bike is green.
• Some possessive pronouns are used before nouns. That used to be our
apartment. Others can stand alone in a sentence: That used to be ours.
Read each rule on the park sign. Underline the possessive pronouns.
PARK RULES
• Use the park at your own risk.

• Parents are responsible for the safety and supervision of their
children.
• Our picnic tables are for eating. Please be respectful of property.

• Owners are responsible for the behavior of their dog at all times.
• Remember to take what is yours with you when you leave.
Writing Connection
Write three rules that visitors to a home should follow.
Include a possessive pronoun in each rule. Then share
your rules with a partner by reading them aloud.
Identify the possessive pronouns in your partner’s home rules.
Answers will vary.

Grammar • Ways to Use Possessive Pronouns
Name
• These possessive pronouns are used before nouns: my, his, her, its, our,
your, and their.
• These possessive pronouns can stand alone: mine, yours, his, hers, its, ours,
yours, and theirs.
Write the word in parentheses that best completes each sentence.
1. My sister and I helped (her, our) mother buy a new phone. our
2. (His, Hers) had stopped working over a week ago. Hers
3. She liked the new phones but didn’t understand (its, their) features. their
4. We showed her how we use (our, ours) to take pictures. ours
5. “I can watch movies on (my, mine) phone,” I told her. my
6. “(My, Mine) doesn’t need to be so fancy,” she said. Mine

Read the paragraph from “A Boy, a Horse, and a Fiddle.” Underline the
possessive pronouns.
Determined to escape such a master, the horse kicked

and reared until it broke free of the chains. Immediately, it
galloped toward home. Furious, the chieftain ordered his
archers to mount their own steeds and shoot the horse.
Although many arrows hit their target, the white stallion
bravely dashed on and outran its captors.
Reading/Writing Write two sentences about a cat chasing a mouse. Include one
Connection possessive pronoun before a noun and one that stands alone.
Edit and proofread your work.
Answers will vary.

Grammar • Mechanics: Apostrophes, Possessives, and Reflexive Pronouns
Name
• An apostrophe takes the place of a letter or letters left out of

a contraction.
• Possessive pronouns never use apostrophes.
• Reflexive pronouns are used as objects and refer back to the subject. The
ending -self is used with singular pronouns: She wrote the song by herself.
The ending -selves is used with plural pronouns: We helped ourselves to
slices of pizza.
Read each sentence. Choose the word in parentheses that best completes the
sentence. Write it on the line provided.
1. The doctors will speak about (their, they’re) latest research. their
2. (Their, They’re) scheduled to talk in an hour. They’re
3. (It’s, Its) important to learn about new treatments. It’s

4. “(Your, You’re) going to be surprised,” one doctor told me. You’re
5. The other said, “This will affect how you live (your, you’re) life.” your
6. I will write (me, myself) notes during the presentation. myself
7. They asked (himself, themselves) questions before they began. themselves
8. “If (your, you’re) concerned about staying healthy, what can you do?” you’re
9. “You should all treat (yourself, yourselves) well by eating good foods.” yourselves
10. I’ll be sure to follow (their, they’re) advice. their
In your writer’s notebook, write a dialogue between you and a

friend about your favorite food. Include at least two possessive
pronouns, two reflexive pronouns, and two contractions. Edit and
proofread your dialogue for spelling, punctuation, and grammar.

Name
• A possessive pronoun takes the place of a possessive noun. It shows who

or what has or owns something. These possessive pronouns are used before
nouns: my, his, her, its, our, your, and their. These possessive pronouns can
stand alone: mine, yours, his, hers, its, ours, yours, and theirs.
• An apostrophe takes the place of a letter or letters left out of a
contraction.
Proofread the paragraph. On the lines below, correct mistakes in pronoun usage
and apostrophe placement.
COMMON ERRORS
Ours town’s carpentry club will have it’s open
house tomorrow. Members will show displays of Some possessive pronouns
they’re most recent creations. One of them’s projects sound the same as
will win a prize. The club has also decided to change contractions: its/it’s, your/
their name. Its now going to be called The you’re, and their/they’re.
Hammerhead Club. If you’ld like to join them, bring Remember that possessive
pronouns never use
you’re application to their next meeting. Next year’s

apostrophes.
winning display could be your!
Our town’s carpentry club will have its open house tomorrow.
Members will show displays of their most recent creations. One of their
projects will win a prize. The club has also decided to change its name. It’s
now going to be called The Hammerhead Club. If you’d like to join them (or
it), bring your application to their (or its) next meeting. Next year’s winning
display could be yours!

Grammar • Test: Possessive Pronouns
Name
(1) We heard some baby birds in they’re nest waiting for the mother
bird to return with food. (2) Them nest was in a tree in ours backyard.
(3) They were chirping and entertaining theirself. (4) The baby birds were
chirping so loudly in their nest that I had to cover your ears. (5) Mom used
she video camera to record each of the birds. (6) Finally, the mother bird
flew back to their nest to give each baby bird it’s lunch!

A Change We to Us F The baby birds were chirping so
B Change We to Them loudly in their nest that I had to
cover my ears.
C Change they’re to their
G The baby birds were chirping so
D Change they’re to its
loudly in they nest that I had to
2. What is the correct way to cover your ears.
write sentence 2? H The baby birds were chirping so
loudly in their nest that I had to
F Their nest was in a tree in our

backyard. cover her ears.
G Their nest was in a tree in ours J The baby birds were chirping so
backyard. loudly in their nest that I had to
cover its ears.
H Them’s nest was in a tree in our
backyard. 5. What change needs to be
J Them nest was in a tree in your made to sentence 5?
backyard. A Change Mom to She
3. What is the correct way to B Change she to her

write sentence 3? C Change each to every
A They were chirping and D Change the to them
entertaining theirselves.
B They were chirping and
be changed?
entertaining theirs.
F Change their to they’re
C They were chirping and
entertaining itselves. G Change their to theirs
D They were chirping and H Change it’s to our
entertaining themselves. J Change it’s to its

e e
Spelling • Words with /ch r/ and /zh r/
Name
Fold back the paper 1. 1. rancher

along the dotted
line. Use the blanks 2. 2. searcher
to write each word
3. 3. pressure
When you finish the 4. 4. future
test, unfold the
paper. Use the list 5. 5. butcher
at the right to
6. 6. measure
mistakes. 7. 7. pleasure
8. 8. mixture
9. 9. treasure
10. 10. feature
11. 11. pasture
12. 12. creature

13. 13. lecture
14. 14. gesture
15. 15. nature
16. 16. fracture
17. 17. moisture
18. 18. stretcher
19. 19. legislature
20. 20. azure
Review Words 21. 21. contest
22. 22. desert
23. 23. entrance
Challenge Words 24. 24. miniature
25. 25. disclosure

Name
DECODING WORDS
• When a multisyllabic word ends with the
syllable ture or cher, the syllable is usually Divide the word leisure
unaccented and has the sound /ch r/. e into syllables: lei/sure.
Examples include lecture and teacher. The first syllable is open
and includes the digraph
• When a multisyllabic word ends with the ei. The second syllable is
syllable sure or zure, the syllable is usually unaccented and uses a
unaccented and has the sound /zh r/. e
schwa. Say the syllables
Examples include treasure and azure. together to decode the
The final syllable of each spelling word uses word: /lē/ /zhər/.
e
the schwa vowel sound, / /.
rancher butcher moisture searcher treasure

lecture measure feature gesture pasture
pressure pleasure stretcher nature creature

azure mixture legislature fracture future
e
/ch r/ spelled ture 9. future e
/zh r/ spelled sure
1. lecture 16. pressure
10. pasture
2. mixture 17. measure
11. creature
3. moisture 18. pleasure
e
/ch r/ spelled cher
4. feature 19. treasure
12. rancher
5. legislature
13. butcher e
/zh r/ spelled zure
6. gesture 20. azure
14. stretcher
7. nature
15. searcher
8. fracture
Write a short fictional passage about finding treasure. Include

four multisyllabic words that end in ture, cher, or sure. You may
use a dictionary to help you. Then edit and proofread your work.

Name
DECODING WORDS
• When a multisyllabic word ends with the
syllable ture or cher, the syllable is usually Divide the word leisure
unaccented and has the sound /ch r/. e into syllables: lei/sure.
Examples include lecture and teacher. The first syllable is open
and includes the digraph
• When a multisyllabic word ends with the ei. The second syllable is
syllable sure or zure, the syllable is usually unaccented and uses a
unaccented and has the sound /zh r/. e
schwa. Say the syllables
Examples include treasure and azure. together to decode the
The final syllable of each spelling word uses word: /lē/ /zhər/.
e
the schwa vowel sound, / /.
rancher butcher moisture searcher treasure

lecture measure feature gesture pasture

picture pleasure capture nature creature
archer mixture seizure catcher future
e
/ch r/ spelled ture 8. future 15. searcher
1. lecture
9. capture 16. archer
2. mixture
10. pasture e
/zh r/ spelled sure
3. moisture
11. creature 17. measure
4. feature
e 18. pleasure
/ch r/ spelled cher
5. picture
12. rancher 19. treasure
6. gesture
13. butcher e
/zh r/ spelled zure
7. nature seizure
14. catcher 20.


Name
A. Write the spelling words that contain the matching sound and spelling
pattern.
stature leisurely moisturize searcher manufacture

lecture exposure feature gesture pasture
pressured pleasure stretcher architecture posture
azure mixture legislature fractured enchanter
e
/ch r/ spelled ture or tur 9. fractured 16. exposure
1. lecture
10. pasture 17. pleasure
2. mixture
11. posture 18. leisurely
3. stature
12. manufacture e
/zh r/ spelled zure
4. feature
e 19. azure
/ch r/ spelled cher
legislature
5. stretcher
13. e
word without /ch r/ or
6. gesture e
14. searcher /zh r/
moisturize 20. enchanter
7.
e
/zh r/ spelled sure
8. architecture pressured
15.
B. Compare the words moisture and stretcher. How are they alike? How
are they different?
e
Both words have two syllables and end with the unaccented /ch r/. The
second syllable in moisture is spelled ture. In stretcher, the second syllable is
spelled cher.


Name
rancher butcher treasure lecture moisture

searcher measure feature gesture stretcher
pressure pleasure pasture nature legislature
future mixture creature fracture azure
1. stretch, stretched, stretcher 5. press, pressing, pressure
2. search, searching, searcher 6. please, pleasing, pleasure
3. moist, moisten, moisture 7. lecturer, lectern, lecture
4. mix, mixed, mixture 8. treasurer, treasury, treasure
9. The grass in the pasture is long and green.

10. He plans to open a clothing store in the near future .
11. Please make a gesture with your hand when you are ready.
12. The butcher has many different cuts of meat on sale.
13. Will you please measure the width of the desk?
14. The huge creature in the movie frightened my little brother.
15. The best feature of this computer is its screen.
16. Do you think the legislature will enact the proposed law?
17. The rancher has a beautiful stream running through his land.
18. The stone in her ring is a bright azure color.
19. We like to take hikes and enjoy nature on the weekends.
20. The doctor said that my fracture should heal nicely.
Allow students to use a dictionary to help them find the meanings of more difficult words, such as
pasture, legislature, gesture, and azure. Or, write some cognates on the board: gesto (gesture),
azur (azure), and criatura (creature).

Name

Late afternoon at the seashore is a pleazure. The air begins to cool. A
salt breeze blows moistcher onto your face. If you are a good searchur,
this is a good time to walk along the beach to look for shells.
Then the sun begins to set. Natchur is at its best. The azsure sky turns
pink and a huge sun looms on the horizon. A gull circles, making noises
like no other creachere. Everything is lovely! But have you ever wondered
what makes the sky change color or why the sun looks so large? Is there a
scientific explanation?
1. pleasure 4. nature
2. moisture 5. azure
3. searcher 6. creature
Write information about another event in nature that interests

Writing Connection
you. Use four spelling words in your writing. As you edit and
proofread your work, remember the ture, cher, and sure

spelling patterns.
Answers will vary.

Name
Remember
• When a multisyllabic word ends with the syllable ture or cher, the syllable
e
is usually unaccented and pronounced as /ch r/: structure, bleacher.
• When a multisyllabic word ends with the syllable sure or zure, the syllable
e
is usually unaccented and pronounced as /zh r/: exposure, seizure.
Read the four examples above aloud. Listen carefully to the difference
e e
between /ch r/ and /zh r/.
rancher butcher treasure lecture moisture

searcher measure feature gesture stretcher
pressure pleasure pasture nature legislature
future mixture creature fracture azure
A. Fill in the missing letters of each word to form a spelling word.

Then write the spelling word on the line.
1. mix t u r e mixture 9. mea s u r e measure
2. trea s u r e treasure 10. ges t u r e gesture
3. fu t u r e future 11. na t u r e nature
4. plea s u r e pleasure 12. pres s u r e pressure
5. legisla t u r e legislature 13. mois t u r e moisture
6. fea t u r e feature 14. lec t u r e lecture
7. pas t u r e pasture 15. frac t u r e fracture
8. crea t u r e creature
B. Write these spelling words on the lines in reverse alphabetical order: rancher,
searcher, butcher, stretcher, azure.
16. stretcher 18. rancher 20. azure
17. searcher 19. butcher

Vocabulary Strategy • Synonyms and Antonyms
Name
You can use synonyms and antonyms to figure out the meaning of a word.
Synonyms have the same or similar meanings, such as precise and accurate.
Antonyms are words that have opposite meanings, such as exhausted and
energized. Consider the connotations, or feelings, associated with each
synonym or antonym you find.
Read the advertisement below. Use context clues to circle the synonym or
antonym for each word in bold. Then write the meaning of the bold word.
Note whether each word has a positive, negative, or neutral connotation.
Boring means uninteresting or

ATTENTION STUDENTS:
not intriguing. It has a
Are you tired of boring indoor activities?
negative connotation.
Looking for an intriguing outdoor pastime?
Pastime means something you
Join Sonny’s Summer Scouting Adventures
like to do. It has a positive
for some exciting nature fun in the sun!

connotation.
Don’t just trek the hardest trails or
Trek means walk for a long
hike the tallest mountains—conquer them!
Don’t be timid—boost your self-confidence distance for pleasure and it
through our program! has a positive connotation.
Be a part of the original scout troop Timid means a lack of courage.
and forget about the imitation squads. It has a negative connotation.
Original means made first, not

Ready to join? Give us a shout!
an imitation. It has a positive
connotation.
Squads are groups of people.

Read the first two lines. Point to the first word in
bold. Ask students, Is there another word that
The word has a positive
means the same or opposite of boring? What does
it mean when something is boring? connotation.

Vocabulary Strategy • Adages and Proverbs
Name
An adage is an old saying that expresses a common observation or piece of

wisdom about life. The adage “Don’t forget to stop and smell the roses”
means to relax and appreciate the small things in life.
Similarly, a proverb is a short popular saying that expresses a common truth.
For example, the proverb “If the shoe fits, wear it” means “if a criticism
about you is true, learn to accept it.”
The two terms are often used interchangeably.
Read each passage from “A Penny Saved.” Underline each adage or proverb.
Then write its meaning on the lines. Possible responses provided.
1. JORGE: Well, we all know that a penny saved is a penny earned, and
we’ve stashed away lots of spare change over the months. We were
planning on using that money for our summer adventure.
Saving money is as good as earning it.

2. MOM: Hold on a moment, Mia. You should look before you leap. We need
to consider Jorge’s evidence first.
Investigate a situation before entering it.
3. MOM (stands up): There is another explanation. After all, there are two
sides to every coin. Jorge, as it turns out, I guess I’m your so-called “thief.”
There are two sides to every argument.
4. MOM: Jorge, they say that a fool and his money are soon parted. With
that in mind, a smart boy like you will never go broke!
Foolish people usually lose their money.
Write a short dialogue between two friends. Include one of the

adages above in the dialogue.

Grammar • Homophones
Name
• Homophones are words that sound the same but have different spellings
and meanings. Some examples of homophone pairs include read/reed,
write/right, their/there, sight/site, and break/brake.
Read each sentence. Choose the homophone in parentheses that best completes
the sentence. Write it on the line provided.
1. “(Lets, Let’s) go to the zoo this afternoon,” I suggested. Let’s
2. I was interested in seeing Paula the polar (bear, bare). bear
3. “(We’d, Weed) have to leave right now,” Mom said. We’d
4. “The zoo will be closed in about an (our, hour).” hour
5. We didn’t have much time to (waste, waist). waste
6. “(Who’s, Whose) coming with us?” Mom asked. Who’s

7. My sister said she wanted to come, (to, too). too
8. “(There’s, Theirs) a new fawn that I want to see,” she said. There’s
9. When we arrived, she headed straight for the (dear, deer). deer
10. I made my way (through, threw) the crowds to see Paula. through
Writing Connection
Write a paragraph about a place you want to visit. Include
and underline at least five homophones. Make sure you use
the correct spelling of each homophone.
Answers will vary.

Grammar • Possessive Pronouns and Contractions That Are Homophones
Name
• Some pronouns and pronoun/verb contractions are homophones.

• Don’t confuse these homophones: there/they’re/their, there’s/theirs, its/it’s,
and your/you’re. These are also high-frequency words. Try to memorize
the spelling and usage of each word.
Read each sentence. Choose the word in parentheses that best completes the
sentence. Write it on the line provided.
1. “Watch (your, you’re) step,” the tour guide warned. your
2. “(Your, You’re) about to enter the main cavern.” You’re
3. The students avoided the rocks and stones in (there, their) path. their
4. “Careful. (Theirs, There’s) a lot of moisture,” the guide said. There’s
there
5. I asked, “What are those things up (there, their) called?”
6. “(They’re, Their) called stalactites,” the guide answered. They’re

7. “(Your, You’re) looking at structures that took centuries to form.” You’re
8. The teacher took a picture with her camera, and the students took photos with
(there’s, theirs). theirs
Read this stanza from “Climbing a Hill.” Underline the homophone. Then
explain whether the word is a possessive pronoun or a contraction.
Hiking is like a roller coaster.

It’s not just one long climb
and then the ride is over.
It’s is a pronoun/verb contraction of It is.
Reading/Writing Write two lines of poetry about an activity you enjoy.

Connection
Include a homophone of the word you identified above.
Possible response:
Soccer can make you sore / Its purpose is to run, pass, and score

Grammar • Mechanics: Punctuating Poetry
Name
• Use capital letters at the beginning of complete thoughts. Be consistent if

you also use capital letters at the beginning of each line.
• Dashes can be used to show examples or sudden breaks in thought.
I will see you at the picnic—that is, if I finish my project in time.
• Hyphens are used in compound words (forty-six, mother-in-law) or to
connect double-adjectives (a well-respected professor). They are also used
to break up words between lines.
• Use quotation marks around dialogue or speech.
• Use commas to separate units of meaning.
Rewrite each line of the poem by putting capital letters and punctuation marks
where they belong.
Ask a volunteer to paraphrase the
1. once in a while maybe twice in a while— directions. Then write and correct
the first line on the board.
Once in a while—maybe twice in a while—

2. i think of fun things thoughts that get me to smile.
I think of fun things, (or —) thoughts that get me to smile.

3. my mom used to say in a manner most grace
My mom used to say, in a manner most grace-

4. ful, A smile on your face brings light to a place.
ful, “A smile on your face brings light to a place.”
5. thanks, Mom. You’re right as is always the case!
Thanks, Mom. You’re right, (or —) as is always the case!
In your writer’s notebook, write a short poem about a family member.

Include at least one hyphen, one dash, and one quotation. Edit and
proofread your poem for capitalization, punctuation, and spelling.

Name
• Don’t confuse words that are homophones.

• In poetry, usually use capital letters at the beginning of complete
thoughts and, if desired, at the beginning of each line. Dashes can set off
examples or sudden breaks in thought. Hyphens can break a word
between lines. Use quotation marks around dialogue or speech. Use
commas to separate units of meaning.
Proofread the poem. On the lines below, correct errors or inconsistencies in the
use of pronouns, capitalization, and punctuation. Answers may vary slightly but
should demonstrate consistency.
Bright stars—your shining in the highest sky
Asking earthbound soles like me, Why? Why? Why?”
Theirs won part of my heart eager to know
and another part thats afraid to show
it’s self tonight to shine at any height.

I’ll do whats write trust my heart’s inner light.
Bright stars—you’re shining in the highest sky,
Asking earthbound souls like me, “Why? Why? Why?”
There’s one part of my heart eager to know,
And another part that’s afraid to show
Itself tonight, to shine at any height.
I’ll do what’s right—trust my heart’s inner light.
Identify the errors. Have students work with a partner to correct them.

Grammar • Test: Pronouns and Homophones
Name
(1) “Look at all the storm clouds over their!” Dad exclaimed. (2) “Who’s
idea was it to go to the beach today?” he asked.
(3) “Your getting upset over nothing,” Mom said.
(4) “They’re just clouds, Dad-nothing to worry about!” said Terrance.
(5) “Trust me, Dad said. (6) Its going to rain any minute now.”
(7) “Those clouds will never make there way over here,” she replied.
(8) “Let’s go!”

A Change their to there F Change They’re to There
B Change their to they’re G Change the hyphen to a dash
C Change their to there’s H Delete the quotation marks
D Make no change J Make no change
2. How does sentence 2 need to 5. What is the correct way to

be changed? write sentences 5 and 6?
F Change Who’s to Who A “Trust me,” Dad said. It going to
G Change Who’s to Whose rain any minute now.
H Change it to its B “Trust me,” Dad said. “It’s going to
rain any minute now.”
J Change it to it’s
C “Trust me,” Dad said. “Its going to
3. What change, if any, should be rain any minute now.”
made in sentence 3? D “Trust me, Dad said. “Its’ going to
A Change Your to You rain any minute now.
B Change Your to You’re
C Change Your to You’ve be changed?
D Make no change F Change there to they’re
G Change there to the
H Change there to their
J Change there to they

Spelling • Suffixes -ance and -ence
Name
Fold back the paper 1. 1. distance

along the dotted
line. Use the blanks 2. 2. importance
to write each word 3. 3. balance
When you finish the 4. 4. attendance
test, unfold the
paper. Use the list 5. 5. absence
at the right to 6. 6. performance
mistakes. 7. 7. dependence
8. 8. substance
9. 9. disturbance
10. 10. appearance
11. 11. assistance
12. 12. ignorance

13. 13. brilliance
14. 14. ambulance
15. 15. residence
16. 16. radiance
17. 17. resistance
18. 18. reluctance
19. 19. persistence
20. 20. hesitance
Review Words 21. 21. creature
22. 22. measure
23. 23. rancher
Challenge Words 24. 24. vigilance
25. 25. inference

Name
DECODING WORDS
The suffixes -ance and -ence mean “an
action or act” or “the state of.” Adding these Adding suffixes can change
suffixes to a base word or root creates a the consonant sound in a
noun: assist + ance = assistance. word. For example, the /t/ in
radiant changes to /s/ when
Many words that end in -ance or -ence are adding -ance to form
related to adjectives that end with -ant or radiance. In the word select,
-ent: assistance is related to assistant. the /t/ changes to /sh/ when
Sometimes adding -ance or -ence changes adding the suffix -ion to form
the base word: ignore —> ignorance (drop e). selection. Use knowledge of
adding suffixes to sound out
each word.
Write the words that contain the matching syllable and spelling pattern.
distance absence disturbance brilliance resistance

importance performance appearance ambulance reluctance
balance dependence assistance residence persistence

attendance substance ignorance radiance hesitance
two syllables ending in three syllables ending in 12. disturbance

-ence -ence appearance
13.
1. absence 6. dependence
14. assistance
two syllables ending in 7. residence
-ance 15. ignorance
8. persistence
2. distance ambulance
16.
balance three syllables ending in
3. radiance
-ance 17.
4. substance
importance 18. resistance
brilliance 9.
5.
attendance 19. reluctance
10.
performance 20. hesitance
11.
Look for more words with the suffix -ance or -ence. Record each
word and a related word in your writer’s notebook. Note any
consonant sound changes. Then read the words aloud.

Name
DECODING WORDS
The suffixes -ance and -ence mean “an
action or act” or “the state of.” Adding these Adding suffixes can change
suffixes to a base word or root creates a the consonant sound in a
noun: assist + ance = assistance. word. For example, the /t/ in
radiant changes to /s/ when
Many words that end in -ance or -ence are adding -ance to form
related to adjectives that end with -ant or radiance. In the word select,
-ent: assistance is related to assistant. the /t/ changes to /sh/ when
Sometimes adding -ance or -ence changes adding the suffix -ion to form
the base word: ignore —> ignorance selection. Use knowledge of
(drop e). adding suffixes to sound out
each word.
Write the words that contain the matching syllable and spelling pattern.
distance absence disturbance glance resistance

importance evidence entrance romance chance

balance dependence dance residence presence
attendance substance clearance radiance hesitance
one syllable ending in -ance 7. balance three syllables ending in

1. dance substance -ance
8.
glance entrance 15. importance
2. 9.
chance 10. clearance 16. attendance
3.
two syllables ending in 11. romance disturbance
17.
-ence three syllables ending in radiance
18.
4. absence -ence
19. resistance
5. presence 12. dependence
residence 20. hesitance
13.
two syllables ending in
-ance 14. evidence
6. distance

Name
A. Write the spelling words that contain the matching syllable and
spelling pattern.
tolerance absence disturbance brilliance resistance

perseverance prevalence appearance ambulance reluctance
acceptance dependence assistance residence persistence
two syllables ending in three syllables ending in 18. reluctance

-ence -ance
19. hesitance
1. absence tolerance
8.
two syllables ending in attendance four syllables ending in
9.
-ance -ance
10. acceptance perseverance
substance 20.
2.
11. disturbance
3. brilliance
12. appearance
three syllables ending in assistance
13.
-ence
14. ignorance
4. dependence
residence 15. ambulance
5.
persistence 16. radiance
6.
17. resistance
7. prevalence
B. Compare the words dependence and disturbance. How are they alike?
Both words begin with the letter d and have three syllables. The word
dependence ends in -ence and the word disturbance ends in -ance.

Name

dependence brilliance
1. need 7. brightness
disturbance balance
2. commotion 8. steadiness
3. glow radiance 9. look appearance
substance hesitance
4. material 10. uncertainty
5. refusal resistance 11. unwillingness reluctance
6. home residence 12. determination persistence

B. Write the spelling word that belongs with each word family below.
13. ignore, ignorant, ignorance
14. assist, assistant, assistance
15. import, important, importance
16. perform, performer, performance
17. distant, distantly, distance
18. absent, absently, absence
19. attend, attendant, attendance
20. ambulate, perambulator, ambulance
Allow students to use a dictionary or thesaurus to help them find the meanings of the synonyms
in part A.

Name
Underline the six misspelled words in the paragraphs below. Using your
knowledge of spelling patterns, write the words correctly on the lines.
When the forest fire began to spread, Ranger Flynn drove a distence
of ten miles to reach the nearby town of Pineville. Once he was there, he
went straight to the residance of the mayor to warn her of the danger. He
wanted to make sure the mayor was aware of the importence of
preparing the town for the blaze.
1. distance 2. residence 3. importance
The mayor asked Ranger Flynn for assistence. There was no hesitence
in his agreement. He spoke at a town meeting to clear up any ignorence
of the approaching fire and to discuss how to combat it.
4. assistance 5. hesitance 6. ignorance
Write a passage for a story about a town that faces a

Writing Connection
challenge. Use at least four spelling words in your writing.
Answers will vary.
For the writing activity, have students write three sentences using three spelling words.

Name
Remember
Adding the suffixes -ance and -ence to a base word or root creates a noun.
For example: perform + -ance = performance (the act of performing).
Sometimes adding -ance or -ence will change the base word: apply —>
appliance (change y to i).
Adding a suffix can change a consonant sound in a word. The /t/ in resident
changes to /s/ when -ence is added (residence), whereas the /t/ in select
changes to /sh/ when the suffix -ion is added (selection).
What sound does the /t/ in reluctant change to when -ance is added to
form reluctance? Blend the sounds in the word together: /ri/ /luk/ /təns/.


A. Fill in the missing letter to form a spelling word. Write the word on the line.
1. ambul a nce ambulance 8. disturb a nce disturbance
2. resid e nce residence 9. appear a nce appearance
3. bal a nce balance 10. import a nce importance
4. subst a nce substance 11. dist a nce distance
5. persist e nce persistence 12. ignor a nce ignorance
6. brilli a nce brilliance 13. depend e nce dependence
7. hesit a nce hesitance 14. perform a nce performance
B. Write these spelling words in alphabetical order. Alphabetize them to the third
letter. reluctance, attendance, resistance, absence, assistance, radiance
16. absense 18. attendance 19. reluctance
17. assistance 19. radiance 20. resistance

Name
Expand your vocabulary by generating synonyms, or words with the

same or similar meanings, to show shades of meaning of the word.
relevant essential
meaningful important
worthwhile
useful
Add rocks to the landscape below to write as many synonyms of barren

as you can. Use a dictionary or thesaurus to help you.
dry arid empty
deserted
barren
Write importante and esencial (important; essential) on the board. Place importante in
a center circle. Esencial is a synonym of the word importante. Synonyms have the same
or similar meanings.

Vocabulary Strategy • Simile and Metaphor
Name
Writers use similes and metaphors to create a picture in the reader’s mind.
You can figure out the meaning of similes and metaphors by looking at what
is being compared. Remember that a simile compares two things using like
or as, whereas a metaphor does not use like or as.
Read each passage from “Grandpa’s Shed.” Underline the similes and
metaphors. Then explain the author’s meaning in your own words. Use a
dictionary or thesaurus for help.
1. My grandpa is a mountain, / Brooding, looming, tall.
He stands tall and quiet.
2. I stand in his shadow, silent as a stone.
I stand not making a sound.

3. That shed’s a squat gray mushroom,
The shed is low and drab.
4. The old man’s hands are vises, / Prying open paint cans lightning fast.
His strong hands hold tightly.
5. My words explode like fireworks.
The words are loud and uncontrolled.
6. Anticipating anger, my mouth shuts like a trap.
I stop speaking suddenly.
7. We share that shed like one vast canvas

Working together, we create a single work.

Grammar • Independent and Dependent Clauses
Name
• A clause is a group of words that has a subject and a predicate.

• An independent clause has one complete subject and one complete
predicate. It can stand alone as a sentence.
I painted the room last weekend.
• A dependent clause cannot stand alone as a sentence. It is introduced by
a subordinating conjunction, such as after, although, before, because, if,
since, until, when, where, and while.
I took a shower after I painted the room.
Read each sentence. Write whether the underlined words are an independent
clause or a dependent clause.
1. I spent Saturday afternoon at the craft fair. independent clause
2. I got in free because I am a student. dependent clause
independent clause
3. If I bought something, I would receive a discount.
4. Since my mom is a painter, she had a booth there. dependent clause
5. People liked her paintings, and she sold quite a few. independent clause
6. I stayed at the booth while she went to get lunch. dependent clause
7. Several people stopped by, but no one bought anything. independent clause
8. When Mom got back, I told her about the visitors. dependent clause
9. She shared some of the food that she had bought. dependent clause
10. After we ate, I checked out the rest of the fair. independent clause
In your writer’s notebook, write a short passage about a fair you

have attended or parade you have seen. Include at least five
dependent clauses. Check your work to make sure that a
subordinating conjunction introduces each dependent clause.
In the first activity, explain to students that they should look for a subordinating
conjunction in the underlined clauses. If the clause begins with a subordinating
conjunction, it is dependent.

Name
• A complex sentence contains an independent clause and a dependent clause.

• Use a comma after an introductory dependent clause.
Whenever I can’t fall sleep, I reread an old book.
Use the subordinating conjunction in parentheses to combine the two clauses

into one complex sentence. Write the new sentence on the line provided.
1. it was hot/we drank lots of water (because)
Because it was hot, we drank lots of water.
2. night approached/it became harder to see (as)

As night approached, it became harder to see.
Reading/Writing Read this paragraph from “Changing Views of Earth.” Underline

Connection
two dependent clauses. Then write three sentences about an

invention that would make your life easier. Include two
dependent clauses. Check to make sure that you use commas
and subordinating conjunctions correctly.
Long ago, humans based their knowledge on what

they experienced with their eyes and ears. If people
could heighten their senses, they might not feel so
mystified by the events confronting them daily. For
example, something as simple as the rising sun
perplexed people for centuries. They believed that the
Earth stayed in place while the Sun moved around it.
This was called the geocentric model.
Answers will vary.

Grammar • Mechanics: Appositives
Name
• An appositive is a noun, noun phrase, or noun clause that explains or

describes a nearby noun or pronoun.
• An appositive may come before or after a noun or a pronoun. Commas are
used to set off many appositives.
Zoe, our class president, gave an excellent speech.
Combine the two sentences into one by creating an appositive out of the
second sentence. Write the new sentence on the line provided.
1. Ms. Thayer visited our class today. Ms. Thayer is our town’s police chief.
Ms. Thayer, our town’s police chief, visited our class today.
2. She spoke about KOPS. KOPS is the “Keep Our Parks Safe” program.
She spoke about KOPS, the “Keep Our Parks Safe” program.
3. She asked a student to help her. That student was Jodee Oskamp.
She asked a student, Jodee Oskamp, to help her.
4. Our town’s paper ran an article about the visit. The Flyer is our town’s paper.
The Flyer, our town’s paper, ran an article about the visit.
Write instructions explaining how to find a specific location in your

COLLABORATE school. Include at least two appositives. Then read the instructions to a
partner. Ask your partner to restate them. Are the instructions clear
enough to follow? If not, revise them to include additional appositives.
Answers will vary.

Name
• Use a comma after an introductory dependent clause.

• An appositive may come before or after a noun or a pronoun. Commas
are used to set off many appositives.
Proofread the paragraph. On the lines below,

COMMON ERRORS
correct mistakes in the use of clauses,
appositives, and commas. An appositive requires commas
when it contains extra
Baseball legend Billy “Bib” Barker will be information. However, if the
signing photos after today’s game. If you have a information is essential to the
chance come by to say hello to him. Current sentence, a comma is not used.
members of the team which won last year’s state Example: The author Mark
championship will join Bib. Before Bib leaves the Twain was known for his
stadium Suki Yee our mayor will present him with humorous writing. “Mark Twain”
a special award the key to the city. Channel 3 our is necessary to identify who the
local news station will broadcast the event live. author is.

Baseball legend Billy “Bib” Barker will be signing photos after today’s
game. If you have a chance, come by to say hello to him. Current members
of the team, which won last year’s state championship, will join Bib. Before
Bib leaves the stadium, Suki Yee, our mayor, will present him with a special
award, the key to the city. Channel 3, our local news station, will broadcast
the event live.
Help students identify each appositive and introductory dependent clause. Then let
them correct the errors.

Grammar • Test: Clauses
Name
(1) Mom had to walk to work while she missed the bus. (2) She arrived at
the store as the clock struck nine. (3) Unless Robert the store manager
wasn’t there yet she opened the store herself. (4) Until an hour had passed,
she called the manager at home. (5) Her manager laughed whenever it was
a holiday. (6) Although my mom heard that the store was closed for the day,
she laughed, too. (7) She had never been more embarrassed!
1. What change needs to be 4. How does sentence 4 need to

A Change had to have F Change Until to Although
B Change she to she’ll G Change Until to Even though
C Add a comma after work H Change Until to After
D Change while to because J Change Until to Unless
2. What change, if any, should be 5. What change, if any, needs to

F Change She to Her A Change whenever to because

G Change at to after B Change whenever to before
H Change as to because C Change whenever to wherever
J Make no change D Make no change

A Since Robert, the store manager, F If my mom heard that the store
wasn’t there yet, she opened the was closed for the day, she
store herself. laughed, too.
B Once Robert the store manager, G While my mom heard that the
wasn’t there yet she opened the store was closed for the day, she
C If Robert the store manager H Whether my mom heard that the
store, herself. laughed, too.
D Unless Robert the store manager J When my mom heard that the

Spelling • Suffixes
Name
Fold back the paper 1. 1. serious

along the dotted line.
Use the blanks to 2. 2. furious
write each word as it 3. 3. eruption
is read aloud. When
you finish the test, 4. 4. usually
unfold the paper. Use
the list at the right 5. 5. direction
to correct any 6. 6. position
spelling mistakes.
7. 7. forgetful
8. 8. comfortable
9. 9. finally
Allow beginning
ELLS to take an 10. 10. destruction
“open book test.” When
the teacher says,
“furious,” the student 11. 11. apparently
responds with the
number for the word 12. 12. completely
he or she hears: “2!”

13. 13. eventually
14. 14. carefully
15. 15. microscopic
16. 16. allergic
17. 17. scientific
18. 18. safety
19. 19. activity
20. 20. sickness
Review Words 21. 21. distance
22. 22. ambulance
23. 23. substance
Challenge Words 24. 24. aquatic
25. 25. mathematics

Name
DECODING WORDS
A suffix is one or more letters added to a base
word or root. It changes the meaning and part Adding a suffix can
of speech of the base word. For example: change the final
consonant sound in a base
-ful, means “full of”; forms an adjective word. The /t/ in direct
-ion, -tion, -ation, -ition, mean “act or process changes to /sh/ when -ion
of”; forms a noun is added (direction). The
Many adverbs end in -ly: helpfully, busily. Some /k/ in music changes to
adjectives that end in e, such as comfortable, /sh/ when -ian is added
drop the e when -ly is added: comfortably. (musician). Use knowledge
Adjectives that end in l double the final of suffixes to sound out
consonant when -ly is added: finally. each word.
Write the spelling words that match the parts of speech. Then read each
word aloud, with and without its suffix.
serious direction finally eventually scientific

furious position destruction carefully safety

eruption forgetful apparently microscopic activity
usually comfortable completely allergic sickness
nouns adverbs adjectives

1. eruption 8. finally 14. serious
2. destruction 9. usually 15. furious
3. direction 10. apparently 16. forgetful
4. position 11. completely 17. comfortable
5. safety 12. eventually 18. microscopic
6. activity 13. carefully 19. allergic
7. sickness 20. scientific
Look for more words with suffixes, such as -ic, -tion, or -ian.
Record each word and its base word word in your writer’s
notebook. Note any /k/ to /sh/ or /t/ to /sh/ changes. Read the
words aloud. How does each suffix affect each base word?

Name
DECODING WORDS
A suffix is one or more letters added to a base
word or root. It changes the meaning and part Adding a suffix can
of speech of the base word. For example: change the final
consonant sound in a
-ful, means “full of”; forms an adjective base word. The /t/ in
-ion, -tion, -ation, -ition, mean “act or process direct changes to /sh/
of”; forms a noun when -ion is added
Many adverbs end in -ly: helpfully, busily. Some (direction). The /k/ in
adjectives that end in e, such as comfortable, music changes to /sh/
drop the e when -ly is added: comfortably. when -ian is added
Adjectives that end in l double the final (musician). Use
consonant when -ly is added: finally. knowledge of suffixes to
sound out each word.
Write the spelling words that match the parts of speech. Then read each
word aloud, with and without its suffix.
serious direction finally eventually pacific

furious position usually carefully safety
eruption forgetful destruction electric activity
happily comfortable sadly allergic sickness
nouns adverbs adjectives

1. eruption 8. finally 14. serious
2. destruction 9. usually 15. furious
3. direction 10. happily 16. forgetful
4. position 11. sadly 17. comfortable
5. safety 12. eventually 18. electric
6. activity 13. carefully 19. allergic
7. sickness 20. pacific
Look for more words with suffixes, such as -ic, -tion, or -ian.
Record each word and its base word word in your writer’s
notebook. Note any /k/ to /sh/ or /t/ to /sh/ changes. Read the
words aloud. How does each suffix affect each base word?

Name
A. Write the spelling words that match the parts of speech. Then read
each word aloud,, with and without its suffix.
seriously sensible subconscious mathematics enjoyable
furiously eventually destruction improvement charitable
aquatic forgetful unforgettable allergic microscopic
eruption comfortably questionable scientific argument
nouns adverbs 13. forgetful

1. eruption 7. seriously
14. unforgettable
2. destruction 8. furiously
15. microscopic
3. subconscious 9. eventually allergic
16.
4. mathematics 10. comfortably scientific
17.
5. improvement
adjectives 18. questionable
6. argument 11. aquatic

19. enjoyable
12. sensible charitable
20.
B. Circle the suffix in each word. Then write a definition of the word
based on the suffix. Possible responses provided.
comfortable something that produces comfort
the act of destroying
destruction
forgetful someone who forgets easily
Adding a suffix can change the final consonant sound in a base

word. For example, the /t/ in reject changes to /sh/ when -ion is
e
added (rejection): /ri/ /jek/ /sh n/. The /k/ in music changes to
e
/sh/ when -ian is added (musician): /mū/ /zish/ / n/.
Record the words invent and electric in your writer’s notebook.

Then write a related word using the suffix -tion or -ian. Read
each word aloud. Note whether the word has a /t/ to /sh/ or /k/
to /sh/ change.

Name


1. very angry furious 7. extremely tiny
microscopic
2. at last finally
8. course of movement
3. seemingly apparently
direction
4. damage destruction
9. thoughtful, solemn
5. absent-minded forgetful serious
10. with attention to detail

6. freedom from harm or danger
carefully

safety

11. I moved the plant to a sunny position on the windowsill.
12. We usually have soccer practice each day after school.
13. The effects of the volcanic eruption were widespread.
14. I can’t eat peanuts because I am allergic to them.
15. The new seats in the theater are very comfortable .
16. Finger painting is an activity many young children enjoy.
17. The sickness made me feel tired and achy.
18. I found an article about global warming in a scientific journal.
19. Our vacation will eventually end, and we will return home.
20. The runner was completely exhausted after the race.
Allow students to use a dictionary to help them find the meanings of more difficult spelling
words and definitions, such as apparently and absent-minded. Or, write some cognates on the
board: eventualmente, furioso, erupción.

Name
knowledge of common suffixes, write the words correctly on the lines.
The hurricane threatened the seaside town. If the storm made landfall
there, the destrucion would be widespread. Many homes would be
completety destroyed. It was a serius situation, and officials urged
residents to leave as soon as possible.
1. destruction 2. completely 3. serious
Kira and her mother watched the directsion of the storm. They feared
that it would eventualy strengthen and turn toward the coast. Kira’s
mother packed up as many of their belongings as she could, and they fled
to the safty of their cousin’s inland home.
4. direction 5. eventually 6. safety
Writing Connection Write a passage for a story about another event in nature
that puts people at risk. Use at least four spelling words in
your writing.
Answers will vary.

Name
A suffix is a letter or group of letters added to a base word or root. It

changes the meaning and part of speech of the base word. For example:
-ness, means “quality or state”; forms a noun (the calmness of the lake)
-ist, means “person who”; forms a noun (the family dentist)
Adding a suffix can change the final consonant sound in a word. For example,
the /t/ in elect changes to /sh/ when -ion is added (election): /i/ /lek/ /shən/.
The /k/ in optic changes to /sh/ when -ian is added (optician): /op/ /tish/ /ən/.


A. Add the suffix to form each spelling word. Write the word on the line.
Then read the words aloud and listen for any consonant sound changes.
1. direct + ion = direction 9. apparent + ly = apparently
finally sickness
2. final + ly = 10. sick + ness =
position eventually
3. posit + ion = 11. eventual + ly =
4. forget + ful = forgetful 12. destruct + ion = destruction
5. comfort + able = comfortable 13. usual + ly = usually
6. complete + ly = completely 14. care + fully = carefully
7. furi + ous = furious 15. safe + ty = safety
8. erupt + ion = eruption

serious, microscopic, activity, scientific, allergic.
16. serious 18. microscopic 20. activity
17. scientific 19. allergic

Name
words like astronomy, gravity, and asteroid are science content words.

COLLABORATE related to planets as you can. Write them in the chart.
CONNECT TO CONTENT
The author of “When Is a

Planet Not a Planet?”
discusses why Pluto is no
longer considered a
planet. Modern technology
Science Words
has allowed scientists to
discover new information
mantle astronomers
about the planets in our
solar system gravity solar system and beyond.
protoplanetary disk nebula
crust core
terrestrial oblong
terrestrial; made of rocks and dirt.
protoplanetary disk; large, flat ring around the Sun.
Give students a preselected content word with strong context clues. Have students work
in pairs to figure out the meaning using the surrounding words in the sentence.
Encourage them to look up the meanings of unfamiliar words.

Name
Read the clues. Complete the puzzle with your vocabulary words. Then use the
letters in the boxes to solve the riddle. Use the dictionary if you get stuck.
barren meaningful neutral interpret
mimic function encounter expression
plumes defy precise resolve
1. does not support or agree with

either side of an argument N E U T R A L
2. to explain the meaning I N T E R P R E T
3. having importance or a purpose M E A N I N G F U L
4. exact; accurate P R E C I S E

5. to imitate M I M I C
6. lifeless B A R R E N
7. to settle, explain, or solve R E S O L V E
8. putting thoughts and feelings

into words and actions E X P R E S S I O N
9. unexpected meeting E N C O U N T E R
10. use or purpose F U N C T I O N
11. big, fluffy features P L U M E S
12. to refuse to obey D E F Y
What has a slide but not a slope?
A M I C R O S C O P E
Name
• A complex sentence contains an independent clause and a dependent

clause.
• Dependent clauses are introduced by subordinating conjunctions, such as
while, because, if, and although: I jumped because I was happy.
• Dependent clauses can also be introduced by relative pronouns, such as
who, whose, which, whom, and that, and relative adverbs, such as where,
when, and why.
It is the only store that sells them. I will go when I have time.
Read each sentence. Underline the dependent clause. Then circle the introductory
word in that clause. Finally, on the line provided, write whether the introductory
word is a subordinating conjunction, relative pronoun, or relative adverb.
1. I volunteer at the animal shelter when I have free time. relative adverb
relative pronoun
2. I help care for pets that are awaiting adoption.
3. I walk them outside while their cages are being cleaned. subordinating conjunction
4. If I have time, I help prepare their meals. subordinating conjunction
5. The manager, who is also a veterinarian, is one of my heroes. relative pronoun
6. She runs the shelter because she loves animals. subordinating conjunction
7. I give special care to the animals whose needs are the greatest. relative pronoun
8. Although I have worked there for years, I still have much to learn.
subordinating conjunction
In your writer’s notebook, write a short passage about somewhere you

would like to volunteer. Include at least three complex sentences.
Circle any subordinating conjunctions, relative pronouns, or relative
adverbs that introduce the dependent clauses. Edit and proofread your
work.

Grammar • More About Complex Sentences
Name
• A dependent clause in a complex sentence can come after an

independent clause: I will take some ice cream if there is any left.
• A dependent clause can also come before an independent clause,
separated by a comma: If we leave now, we will arrive by noon.
Use the word in parentheses to combine the two clauses into one complex
sentence. Write the new sentence on the line provided. Answers may vary slightly.
1. I went shopping/I made a list (before)
Before I went shopping, I made a list.

2. I got to the store/I realized I had forgotten the list (when)
When I got to the store, I realized I had forgotten the list.
3. I tried to remember/I had written down (what)

I tried to remember what I had written down.
4. I was thinking hard/you called on the phone and read me the list (while)
While I was thinking hard, you called on the phone and read me the list.
Writing Write a paragraph about a time you forgot something. Include

Connection
one dependent clause that comes before an independent
clause, and one that comes after. Then check your work to
make sure you use commas correctly.
Answers will vary.
Give students options starting and ending with a dependent clause: Before I ;
When I ; because I ; when I ; to check if I .

Grammar • Mechanics: Commas with Clauses
Name
• An essential clause is necessary to identify a person or thing that is being

described. It is not separated by commas: The car that costs less is perfect.
• A nonessential clause is not necessary to the meaning of the sentence.
Commas are needed to set apart the clause: Her new book, which I
finished yesterday, is my favorite.
Read the two clauses. Combine them into one sentence and write the new
sentence on the line provided. Answers may vary slightly.
1. the day was a Saturday/that I was born

The day that I was born was a Saturday.
2. my parents were well prepared/who were living in Chicago

My parents, who were living in Chicago, were well prepared.
3. they had rented a house/that already had a nursery
They had rented a house that already had a nursery.

4. the neighborhood had many children/which was near the lake
The neighborhood, which was near the lake, had many children.
Read this excerpt from “The Crow and the Pitcher.” Underline the clause. Then
rewrite the sentence using a different essential or nonessential clause.
A crow, whose throat was parched and dry with

thirst, saw a pitcher in the distance.
Possible response: A crow, who had been sitting in the tree, saw a pitcher in
the distance. (nonessential clause)
Reading/Writing Write one sentence describing an animal. Include an essential

Connection
or nonessential clause. Check for grammar and punctuation.
Answers will vary.

Name
• When a dependent clause in a complex sentence comes before an

independent clause, it is separated by a comma.
• An essential clause is necessary to identify a person or thing that is being
described. It is not separated by commas.
• A nonessential clause is not necessary to the meaning of the sentence.
Commas are needed to set apart the clause.
Proofread the paragraph. On the lines below, COMMON ERRORS

correct mistakes in complex sentence
construction and comma usage. Use the pronoun that in clauses
that are essential to the meaning
The original settlers of our town who of the sentence: The plays that
had arrived by boat came from Holland. The Shakespeare wrote are classics.
area, that they settled, was mostly forest at Use the pronoun which in clauses
the time. After they chopped down the trees that are nonessential: Charlotte’s
they created fields and pastures. Farming, Webb, which White wrote in

which was difficult at first became their main 1952, is still read today. The
source of food. Because they faced shortages relative pronoun who can be used
in winter they began to hunt and fish as well. in either case.
The fact that wildlife was plentiful, helped
them survive.
The original settlers of our town, who had arrived by boat, came from
Holland. The area that they settled was mostly forest at the time. After they
chopped down the trees, they created fields and pastures. Farming, which
was difficult at first, became their main source of food. Because they faced
shortages in winter, they began to hunt and fish as well. The fact that
wildlife was plentiful helped them survive.
Identify the errors in the paragraph. Help students to determine whether each clause
is essential (important) or nonessential (less important) to the sentence.

Grammar • Test: Complex Sentences
Name
(1) The game whom I invented is similar to hockey. (2) While hockey uses
hockey sticks broomball uses brooms. (3) We replaced pucks which are too
hard to hit with, soccer balls. (4) Each team has four players and a goalie
which doesn’t wear skates. (5) The first team that scores three goals wins
the game. (6) When I shared my idea for “broomball” with the coach. (7)
She had it printed in the school newspaper, The Tiger Times!
1. What change needs to be 5. What change, if any, needs to

A Change whom to while A Insert a comma after team
B Change whom to who B Insert a comma after goals
C Change whom to that C Insert a comma after wins
D Change whom to whose D Make no change

made in sentence 2? write sentences 6 and 7?
F Change While to Because F When I shared my idea for

G Insert a comma after sticks “broomball” with the coach, she
had it printed in the school
H Insert a comma after broomball
newspaper, The Tiger Times!
J Make no change
G When I shared my idea for
3. What change, if any, should be “broomball” with the coach she
made in sentence 3? had it printed in the school
newspaper, The Tiger Times!
A Insert a comma after pucks
H When I shared my idea for
B Change which to that
“broomball” with the coach, she
C Delete the comma had it printed, in the school
D Make no change newspaper The Tiger Times!
J When I shared my idea for
“broomball,” with the coach, she
be changed?
had it printed in the school
F Change and to but newspaper, The Tiger Times!
G Insert a comma after players
H Insert a comma after goalie
J Change which to who

Spelling • Homophones
Name
Fold back the paper 1. 1. sweet

along the dotted
line. Use the blanks 2. 2. suite
to write each word
3. 3. pray
When you finish the 4. 4. prey
test, unfold the
paper. Use the list 5. 5. poll
at the right to
6. 6. pole
mistakes. 7. 7. waste
8. 8. waist
9. 9. manor
10. 10. manner
11. 11. pier
12. 12. peer

13. 13. currant
14. 14. current
15. 15. presence
16. 16. presents
17. 17. council
18. 18. counsel
19. 19. stationery
20. 20. stationary
Review Words 21. 21. eruption
22. 22. forgetful
23. 23. allergic
Challenge Words 24. 24. kernel
25. 25. colonel

Name
SPELLING TIP
Homophones are words that sound
alike but are spelled differently and Memory tricks can help you
have different meanings, such as ant spell some homophones.
and aunt. Here is another example: • Stationery is used to write
• break, brake letters. Someone who is
stationary is standing still.
I was careful not to break the vase.
• Your waist is above your
When the light turned green, Mom
hips. You throw waste in a
took her foot off the brake.
garbage basket.
Create homophone pairs. Write a spelling word on a line in List 1. Match

that word to another spelling word that has the same pronunciation but
different spelling. Write the matching word in List 2.
sweet poll manor currant council

suite pole manner current counsel
pray waste pier presence stationery

prey waist peer presents stationary
List 1 List 2
1. sweet 1. suite
2. prey 2. pray
3. peer 3. pier
4. pole 4. poll
5. waste 5. waist
6. manner 6. manor
7. current 7. currant
8. presents 8. presence
9. counsel 9. council
10. stationary 10. stationery

Name
SPELLING TIP
Homophones are words that sound
alike but are spelled differently and • Try this memory trick for
have different meanings, such as ant waist/waste: Your waist is
and aunt. Here is another example: above your hips. You throw
waste in a garbage basket.
• break, brake
• Remember that you’re is a
I was careful not to break the vase.
contraction for you are,
When the light turned green, Mom whereas your shows
took her foot off the brake. possession.
Create homophone pairs. Write a spelling word on a line in List 1. Match

that word to another spelling word that has the same pronunciation but
different spelling. Write the matching word in List 2.
sweet poll manner you’re choose

suite pole manor your chews

peel waste pier presents flower
peal waist peer presence flour
List 1 List 2
1. sweet 1. suite
2. peel 2. peal
3. peer 3. pier
4. pole 4. poll
5. waste 5. waist
6. manner 6. manor
7. you’re 7. your
9. choose 9. chews
10. flower 10. flour

Name
A. Create homophone pairs. Write a spelling word on a line in List 1.

Match that word to another spelling word that has the same
pronunciation but different spelling. Write the matching word in List 2.
sweet bazaar manner pier council

suite bizarre manor peer counsel
principal allowed current presents stationery
principle aloud currant presence stationary
List 1 List 2
1. sweet 1. suite
2. principal 2. principle
3. peer 3. pier
4. bazaar 4. bizarre
5. allowed 5. aloud
6. manner 6. manor
7. current 7. currant
9. counsel 9. council
10. stationary 10. stationery
B. Compare the words presents and presence. How are they alike? How
are they different?
Both words have the same pronunciation but different spellings and meanings.
In presents, the letters ts stand for the s sound. In presence, the letters ce
stand for the s sound.

Name

A. Write the spelling word that goes with the words in each group below.
1. paper, envelopes, stationery 5. river, flow, current
2. unmoving, fixed, stationary 6. fruit, berry, currant
3. survey, opinion, poll 7. style, way, manner
4. post, flag, pole 8. house, estate, manor
9. An owl hunts for its prey at night.

10. I pray that the weather is good for our picnic.
11. It’s a joy to be in the presence of my friends.
12. My brother received many presents for his birthday.
13. The ripe peaches were juicy and sweet .
14. Our hotel suite had two large bedrooms.
15. The city council voted to change the zoning law.
16. My sister and I often go to Grandfather for counsel .
17. Jason is a peer from my fifth-grade class.
18. We walked out on the pier to watch the sailboats.
19. I don’t think this old belt will fit around my waist .
20. It is a waste of time to rake leaves on a windy day.
Allow students to use a dictionary to help them find the meanings of the more difficult
homophones. Or, write some cognates on the board: presa (prey), manera (manner),
presencia (presence), consejo (counsel).

Name
Alex walked up to the old manner house. The son of the owner was
Alex’s pier from school. Alex and the boy were in class together, but they
were never close friends. The boy always seemed shy in Alex’s presents.
1. manor 2. peer 3. presence
The house was now closed up, and the family was gone for the
summer. Alex thought it was a waist to leave such a beautiful house
empty. Before the family left, the boy’s father had told Alex he could fish
in the stream on the property. Alex had his poll with him today, and he
walked to a spot where the currant flowed gently.
4. waste 5. pole 6. current
Write a passage for a story about two other peers. The story
Writing Connection
can be set in the past or the present. Use at least four spelling
Answers will vary.
Simplify the writing activity so that students are describing a peer in a few sentences, using two
spelling words.

Name
Remember
Homophones are words that have the same pronunciation but different
spellings and meanings, as in the following examples.
• sea, see • peace, piece
The waves crashed in the sea.
It was so foggy that I could hardly see the moon.
We walked away from the noisy crowd, hoping to find some peace.
My friend offered me a piece of raspberry cake.


Fill in the missing letters to form a spelling word. Then write the spelling word.
1. wai s t waist 11. cur r en t current
2. was t e waste 12. curr a n t currant
3. prese n t s presents 13. man n e r manner
4. pre s e n ce presence 14. ma n o r manor
5. stati o n ary stationary 15. p o l e pole
6. station e r y stationery 16. p o l l poll
7. sw e e t sweet 17. coun c i l council
8. s u i te suite 18. coun s e l counsel
9. pi e r pier 19. p r a y pray
10. pe e r peer 20. p r ey prey

Vocabulary Strategy • Thesaurus
Name
A thesaurus is a print or digital reference that lists words and their synonyms, or
words with similar meanings, and antonyms, or words with opposite meanings.
A thesaurus can help you find alternative word choices to make your writing
voice more powerful.
Use the online thesaurus entry below to help you revise and improve the student
draft. Fill in the synonym or antonym that you think best replaces the word in
parentheses. Possible responses provided.
It was so (nice) delightful to visit

my grandparents last weekend! They
nice [ nahys ]
live in a very (nice) charming
Main Entry: nice
neighborhood surrounded by some of
Part of Speech: adjective friendliest
the (nicest) people
Definition: likable, agreeable

I have ever met! In the morning,
Synonyms: admirable, amiable,
attractive, charming, commendable,
Mema, Pop Pop, and I went for a
considerate, cordial, courteous,
walk around the park. Unfortunately,
delightful, fair, favorable, friendly,
genial, gentle, good, gracious, helpful, the weather quickly became (bad)
inviting, kind, lovely, pleasant,
pleasurable, polite, seemly, swell, unpleasant . We saw a (bad)
welcome, well-mannered, winning
nasty dog chase a kitten up
Antonyms: bad, disagreeable,
horrible, mean, nasty, repulsive, a tree. Pop Pop rescued the (nice)
unfriendly, unlikable, unpleasant
gentle cat and brought it
back to the house. After finding its
owner, we all sat down to a (nice)
lovely lunch with the
neighbors.
Have pairs of students read the first sentence in the draft together. Say: Let’s use the thesaurus
entry to find a synonym for nice. All of the words listed under Synonyms have the same or similar
meanings as the word nice. Guide and encourage pairs to choose a word and reread the
sentence with the synonym.

Vocabulary Strategy • Greek Roots
Name
By learning the meaning of roots, you can figure out the meaning of unfamiliar
words and use the words correctly in your writing.
aero = air chemo = chemical sphaira = globe, ball

atmos = vapor, steam hydro = water syntithenai = making or
putting together
astro = star logy = the study of therme = heat
bio = life photo = light geo = of the earth
Read each passage from “Is There Life Out There?” For each word in bold, write
the Greek root or roots from the box above. Use the Greek roots and context
clues to write the word’s meaning. Possible responses provided.
1. “Is there life out there?” is a question scientists who study astrobiology are
trying to answer. These scientists are looking for life in space.
Greek root(s): astro, bio, logy

Meaning: the study of life in space or among the stars
2. During a process called photosynthesis, plants use energy from sunlight to make
food and to release oxygen into the atmosphere.
Greek root(s) (photosynthesis): photo, syntithenai

Meaning: making or creating something using light
Greek root(s) (atmosphere): atmos, sphaira

Meaning: the air or gases around a planet
3. Aerobic creatures rely on that oxygen to breathe.
Greek root(s): aero

Meaning: needing air or oxygen
4. The animals living around hydrothermal vents eat a form of bacteria that live on
or below the ocean floor.
Greek root(s): hydro, therme

Meaning: having to do with heated water

Grammar • Adjectives
Name
• An adjective modifies a noun or a pronoun. Adjectives can tell what kind

(new, bright, tiny), how many (eight, few), or how much (some, all). Proper
adjectives should be capitalized: Spanish language.
• Demonstrative adjectives tell which one: this, that, these, those.
• The words the, a, and an are special adjectives called articles. Use a and
an to refer to any one item in a group. Use the to refer to a specific item
or more than one item.
Read each sentence. Underline each adjective. Circle any demonstrative

adjectives or articles that you find.
Model the
1. Three horses approached the fence. different parts of
speech using the
first two sentences.
2. The Arabian horse had a long tail. Explain that articles
(the, a, an) come
before nouns or
3. We held fresh grass up to his wet nose. adjective-and-noun
combinations: the tree;

a blue sweater.
4. The white horse gave us a playful wink.
5. Two ranchers filled this large trough with cold water.
6. Those thirsty horses gathered to drink.
7. A warm breeze blew across the rolling prairie.
8. White clouds drifted along in the blue sky.
9. We headed back to the main house for an early dinner.
10. The third day of our vacation was nearing its end.
“our” and “its” are possessive pronouns, not adjectives
In your writer’s notebook, write a short passage describing an outdoor

scene. Underline each adjective, and circle each demonstrative
adjective and article that you include. Check your work for correct
grammar.

Grammar • Order of Adjectives
Name
• When more than one adjective is used to modify a noun, the adjectives must
be listed in order. Numbers come first, followed by opinion, size, age, and
color: a delicious red cake; two beautiful old chairs; a large brown blanket.
• Commas often separate two or more adjectives that describe the same
noun: Jorge played a quiet, sensitive song on the piano. A comma does not
normally follow a number in a description, however.
Read each sentence. Then include the adjectives in parentheses and rewrite the
sentence on the line provided.
1. A truck drove down the road. (broken-down, noisy)
A noisy, broken-down truck drove down the road.
2. The driver wore a hat. (blue, silly, old)
The driver wore a silly, old, blue hat.

3. He honked his horn. (brassy, annoying)
He honked his annoying, brassy horn.
4. Dogs started barking inside the truck. (wet, three, frightened)

Three frightened, wet dogs started barking inside the truck.
Reading/Writing Read this sentence from “The Day the Rollets Got Their Moxie
Connection Back.” Underline one adjective. Then rewrite the sentence
using a second adjective to describe the noun.
For those short moments, the past didn’t matter, and

the future blossomed ahead of us like a beautiful flower.
Possible response: For those short moments, the past didn’t matter, and the
future blossomed ahead of us like a beautiful blue flower.
For the second activity, give students a second adjective (such as blue) to use. Let
them choose where in the sentence to place the adjective.

Grammar • Mechanics: Capitalization and Punctuation
Name
• Acronyms are abbreviations usually formed with all capital letters and no
periods, such as TV, NASA, and the UN.
• Underline or italicize titles from long works, such as books and magazines.
Put quotation marks around the titles of shorter works, such as articles
and chapters. Capitalize all major words in titles.
I picked up a copy of Sunny Day magazine and turned to an article called
“Hiking at Daybreak.”
Read each sentence. Correct any errors in capitalization or punctuation and

rewrite the sentence on the line provided.
1. We read about a program called Most, or “Make Our School Terrific.”
We read about a program called MOST, or “Make Our School Terrific.”

2. It was featured in last month’s issue of education ideas.

It was featured in last month’s issue of Education Ideas.
3. The article, Ten tips from top schools, offered many great suggestions.
The article, “Ten Tips from Top Schools,” offered many great suggestions.
4. For example, students could decorate a room like a nasa control center.
For example, students could decorate a room like a NASA control center.
5. The author explained how in his first book, the intergalactic classroom.
The author explained how in his first book, The Intergalactic Classroom.
In your writer’s notebook, write a short passage describing a school

program you would like to start. Include quotation marks and at least
one acronym. Make sure to edit and proofread your work for
punctuation and capitalization.

Name
• When more than one adjective is used to modify a noun, the adjectives
must be listed in order. Numbers come first, followed by opinion, size,
age, and color. Commas are often used to separate two or more adjectives
related to the same noun.
• Acronyms are abbreviations that usually contain all capital letters and no
periods.
• Underline or italicize titles from long works. Put quotation marks around
the titles of shorter works. Capitalize the important words in titles.
Proofread the paragraph. On the lines below, correct mistakes in adjective

usage, capitalization, and punctuation.
In short five days, our ecology club will talk about HANDWRITING CONNECTION
the Epa, or Environmental Protection Agency. I
borrowed new three books about the subject, Be sure to write legibly in
including The history of the E.P.A., from the library. cursive. Leave appropriate

These first chapter, entitled A day for The Earth, spaces between words.
offers an lengthy fascinating timeline of events
leading up to Earth Day. I will copy it onto a poster
using the red big marker.
In five short days, our ecology club will talk about the EPA, or
Environmental Protection Agency. I borrowed three new books about the
subject, including The History of the EPA, from the library. The first chapter,
entitled “A Day for the Earth,” offers a fascinating, lengthy timeline of
events leading up to Earth Day. I will copy it onto a poster using a big, red
marker.

Grammar • Test: Adjectives
Name
(1) We waited in a long line for the first showing of that new movie,
Chasing the Storm. (2) Some images came from N.o.a.a., the agency that
monitors weather. (3) Famous several actors and actresses walked by and
waved. (4) The director spoke for five minutes in front of these excited
audience. (5) After an director’s speech, we rushed into the crowded
theater. (6) My three friends agreed that this suspenseful movie debut was
the amazing experience!

A Insert a comma after long F Change these to the
B Change that to these G Change these to that
C Italicize Chasing the Storm H Change these to a
D No change is needed J Change these to this


F Insert a comma after some A Change an to a
G Delete the comma B Change an to that
H Change N.o.a.a. to NOAA C Change an to the

A Change Famous several to F My three friends agreed that this
Several famous suspenseful movie debut was a
B Change Famous several to amazing experience!
Famous, several G My three friends agreed, that this
C Change Famous several to suspenseful movie debut was the
Several, famous amazing experience!
D Make no change H My three friends agreed that this,
suspenseful movie debut, was the
amazing experience!
J My three friends agreed that this
suspenseful movie debut was an
amazing experience!

Spelling • Prefixes
Name
Fold back the paper 1. 1. prewash

along the dotted
line. Use the blanks 2. 2. disable
to write each word
3. 3. discolor
When you finish the 4. 4. mistaken
test, unfold the
paper. Use the list 5. 5. preheats
at the right to
6. 6. mistrust
mistakes. 7. 7. incorrect
8. 8. disconnect
9. 9. preview
10. 10. prejudge
11. 11. misjudge
12. 12. discomfort

13. 13. dismount
14. 14. misunderstand
15. 15. disobey
16. 16. dishonest
17. 17. injustice
18. 18. disapprove
19. 19. inexpensive
20. 20. indefinite
Review Words 21. 21. presence
22. 22. stationary
23. 23. current
Challenge Words 24. 24. prehistoric
25. 25. misbehave

Name
DECODING WORDS
A prefix is a group of letters added to the
beginning of a word that changes the Look at the beginning
word’s meaning. For example: part of the word preview.
The prefix pre- means
• dis- (“not” or “opposite of”): distaste
“before.” Use the prefix
• in- (“not” or “opposite of”): inaction to figure out the word’s
• mis- (“wrong” or “badly”): mislead meaning. The word
preview means “an
• pre- (“before”): prevent earlier or advance view.”
Read these words aloud. Now read the word
aloud: /prē/ /vyü/.
Write the spelling words that begin with each prefix. Then read the words
aloud, with and without their prefixes.
prewash preheats preview dismount injustice

disable mistrust prejudge misunderstand disapprove
discolor incorrect misjudge disobey inexpensive

mistaken disconnect discomfort dishonest indefinite
dis- in- 15. misjudge

1. disable
9. incorrect 16. misunderstand
2. discolor
10. injustice pre-
3. disconnect
11. inexpensive 17. prewash
4. discomfort
12. indefinite 18. preheats
5. dismount
19. preview
mis-
6. disobey
13. mistaken 20. prejudge
7. dishonest
14. mistrust
8. disapprove
Look through this week’s readings for more words with prefixes.
Record the words you find in your writer’s notebook. If you find
new prefixes, use a dictionary to help determine their meaning.

Name
DECODING WORDS
A prefix is a group of letters added to the
beginning of a word that changes the word’s Look at the beginning
meaning. For example: part of the word
preview. The prefix pre-
• dis- (“not” or “opposite of”): distaste
means “before.” Use the
• in- (“not” or “opposite of”): inaction prefix to figure out the
• mis- (“wrong” or “badly”): mislead word’s meaning. The
word preview means
• pre- (“before”): prevent “an earlier or advance
Read these words aloud. view.” Now read the
word aloud: /prē/ /vyü/.
Write the spelling words that begin with each prefix. Then read the words
aloud, with and without their prefixes.
prewash preheats preview dismount instep

disable misplace pretest misunderstand disagree

discolor incorrect mislead disobey indirect
mistaken dislike discomfort dishonest invisible
dis- 8. disagree 14. misplace

1. disable
in- 15. mislead
2. discolor
9. incorrect 16. misunderstand
3. dislike
10. instep pre-
4. discomfort
11. indirect 17. prewash
5. dismount
12. invisible 18. preheats
6. disobey
19. preview
mis-
7. dishonest
13. mistaken 20. pretest

Name
A. Write the spelling words that begin with each prefix. Then read the
words aloud, with and without their prefixes.
preview dismount disconnect discomfort injustice

disable mistrust inaccurate misunderstand disapprove
dismantle prejudge misjudge discontent inexpensive
mistaken prerequisite predisposition dishearten indefinite
dis- 8. disapprove 14. mistrust

1. disable
in- 15. misjudge
2. dismantle
9. inaccurate 16. misunderstand
3. dismount
10. injustice pre-
4. disconnect
11. inexpensive 17. preview
5. discomfort
12. indefinite 18. prejudge

6. discontent
19. prerequisite
mis-
7. dishearten
13. mistaken 20. predisposition
B. Compare the words prejudge and misjudge. How are they alike? How
are they different?
Both words have a prefix and the base word judge. Prejudge begins with pre-.
Misjudge begins with mis-. The prefixes change the meaning of the base
word.

Name


1. untruthful dishonest 7. unclear or unsure indefinite
2. detach disconnect 8. make a first cleaning prewash
3. judge wrongly misjudge 9. not get the meaning misunderstand
4. unfair treatment injustice 10. decide before knowing prejudge
5. see in advance preview 11. wrong about something mistaken
6. not accurate incorrect 12. make unable to work disable

13. Costly is to cheap as pricey is to inexpensive .
14. Allow is to permit as defy is to disobey .
15. Sorrow is to joy as discomfort is to ease.
16. Climb is to rise as dismount is to descend.
17. Condemn is to disapprove as support is to favor.
18. Believe is to mistrust as trust is to doubt.
19. Discolor is to fade as unravel is to fray.
20. Preheats is to warms as freezes is to cools.
Reinforce the relationship in an analogy (synonym, antonym) by modeling your reasoning

while you answer the first question. Simplify the more difficult vocabulary (sadness for
sorrow, dislike for condemn, oppose for defy). Allow students to use a dictionary.

Name
knowledge of prefixes, write the words correctly on the lines.
If you feel miscomfort in a dirty, polluted environment but think you
can’t prevent it, you are pretaken. In fact, there are plenty of easy,
nonexpensive ways to take action.
1. discomfort 2. mistaken 3. inexpensive
Some people unobey recycling rules, litter parks and streets, or pollute
the water system. You can write letters to voice how you feel about this.
Don’t overjudge others, but tell people in charge that you misapprove of
these actions. Then do your best to recycle, reuse, and clean up litter in
your own neighborhood.
4. disobey 5. prejudge 6. disapprove
Write information about what you can do to protect the

Writing Connection
environment in your community. Use at least four spelling
words in your writing. Edit and proofread your work.
Answers will vary.
Point out the misspelled words and explain that they use the wrong prefixes. Have students
determine what each correct prefix should be.

Name
Remember
A prefix is a group of letters added to the beginning of a word. It changes
the meaning of the base word. Read each prefix and italicized word aloud.
• dis-, often means “not,” “absence of,” or “opposite of”: disown
• in-, often means “not” or “opposite of”: incorrect
• mis-, often means “wrong”: miscount
• pre-, often means “before”: precaution

A. Add the prefix to each word to form a spelling word. Then write the word.

disobey indefinite
1. dis + obey = 9. in + definite =
inexpensive discomfort
2. in + expensive = 10. dis + comfort =
disconnect prewash
3. dis + connect = 11. pre + wash =
mistrust
4. mis + trust = 12. mis + understand = misunderstand
disapprove dishonest
5. dis + approve = 13. dis + honest =
mistaken preheats
6. mis + taken = 14. pre + heats =
prejudge dismount
7. pre + judge = 15. dis + mount =
8. dis + color = discolor
B. Write these spelling words in alphabetical order. Alphabetize them to the third
letter. incorrect, disable, preview, misjudge, injustice
16. disable 18. injustice 20. preview
17. incorrect 19. misjudge

Name

reliability
relies
rely
reliable
relying
relied unreliable
Add people to the human pyramid to write as many related words as

you can. Use a dictionary to help you. Possible responses provided.
supportive
support supporting
unsupportive supports supported
Write simpático and simpatía (sympathetic, sympathy) on the board. Place simpatía in a center
circle. Simpático is related to the word simpatía. Many English words are related to each other.

Name
Field Goal! Match the definitions on the left with the vocabulary words on
the right. Use a dictionary if you get stuck.
1. sphere nearly; almost
2. astronomical whole or complete
to examine closely to
3. evaluate
decide value
4. intact curious
5. approximately shaped like balls or globes
use math to find the answer

6. perplexed
relating to outer space

7. calculation
or astronomy
8. inquisitive amazed and surprised
9. criteria confused
to circle around
10. diameter
measurement across
11. astounded the center of a circle
12. orbit rules for judging or

making a decision

Grammar • Adjectives That Compare
Name
• Comparative adjectives compare two nouns or pronouns. Add -er to most

adjectives to compare two items.
• Superlative adjectives compare more than two nouns or pronouns.
Add -est to most adjectives to compare more than two items.
• Drop the e in adjectives such as pale before adding -er or -est: palest.
Change the y to i in adjectives such as sunny: sunnier. For one-syllable
adjectives such as red, double the final consonant: reddest.
Read each sentence. Write the proper form of the adjective in parentheses on
the line provided.
1. My cousin is the (funny) person I know. funniest
2. She is also a (strong) swimmer than I am. stronger
3. She lives in a (large) town than ours. larger

4. Her school has a (big) campus than we do. bigger
5. Our school has the (small) stadium in the state. smallest
6. We have (pretty) parks than her town, though. prettier
7. Our town’s lake has one of the (sandy) beaches around. sandiest
8. The water also tends to be the (cold) of all, too. coldest
9. This year, I spent a (short) amount of time with my cousin than last year.
shorter
10. We have already scheduled a (lengthy) visit than our last one. lengthier
In your writer’s notebook, write a short passage describing

a family member or friend. Describe this person using two
comparative adjectives and two superlative adjectives. Edit and
proofread your work using the spelling rules for forming adjectives.
Model the first two questions. The first question calls for a superlative adjective
because the writer would know more than two people. The second question calls for
a comparative adjective because the writer is comparing his cousin to himself/herself.

Grammar • More and Most
Name
• Use more in front of most long adjectives to compare two items.

This book is more interesting than the last one I read.
• Use most in front of most long adjectives to compare more than two items.
This is the most interesting book I have ever read.
Read each sentence. Write the proper form of the adjective in parentheses
on the line provided.
1. The mountain climbers’ club was planning its (exciting) trip yet.
most exciting
2. It would certainly be a (dangerous) outing than the last one. more dangerous
3. Some climbers were (worried) than others. more worried
most concerned
4. The (concerned) club member of all asked many questions.

5. The mountain had some of the (icy) slopes the group had seen. iciest
6. After hearing the answers, the member felt (confident) than before.
more confident
7. The climbers discussed which tools would be (useful) than others. more useful
8. They agreed that safety was the (essential) thing to consider. most essential
9. People were (talkative) during the latter half of the meeting. more talkative
10. For many, this would be the (adventurous) thing they had ever done!
most adventurous
In your writer’s notebook, write a short fictional passage about

an adventure you might go on with a club. Include at least five
comparative or superlative adjectives. Make sure to follow the
spelling rules for adjectives.

Grammar • Mechanics: Using More and Most
Name
• Never use more and -er with the same adjective.

• Never use most and -est with the same adjective.
Read each sentence. Choose which word or words in parentheses best

complete the sentence. Write your answer on the line provided.
1. Mom gathered the (most freshest, freshest) vegetables she could find.
freshest
2. She wanted to make the (more, most) delicious soup ever. most
3. First, she chose the (most ripe, ripest) tomatoes in the garden. ripest
4. Then she chopped up some of the (greenest, most green) peppers. greenest
5. It was a (healthier, more healthier) soup than the last one. healthier
Read the paragraph from “Musical Impressions of the Great

Reading/Writing
Connection Depression.” Underline the superlative adjective. Then write a
paragraph about how music affects you. Use three comparative or
superlative adjectives. Edit and proofread your work.
By the end of the 1930s, the hardest days of the

Great Depression had passed. Times had been tough, but
music had offered a way for people to share their fears
and keep up their hopes. The music remains a legacy of
this era that has inspired musicians to this day.
Answers will vary.

Name
• Comparative adjectives compare two nouns or pronouns. Add -er to most

adjectives to compare two items. Superlative adjectives compare more
than two items. Add -est to most adjectives to compare more than two
items.
• Use more in front of most long adjectives to compare two items. Use most
in front of most long adjectives to compare more than two items.
• Never use more and -er with the same adjective. Never use most
and -est with the same adjective.
Proofread the paragraph. On the lines below, correct mistakes in adjective

usage and the formation of comparatives and superlatives.
After our ride, my bike was more dirty than a dog in a mud puddle. I thought
about making it cleanest than it was before by hosing it down. My sister does that,
but her bike is the most rustiest one in town. Dad usually has the usefulest
suggestions in the family, so I asked his advice. He said that the hose was the

quicker solution of all, but that a carefuller person than my sister would also wipe
the bike dry afterward.
After our ride, my bike was dirtier than a dog in a mud puddle.
I thought about making it cleaner than it was before by hosing it down. My
sister does that, but her bike is the rustiest one in town. Dad usually has the
most useful suggestions in the family, so I asked his advice. He said that the
hose was the quickest solution of all, but that a more careful person than my
sister would also wipe the bike dry afterward.
Identify all the errors in the paragraph. Have students work with a partner to
correct them.

Grammar • Test: Adjectives That Compare
Name
(1) For me, math is a hard subject than science. (2) Today’s homework is
even difficult than yesterday’s. (3) Even the most smart student in the class
had trouble! (4) Our teacher suggested an easyer way to do the assignment.
(5) He always has the most intelligentest solution to every problem. (6) With
his help, I finished my work fastest than anyone else in the class.

A Change hard to harder A He always has the more intelligent
B Change hard to hardest solution to every problem.
C Change a to an B He always has the most
intelligenter solution to every
D Change a to the
problem.
2. What change, if any, should be C He always has the intelligentest
made in sentence 2? solution to every problem.
F Change difficult to difficulter D He always has the most intelligent
G Change difficult to most difficult solution to every problem.

H Change difficult to more difficult 6. What is the correct way to
J Make no change write sentence 6?
F With his help, I finished my work
faster than anyone else in the
made in sentence 3?
class.
A Change most smart to smartest
G With his help, I finished my work
B Change most smart to smarter more faster than anyone else in
C Change most smart to most the class.
smartest H With his help, I finished my work
D Make no change most fastest than anyone else in
the class.
J With his help, I finished my work
be changed?
fastester than anyone else in the
F Change easyer to easiest class.
G Change easyer to easier
H Change easyer to more easy
J Change easyer to most easy

Spelling • Suffixes -less and -ness
Name
Fold back the paper 1. 1. sadness

along the dotted
line. Use the blanks 2. 2. gladness
to write each word
3. 3. needless
When you finish the 4. 4. harmless
test, unfold the
paper. Use the list 5. 5. darkness
at the right to
6. 6. fullness
mistakes. 7. 7. stillness
8. 8. hopeless
9. 9. fearless
10. 10. weakness
11. 11. bottomless
12. 12. foolishness

13. 13. fondness
14. 14. effortless
15. 15. meaningless
16. 16. emptiness
17. 17. forgiveness
18. 18. motionless
19. 19. ceaseless
20. 20. fierceness
Review Words 21. 21. disobey
22. 22. mistrust
23. 23. preview
Challenge Words 24. 24. weightlessness
25. 25. thoughtlessness

Name
DECODING WORDS
A suffix is a group of letters added to
the end of a word. It changes the word’s Many words that end in -y
meaning and part of speech. Two change spelling when adding
common suffixes are -less and -ness. -ness or -less. In the word
mercy, change the y to an i:
• -less (“without”): wireless, endless
merciless. Read merciless
• -ness (“state of being”): willingness aloud and use the suffix to
Read each spelling word aloud. determine its meaning.
Write the spelling words that match the syllable pattern and suffix.
sadness darkness fearless fondness forgiveness

gladness fullness weakness effortless motionless
needless stillness bottomless meaningless ceaseless
harmless hopeless foolishness emptiness fierceness
two-syllable words two-syllable words three-syllable words

with -less with -ness with -less
1. needless 6. sadness 14. bottomless
2. harmless 7. gladness 15. effortless
3. hopeless 8. darkness 16. meaningless
4. fearless 9. fullness 17. motionless
5. ceaseless 10. stillness

three-syllable words
11. weakness with -ness
18. foolishness
12. fondness
19. emptiness
13. fierceness
20. forgiveness
Look through this week’s readings for more words with suffixes.
Record the words you find in your writer’s notebook. Then use
your knowledge of suffixes to determine their meaning.

Name
DECODING WORDS
A suffix is a group of letters added to the
end of a word. It changes the word’s Many words that end in -y
meaning and part of speech. Two common change spelling when adding
suffixes are -less and -ness. -ness or -less. In the word
mercy, change the y to an i:
• -less (“without”): wireless, endless
merciless. Read merciless
• -ness (“state of being”): willingness aloud and use the suffix to
Read each spelling word aloud. determine its meaning.
Write the spelling words that match the syllable pattern and suffix.

needless stillness bottomless restless tireless
harmless hopeless foolishness happiness goodness

two-syllable words two-syllable words three-syllable words
with -less with -ness with -less
1. needless 7. sadness 15. bottomless
2. harmless 8. gladness 16. effortless
3. hopeless 9. darkness 17. motionless
4. fearless 10. fullness

three-syllable words
5. restless 11. stillness with -ness
18. foolishness
6. tireless 12. weakness
19. happiness
13. fondness
20. forgiveness
14. goodness

Name
A. Write the spelling words that match the syllable pattern and suffix.
vastness peacefulness sleeveless fondness forgiveness

eariness numbness weakness effortless motionless
breathless stillness bottomless meaningless ceaseless
harmless merciless foolishness emptiness fierceness
two-syllable words 7. effortless 14. fondness

with -less
8. meaningless 15. fierceness
1. breathless
9. motionless three-syllable words
2. harmless
with -ness
3. sleeveless two-syllable words
16. foolishness
with -ness
4. ceaseless
10. vastness 17. emptiness
three-syllable words 11. numbness 18. forgiveness

with -less
12. stillness 19. eariness
5. merciless
13. weakness 20. peacefulness
6. bottomless
B. Compare the words foolishness and meaningless. How are they alike? How are
they different?
Both words are three-syllable words formed with a four-letter base word, an
ending (-ish or -ing), and a suffix (-ness or -less). The suffix changes the
meaning of each word.

Name


1. sorrow; unhappiness sadness 6. easy; without force effortless
2. without stopping ceaseless 7. deep; unlimited bottomless
3. desperate; doomed hopeless 8. happiness; pleasure gladness
4. quietness; calm stillness 9. not moving motionless
5. safe; innocent harmless 10. brave; not afraid fearless

emptiness
11. Our voices echoed in the of the large room.
12. The child drew meaningless scribbles on paper.
13. It was needless to ask the question more than once.
14. We laughed at the circus clown’s foolishness .
15. She enjoys reading and has a fondness for science fiction.
16. He was sorry and asked for forgiveness .
17. It was hard to find our way in the inky darkness .
18. My arm still has some weakness because of the injury.
19. The cat arched its back and hissed with fierceness .
20. After a few hours, the balloons lost some of their fullness .
Tell students the meaning of some of the more difficult base words, such as cease (stop),
fond (like), and fierce (wild, violent).

Name
knowledge of suffixes, write the words correctly on the lines.
Imagine you are camping with your family in Great Smoky Mountains
National Park. You see a black bear cub in the woods. It looks cute and
harmliss. What should you do? Should you approach it or stay motionles?
What if its mother is nearby? Mother bears have a reputation for fiercenase!
1. harmless 2. motionless 3. fierceness
In warm weather, bears are most active in the morning and as

darknese begins to fall. You can avoid needlass danger by never
approaching or feeding a bear. Don’t let your fondnis for animals get you
in trouble. Visit the park’s web site to learn about bears before your trip,
and then stay away from them!
4. darkness 5. needless 6. fondness
Writing Connection Write information about staying safe in another vacation spot.
Answers will vary.
Have students write about what to do if the electricity goes out, using the words darkness
and fearless.

Name
Remember
A suffix is a group of letters added to the end of a word. It changes the base
word’s meaning and part of speech. Here are two common suffixes.
• -less, means “without”: limitless, windowless
• -ness, means “state of being”: silkiness, freshness
Read these words aloud. Then determine their meaning using your
knowledge of suffixes.

A. Add the suffix to form a spelling word. Write the spelling word.

1. meaning + less = meaningless 9. cease + less = ceaseless
2. glad + ness = gladness 10. still + ness = stillness
3. full + ness = fullness 11. fierce + ness = fierceness
4. bottom + less = bottomless 12. effort + less = effortless
5. dark + ness = darkness 13. sad + ness = sadness
6. fond + ness = fondness 14. harm + less = harmless
7. fear + less = fearless 15. forgive + ness = forgiveness
8. weak + ness = weakness

needless, hopeless, foolishness, emptiness, motionless.
16. needless 18. hopeless 20. emptiness
17. motionless 19. foolishness

Vocabulary Strategy • Puns
Name
A pun is a humorous way of using a word or phrase so that more than one
meaning is suggested. Puns use words with multiple meanings or words that
sound like other words. For example: When a clock is hungry, it goes back
four seconds. The literal meaning is that a hungry clock will go back four
seconds in time. The non-literal meaning is that a hungry clock will go back
for seconds, or to get more to eat.
Read each pair of sentences below. Identify the sentence that contains a pun. In
each sentence that you choose, circle the multiple-meaning word or words that
sound like other words. Then explain what the pun really means (literal meaning)
and what is implied (non-literal meaning).
Answers will vary.
• Bakers may not be broke, but they often knead dough.
• A good cook understands how flavors work together.
Literal Meaning Non-Literal Meaning

Bakers knead dough to make bread. Bakers need money.
• The best way to overcome a fear is to face it.

• I used to have a fear of hurdles, but I got over it.
Literal Meaning Non-Literal Meaning
I used to have a fear of running and I used to have a fear of obstacles,

jumping over hurdles. but then I stopped worrying.
Hunt for more multiple-meaning words and homophones with a

COLLABORATE partner. Then work together to write a short dialogue that includes at
least one pun. Write it in your writer’s notebook.

Vocabulary Strategy • Idioms
Name
An idiom is an expression that cannot be understood from the literal

meanings of the words in it. To figure out the meaning of an unfamiliar
idiom, you can look for clues in the sentence or surrounding sentences.
This sentence uses the idiom “don’t make a mountain out of a molehill”:
Sonya told Felix not to make a mountain out of a molehill when he threw a
fit about stubbing his toe. You can use the clue “stubbing his toe” to
determine that the idiom means “Don’t make a big deal out of a small
thing.” Stubbing a toe is a small thing to throw a big fit over.
Read each passage from “Nancy’s First Interview.” Underline the idiom in each
one. Then, on the lines below the passage, restate the idiom in your own words.
1. “You’re really putting me on the spot,” he said to the person at the other end of
the line. “I already have a commitment today, Jim.”
forcing me to make an unpleasant choice without warning

2. After the stock market crash of 1929, his newspaper had laid off most of the
reporters. Four years later, they still had only a skeleton crew. He was glad to
have a job, but he was overworked and underpaid.
very small number of workers
3. He explained that they had owned a farm in Oklahoma, but lost it when costs
rose. “Upkeep cost an arm and a leg, and the drought killed our chances of a
good crop.”
cost a lot of money
4. Mr. Jenson grinned and ruffled Nancy’s hair. “I taught her everything she
knows,” he said. “She’s a chip off the old block.”
just like her father

Grammar • Comparing with Good
Name
• Good and bad have irregular comparative and superlative forms.

• Use better to compare two people, places, or things. Use best to compare
more than two.
Read each sentence. Choose which word in parentheses best completes the
sentence. Write your answer on the line provided.
1. Mom wanted a (better, best) storage system for her tools. better
2. Her carpenter called for using the (better, best) materials available. best
3. She felt that oak was a (better, best) choice of wood than pine. better
4. The carpenter had an even (better, best) suggestion. better
5. Some recycled materials were (better, best) options than new wood. better
6. The (better, best) thing of all was that they helped the environment. best
7. Mom studied the data in order to make a (good, best) decision. good
8. In the end, she had the (good, better, best) storage closet ever. best
Connect to Talk to a parent or another trusted adult about something you

Community
can do in your community to help the environment. Then write
a paragraph about the conversation. Include the words good,
bad, better, and best in your response. Check to make sure that
you use each adjective correctly.
Answers will vary.

Grammar • Comparing with Bad
Name
• Good and bad have irregular comparative and superlative forms.

• Use worse to compare two people, places, or things: This new design is
worse than the last one. Use worst to compare more than two people,
places, or things: That was the worst orange I’ve ever eaten.
Read each sentence. Choose which word in parentheses best completes the
sentence. Write your answer on the line provided.
1. “I’ve got some (bad, worst) news,” my brother said. bad
2. “Your favorite band just put out their (worse, worst) song ever.” worst
3. “It can’t be (worse, worst) than ‘Sippy-Sip-Sip,’” I replied. worse
4. “Well, that is the (worse, worst) song title they ever wrote,” he admitted. worst

5. He continued, “But at least it wasn’t a (bad, worst) melody.” bad
6. “In the new song, the music is bad, and the lyrics are (worse, worst).” worse
7. The song is called “The (Worse, Worst) Hat I Ever Wore.” Worst
8. “It even has a (bad, worse) title,” I said. bad
9. “The live version is (bad, worse) than the recorded version,” he said. worse
10. I couldn’t imagine how the song could be (worse, worst). worse
In your writer’s notebook, write a short passage about a song

you dislike. Use the irregular comparative and superlative
forms of the word bad in your explanation. Edit and proofread
your work.
Have students write two sentences about a song they dislike using the word worst.

Grammar • Mechanics: Irregular Comparative Forms
Name
• In comparisons, better and best are the irregular forms of the adjective
good; worse and worst are the forms of the adjective bad.
• The comparative form of many is more; the superlative form is most.
• The comparative form of much is more; the superlative form is most.
• Never add -er, -est, more, or most to an irregular comparative or
superlative form.
Read each sentence. Write the proper comparative or superlative form of the
adjective in parentheses on the line provided.
1. We waited for the (good) day possible to go on a sailing trip. best
2. There were (many) boats on the water today than yesterday. more
3. My father gives me (much) advice about sailing than my mother does. more
4. Dad is a (bad) swimmer than my mother, though. worse

5. It was the (much) fun I’ve had in a long time! most
Reading/Writing Read the excerpt from one author’s argument in “What Is the
Connection
Future of the Rain Forests?” Underline the irregular comparative
adjective. Then write a few sentences explaining your opinion of
the author’s plan. Include two irregular comparative adjectives.
The removal of rain forest trees has some negative

consequences, but it is necessary for the survival of
people and national economies. Therefore, it is not
practical or desirable to try to stop the cutting of all
rain forest trees. A better plan is to make economic
use of rain forests.
Answers will vary.

Name
• In comparisons, better and best are the irregular forms of the adjective
good; worse and worst are the forms of the adjective bad.
• The comparative form of many is more; the superlative form is most.
• The comparative form of much is more; the superlative form is most.
• Never add -er, -est, more, or most to an irregular comparative or
superlative form.
adjectives and the irregular formation of comparatives and superlatives.
Responses may vary slightly.
The mechanic needed most time than he had to fix the car. Our attempt to fix it
ourselves had made the problem worst, not gooder. He could repair the brakes, but
he felt that the most best option would be to install new ones. That, of course,
would cost most money. Either way, the mechanic said he needed to order most
parts. He assured us that he would do the goodest job possible in the most quickest
amount of time.

The mechanic needed more time than he had to fix the car. Our attempt
to fix it ourselves had made the problem worse, not better. He could repair the
brakes, but he felt that the best option would be to install new ones. That, of
course, would cost more money. Either way, the mechanic said he needed to
order more parts (or most of the parts). He assured us that he would do the
best job possible in the quickest amount of time.
Identify the mistakes in the paragraph. Have students correct them.

Grammar • Test: Comparing with Good and Bad
Name
(1) Our new cat creates most problems than our old cat. (2) She has the
worse temper I have ever seen! (3) She is a good “attack cat” than a “lap
cat.” (4) Mom has the more patience of anyone in the house. (5) Even she
thinks that adopting the new cat was the worst decision the family has
made in a long, long time! (6) We hope to find her a gooder home than
ours soon.
1. What is the correct way to 4. How is the correct way to

A Our new cat creates more F Mom has the most patience of
problems than our old cat. anyone in the house.
B Our new cat creates many G Mom has much patience of anyone
problems than our old cat. in the house.
C Our new cat creates mostest H Mom has the more patience of
D Our new cat creates morer J Mom has the better patience of

F Change worse to bad A Change worst to worse
G Change worse to most worser B Change worst to bad
H Change worse to worst C Change worst to best

A She is a gooder “attack cat” than F We hope to find her a best home
a “lap cat.” than ours soon.
B She is a best “attack cat” than a G We hope to find her a better
“lap cat.” home than ours soon.
C She is a better “attack cat” than a H We hope to find her a more
“lap cat.” better home than ours soon.
D She is a much “attack cat” than a J We hope to find her a most better
“lap cat.” home than ours soon.

Spelling • Suffix -ion
Name
Fold back the paper 1. 1. impress

along the dotted
line. Use the blanks 2. 2. impression
to write each word
3. 3. elect
When you finish the 4. 4. election
test, unfold the
paper. Use the list 5. 5. locate
at the right to
6. 6. location
mistakes. 7. 7. confuse
8. 8. confusion
9. 9. correct
10. 10. correction
11. 11. discuss
12. 12. discussion

13. 13. concentrate
14. 14. concentration
15. 15. estimate
16. 16. estimation
17. 17. decorate
18. 18. decoration
19. 19. exhaust
20. 20. exhaustion
Review Words 21. 21. hopeless
22. 22. fearless
23. 23. forgiveness
Challenge Words 24. 24. conclude
25. 25. conclusion

Name
One common suffix, -ion, is added to certain DECODING WORDS

words to change them from verbs to nouns. • When the base word
confuse restrict impress ends in e, as in
confusion restriction impression locate and estimate,
The consonant sound at the end of each verb the e is dropped
changes when -ion is added. The /z/ in confuse before the suffix -ion
changes to /zh/ in confusion; the /t/ in restrict is added: location,
changes to /sh/ in restriction; the /s/ in impress estimation.
changes to /sh/ in impression. • The final stable syllable
When the letter i follows c, s, ss, sc, or t in the -tion is always
last part of a word, it is usually silent and the pronounced /shən/.
consonants represent /sh/ (confession, vacation, Read the word option
magician) or /zh/ (revision). aloud: /op/ /shən/.
Write the spelling words that do not end in -ion next to the matching
spelling words that do end in -ion. Then read each word aloud.
impress locate correct concentrate decorate

impression location correction concentration decoration
elect confuse discuss estimate exhaust
election confusion discussion estimation exhaustion
words without -ion words with -ion words without -ion words with -ion
correct correction estimate estimation
locate location decorate decoration
impress impression elect election
concentrate concentration exhaust exhaustion
discuss discussion confuse confusion
Look through this week’s readings for words with the suffix -ion.
Record each word and a related word in your writer’s notebook.
Note any consonant sound changes. Then read the words aloud.

Name
DECODING WORDS
One common suffix, -ion, is added to certain
words to change them from verbs to nouns. • When the base word
confuse restrict impress ends in e, as in
confusion restriction impression locate and estimate,
Notice how the consonant sound at the end of the e is dropped
each verb changes when -ion is added. The /z/ in before the suffix -ion
confuse changes to /zh/ in confusion; the /t/ in is added: location,
restrict changes to /sh/ in restriction; the /s/ in estimation.
impress changes to /sh/ in impression. • The final stable
When the letter i follows c, s, ss, sc, or t in the syllable -tion is always
last part of a word, it is usually silent and the pronounced /shən/.
consonants represent /sh/ (confession, vacation, Read the word option
magician) or /zh/ (revision). aloud: /op/ /shən/.
Write the spelling words that do not end in -ion next to the matching
spelling words that do end in -ion. Then read the words aloud.

impress locate correct decorate relate
impression location correction decoration relation
elect confuse discuss estimate direct
election confusion discussion estimation direction
words without -ion words with -ion words without -ion words with -ion
correct correction estimate estimation
locate location decorate decoration
impress impression elect election
relate relation direct direction
discuss discussion confuse confusion

Name
A. Write the spelling words that do not end in -ion. Then write the
matching spelling words that do end in -ion. Read each word aloud.
impress discuss inflect motivate concentrate

impression discussion inflection motivation concentration
predict estimate exhaust appreciate confuse
prediction estimation exhaustion appreciation confusion
words without -ion words with -ion

inflect inflection
motivate motivation
impress impression
concentrate concentration
discuss discussion
estimate estimation
appreciate appreciation
predict prediction
exhaust exhaustion
confuse confusion
B. Compare the words impression and inflection. How are they alike? How
are they different?
Both words are three-syllable words that end with a consonant and -ion. In both
e
words, the last syllable is pronounced /sh n/ (or /shun/). In impression, the
e e
letters sion stand for /sh n/. In inflection, the letters tion stand for /sh n/.

Name

A. Write the spelling word that matches each definition below. Use spelling
words that do not end in -ion.
1. to tire out exhaust 6. to think; to focus concentrate
2. to make right correct 7. to talk about discuss
3. to choose by voting elect 8. to have a favorable effect impress
4. a rough calculation estimate 9. to adorn, make pleasing decorate
5. to find locate 10. to mix up confuse

Use spelling words that end in -ion.
11. We had a long discussion about the popular movie.
12. Do you know the location of the new restaurant?
13. The puzzle took concentration , but I finally solved it.
14. I thought it would take two hours, but my estimation was wrong.
15. She dressed neatly to make a good impression .
16. The basket of shells made a nice decoration in the beach house.
17. A busy schedule and lack of sleep can lead to exhaustion .
18. There was confusion because the directions were unclear.
19. Will the mayor run for office again in the next election ?
20. I made a correction to my writing when I edited it.
Write these cognates on the board: impresión, elección, confusión, concentrar, estimación,
decoración.

Name
knowledge of the suffix -ion, write the words correctly on the lines.
I support Mayor Jackson in the upcoming electshun. There has been a
lot of discusion about his policies, but I feel he has been a good mayor.
Recently he has put aside other matters to concentrat on plans for a new
city park. I applaud his dedication to this project!
1. election 2. discussion 3. concentrate
Mayor Jackson gives me the impreshion that he isn’t a good leader.

When talking about the locashun for the new city park, his ideas seemed
to confuus citizens. Is he really the best mayor for our community? I don’t
think so!
4. impression 5. location 6. confuse
Write an opinion about something related to your own school

Writing Connection
or community. Use at least four spelling words in your writing.
Answers will vary.
For the writing activity, have students write a few sentences about the school library using the
words locate/location, discuss/discussion, and concentrate/concentration.

Name
Remember
The suffix -ion is added to certain words to change them from verbs to nouns.
revise (verb) attract (verb) transmit (verb)
revision (noun) attraction (noun) transmission (noun)
The consonant sound at the end of each verb changes when -ion is added.
The /z/ in revise changes to /zh/ in revision; the /t/ in attract changes to
/sh/ in attraction; the /t/ in transmit changes to /sh/ in transmission.
When the base word ends in e, as in concentrate, the e is dropped before
the suffix -ion is added: concentration. Read each of these words aloud.


Fill in the missing letters to form a spelling word. Write the spelling word.
1. decor a t e decorate 11. estim a t e estimate
2. decora t i o n decoration 12. estima t i o n estimation
3. el e ct elect 13. loc a t e locate
4. elec t i o n election 14. loca t i o n location
5. impr e ss impress 15. conf u s e confuse
6. impres s i o n impression 16. confu s i o n confusion
7. concentr a t e concentrate 17. corr e ct correct
8. concentra t i o n concentration 18. correc t i o n correction
9. disc u ss discuss 19. exh a u st exhaust
10. discus s i o n discussion 20. exhaus t i o n exhaustion

Name

expectedly
expected
expects
unexpected
unexpectedly
expect
unexpectedness
Write as many related words as you can on the lines below. Use a print
or electronic dictionary to help you. Possible responses provided.
agriculturalist agriculturist
agriculturally
agriculturalists agriculture
agricultural
Write identificar and identificación (identify, identification) on the board. Place indentificar in
a center circle. Explain how identificación is related to the word identificar.

Vocabulary Strategy • Root Words
Name
Learning the meaning of roots can help you figure out the meaning of unfamiliar
words. Then you can use the words in your own writing.
Latin root Meaning Examples

vivere to live survival, survive
cultura cultivation agriculture
merc/merx merchandise commerce, commercial
portare to carry transport
sedere to sit reside
sorbere to suck in/suck up absorb, absorbing
specere to look at perspective
Read each passage from “What Is the Future of the Rain Forests?” Use the root
words in the box and sentence clues to help you figure out the meaning of each
word in bold. Write the word’s meaning on the line. Then write your own

sentence that uses the word in the same way. Possible responses provided.
1. When part of a rain forest is cut down, subsistence agriculture takes its place.
Subsistence agriculture is farming or ranching that produces only enough for a
family to meet its everyday needs.
farming; Many states rely on agriculture to provide food and jobs for people.
2. The families need these farms or ranches in order to survive.

live; People need air, food, and water to survive.
3. Commercial activities also play a role in the use of rain forest land. Lumber from
rain forest trees is used to make furniture, flooring, and paper. Many countries
buy beef that comes from cattle ranches on former rain forest land. Other rain
forest land is converted to farms that grow coffee, soybeans, and palm trees. Oil
from those palm trees can be used to make biofuels.
buying and selling; The teens developed their Web site into a commercial
venture.

Grammar • Adverbs
Name
• An adverb can tell how, when, where, or how often an action happens.
Many adverbs end in -ly: I eat slowly. (tells how)
• Some adverbs tell how much or how intensely: I am absolutely certain.
(tells how intensely)
• Conjunctive adverbs, such as therefore, meanwhile, however, similarly,
and otherwise, connect and clarify the relationship between two clauses:
I want a new bike; however, I need to save money first.
• The relative adverbs where, when, and why can also introduce clauses:
That is the market where I buy fresh vegetables.
Read each sentence. Underline each adverb. Circle any conjunctive or relative
adverbs that you find.
1. I sat patiently on the park bench.

Write the first
sentence on the
board. Have students
2. I hungrily ate my sandwich.

locate the adverb.
3. This is the time when I usually eat.
4. I carelessly dropped crumbs on the ground.
5. Tiny sparrows darted around frantically at my feet.
6. I tossed them in a spot where the birds could easily get them.
7. Soon they had eaten up all of the crumbs.
8. They quickly flew off but watched patiently from a nearby tree.
9. I visit the park frequently, but this had never happened before.
10. I had finished my lunch; therefore, I promptly returned to work.
In your writer’s notebook, write a short passage about a place

you visit often. Include at least one conjunctive adverb and one
relative adverb. Edit and proofread your work.

Grammar • Adverbs Before Adjectives and Other Adverbs
Name
• An adverb can describe an adjective or another adverb.

The weather today is uncomfortably hot. (describes the adjective hot)
The performer arrived very late. (describes the adverb late)
Read each sentence. Underline each adverb. On the line(s) provided, write
whether each adverb modifies a verb, an adjective, or another adverb.
1. The skier looked anxiously down the mountain. verb
2. Incredibly strong winds blew from the north. adjective
3. The snow was accumulating quite quickly. adverb, verb
4. She could hardly see the bottom of the slope. verb
5. “I’m absolutely positive they’ll cancel the race,” he said. adjective

6. A red light began flashing urgently near the start gate. verb
7. The skier felt somewhat relieved that the event was postponed. adjective
Reading/Writing Read this paragraph from “Shipped Out.” Underline at least

Connection
two adverbs, and circle the verb that each adverb describes.
Then rewrite one sentence so that an adverb modifies another
adverb. Underline this new adverb.
I remember how intently my parents read

reports about the war, which I rarely understood.
They often whispered to one another, and I’d shout
out something like, “Speak up! I can’t hear you!”
They’d frown and leave me alone to talk in private.
Possible response: I remember how intently my parents read reports about
the war, which I very rarely understood.

Grammar • Mechanics: Capitalization and Abbreviations in Letters and E-mails
Name
• Capitalize the first word and all proper nouns in a greeting.

• Capitalize only the first word in the closing.
• Capitalize these abbreviations commonly used in letters and formal
e-mails: Mrs., Mr., Ms., Dr., Inc.
Read each part of the letter. On the lines provided, rewrite each part with the
correct capitalization.
1. To whom it may concern:
To Whom It May Concern:
2. I am writing on behalf of dr. Morton and mrs. rodriguez.
I am writing on behalf of Dr. Morton and Mrs. Rodriguez.

3. They are both employees of american meganews, inc.
They are both employees of American Meganews, Inc.
4. Please let my assistant, ms. hart, know when we can all meet.
Please let my assistant, Ms. Hart, know when we can all meet.
5. with all best wishes,
With all best wishes,
In your writer’s notebook, write a short letter to a company

about their customer service. Perhaps you want to make a
suggestion or compliment an employee who helped you. Include
at least two abbreviations. Edit and proofread your letter for
capitalization and punctuation.

Name
• Capitalize the first word and all proper nouns in a greeting. Capitalize only
the first word in the closing.
• Capitalize these abbreviations commonly used in letters and formal
e-mails: Mrs., Mr., Ms., Dr., Inc.
• When a conjunctive adverb appears at the start of a sentence, it is often
followed by a comma: I feel like relaxing at home tonight. However, we can go
to the game if you want. When a conjunctive adverb connects two ideas in one
sentence, it is preceded by a semicolon and followed by a comma: Mom was
too busy at work to attend the dinner; moreover, she was not feeling well.
Proofread the letter. On the lines below, correct mistakes in adverb usage and
capitalization.
dear board members of Really-Fun games, inc.:

I have an idea for a game that is incredible exciting. It is called “Build the
barrels.” The game is normal played with two players; however you can easy add up
to six more. My teacher, mr. Cooper, can quick send a recommendation if you need

one. I sincere hope that you will take a look at this very exciting new idea.
One of Your Biggest Fans,
Dear Board Members of Really-Fun Games, Inc.:
I have an idea for a game that is incredibly exciting. It is called
“Build the Barrels.” The game is normally played with two players; however,
you can easily add up to six more. My teacher, Mr. Cooper, can quickly
send a recommendation if you need one. I sincerely hope that you will take
a look at this very exciting new idea.
One of your biggest fans,
Help students identify each mistake in adverb usage and capitalization. Then let
them correct the errors.

Grammar • Test: Adverbs
Name
(1) My mother sat quiet at the piano. (2) Suddenly, the orchestra began
to play. (3) They performed an incredibly joyful symphony. (4) My mother
played an uplifting piece very beautiful. (5) The audience was mesmerized
by her performance, accordingly they immediate stood for a standing
ovation. (6) I have never been so proud to have such an amazing talented
mother. (7) Everybody calls her dr. Brown, but I get to call her “Mom.”

A Change quiet to quietest A The audience was mesmerized,
B Change quiet to quietly accordingly; they immediate stood
for a standing ovation.
C Change quiet to more quiet
B The audience was mesmerized;
D Make no change
accordingly they immediately
2. What change, if any, should be stood for a standing ovation.
made in sentence 2? C The audience was mesmerized;
F Change Suddenly to Sudden accordingly, they immediately

stood for a standing ovation.
G Change Suddenly to Most suddenly
D The audience was mesmerized,
H Change Suddenly to More suddenly
according they immediately stood
J Make no change for a standing ovation.
3. Which word does the adverb 6. What change, if any, should be
modify in sentence 3? made in sentence 6?
A performed F Change proud to prouder
B incredibly G Change amazing to amazingly
C joyful H Change talented to most talented
D symphony J Make no change
4. How does sentence 4 need to 7. How does sentence 7 need to
be changed? be changed?
F Change uplifting to most uplifting A Capitalize dr.
G Change uplifting to more uplifting B Delete the period after dr.
H Change beautiful to more beautiful C Lowercase Brown
J Change beautiful to beautifully D Delete the comma after Brown

Spelling • Words with Greek Roots
Name
Fold back the paper 1. 1. astronaut

along the dotted
line. Use the blanks 2. 2. telephone
to write each word
3. 3. automobile
When you finish the 4. 4. telescope
test, unfold the
paper. Use the list 5. 5. mechanical
at the right to
6. 6. myth
mistakes. 7. 7. television
8. 8. phonics
Allow beginning 9. 9. astronomer

ELLS to take an
“open book test.” 10. 10. photograph
“mechanical,” the
student responds with 11. 11. photography
the number for the
word he or she hears: 12. 12. mythical
“5!”

13. 13. homophone
14. 14. mechanic
15. 15. telegram
16. 16. telephoto
17. 17. autograph
18. 18. automatic
19. 19. disaster
20. 20. telegraph
Review Words 21. 21. correction
22. 22. discussion
23. 23. decoration
Challenge Words 24. 24. videophone
25. 25. photogenic

Name
SPELLING TIP
Many English words are of Greek origin.
Recognizing Greek roots can help you Many Greek roots
remember a word’s spelling and meaning. include the spelling
pattern ph, which stands
Some common Greek roots include astro for /f/: telephone,
(star), auto (self), bio (life) graph (write), geo photograph, homophone,
(earth), hydro (water), mech (machine), myth telephoto. Can you think
(beliefs), phon (sound), and photo (light). of any other words with
Read each root aloud. this spelling pattern?
Write the spelling words that contain the matching Greek root. You will
write some words more than once. Then read the words aloud.
astronaut mechanical automatic telegraph autograph

telephone myth photograph mechanic astronomer
automobile television telescope telegram disaster
photography phonics mythical telephoto homophone
astr/aster graph 19. autograph

1. astronaut 10. photography
phon
2. astronomer 11. photograph 20. telephone
3. disaster 12. telegraph 21. phonics
tele 13. autograph 22. homophone

4. telephone
photo mech
5. television 14. photography 23. mechanical
6. telescope 15. photograph 24. mechanic
7. telegraph 16. telephoto myth

25. myth
8. telegram auto
17. automobile 26. mythical
9. telephoto
18. automatic

Name
SPELLING TIP
Many English words are of Greek origin.
Recognizing Greek roots can help you Many Greek roots
remember a word’s spelling and meaning. include the spelling
pattern ph, which stands
Some Greek roots include astro (star), auto for /f/: telephone,
(self), bio (life) graph (write), geo (earth), photograph, homophone,
hydro (water), mech (machine), myth telephoto. Can you think
(beliefs), phon (sound), and photo (light). of any other words with
Read each root aloud. this spelling pattern?
Write the spelling words that contain the matching Greek root. You will
write some words more than once. Then read the words aloud.
astronaut myth photograph telegram videophone

telephone television telescope telephoto auto
photography phonics mythical autograph graph

mechanical automatic mechanic disaster homophone
astr/aster 9. photograph phon

1. astronaut graph telephone
10. 18.
2. disaster
11. autograph 19. phonics
tele homophone
photo 20.
3. telephone
12. photography 21. videophone
4. television
13. photograph mech
5. telescope mechanical
14. telephoto 23.
6. telegram mechanic
auto 24.
7. telephoto
15. auto myth
graph automatic myth
16. 25.
8. photography
17. autograph 26. mythical

Name
A. Write the spelling words that contain the matching Greek root. You
will write some words more than once. Then read the words aloud.

telephone myth photosynthesis mechanic astronomer
automobile television telescope telegram mechanized
astr 10. telegraph 19. phonics

1. astronaut autograph homophone
11. 20.
2. astronomer
photo mech
tele 12. photography 21. mechanical
3. telephone
13. photosynthesis 22. mechanic
4. television
14. telephoto 23. mechanized
5. telescope
auto myth
6. telegraph automobile myth
15. 24.
7. telegram automatic mythical
16. 25.
8. telephoto
17. autograph syn
graph 26. photosynthesis
phon
9. photography telephone
18.
B. Read each sentence. Replace the underlined words with a spelling

word and rewrite the sentence.
1. I understand the science of sounds, so I can read almost any word.
I understand phonics, so I can read almost any word.
2. People who are able to fix machines will always be able to find a job.
People who are mechanical will always be able to find a job.

Name

A. Write the spelling word that has the same Greek root as each pair below.
1. disastrous, disastrously disaster 4. automaker, automotive automobile
2. televise, televising television 5. telephoned, telephonically telephone
3. telescoped, telescopic telescope 6. phonetics, phonically phonics

7. In the myth , a father and son wore wings so they could fly.
8. The actor scribbled his autograph on a piece of paper.

mechanic

9. A checked the brakes on our car.
10. Can you name the first astronaut to set foot on the moon?
11. Coded messages can be sent through wires by a telegraph
12. The word sweet is a homophone for the word suite.
13. The book shows a photograph of President Lincoln.
14. The astronomer watched the sky from an observatory.
15. The old engine has many mechanical parts.
16. I want to take a class in photography so I can take better pictures.
17. A griffin is a mythical beast that is part eagle and part lion.
18. This telephoto lens helps me take pictures from far away.
19. Dad’s automatic watch does not need winding.
20. A telegram was once the best way to send important news.
Write some cognates on the board: mito (myth), mecánico, autógrafo, telegrama, erupción.

Name
knowledge of Greek roots, write the words correctly on the lines.
Years ago, Mr. and Mrs. Carter made a trip out west in their atomobile.
They took many pictures of their trip, and one photagraph showed Mrs.
Carter standing at the Grand Canyon at dusk with a small teliscope. When
Kevin saw the picture, he asked Mr. Carter about it.
1. automobile 2. photograph 3. telescope
“We wanted to view the full moon,” Mr. Carter said. “The Grand
Canyon seemed like the perfect spot. It turned out to be a disester. We
couldn’t get the equipment set up, and then we had machanical trouble
with the car. We finally made it back to our cabin and watched tellevision
for the rest of the night!”
4. disaster 5. mechanical 6. television
Writing Connection Write a passage for a story about a mishap on another trip.
The story can be set in the past or the present. Use at least
four spelling words in your writing.
Answers will vary.
Simplify the writing activity so that students are writing a few sentences about a trip
mishap (accident), using two spelling words.

Name
Remember
Many English words come from the Greek language. Recognizing Greek roots
can help you remember a word’s spelling and meaning. For example, if you
know the roots astro (star) and naut (ship), you should be able to determine
the spelling and meaning of words like astronaut, astronomer, and nautical.
Read the spelling words aloud. Which words share the same Greek roots?

A. Fill in the missing letters of each word to form a spelling word. Then write

1. tele p h oto telephoto 9. tele g r aph telegraph
2. my t h ical mythical 10. pho t o graphy photography
3. au t o mobile automobile 11. tele p h one telephone
4. te l e vision television 12. a u tomatic automatic
5. autogra p h autograph 13. homoph o n e homophone
6. p h otograph photograph 14. t e lescope telescope
7. as t r onomer astronomer 15. a s tronaut astronaut
8. m e chanical mechanical

phonics, myth, telegram, disaster, mechanic
telegram myth disaster

16. 18. 20.
17. phonics 19. mechanic

Name

contributor
contribution
contributing contributions contributed
contribute contributes
Add survival kit items to the backpack to write as many related words as
you can. Use a dictionary to help you. Possible responses provided.
survive
survivable
$2
$1
surviving
survival survivability
survived survivor
Write contribuyente and contribuciones (contributor, contributions) on the board. Place

contribuciones in a center circle. Contribuyente is related to the word contribuciones.

Name
Use the words in the box and the clues below to help you solve the
crossword puzzle. If you get stuck, use a dictionary to help you.
widespread declined agricultural thrive unexpected identify
supportive nominate assume rely probable disorder
1 4
A G R I C U L T U R A L
1
S N
2
U D E C L I N E D
P X
P P
3 3 5
O W I D E S P R E A D
2
R D D C R
4 6
T H R I V E T o N

I S N E B O
5
V O T D A S S U M E
E R I B I
6
D F R E L Y N
E Y E A
R T
E
Across Down
1. having to do with farms or farming 1. providing approval, aid, or

encouragement
2. grew weaker or smaller
2. sickness or ailment
3. happening over a large area or
affecting many people 3. to tell exactly what something is
4. to become successful and strong 4. not planned for or predicted
5. to suppose it is so 5. likely to happen or be true
6. to depend on someone or something 6. to propose that a person be chosen
Tell students that some of the words have cognates: identificar, desorden, and probable.

Grammar • Adverbs That Compare
Name
• An adverb can compare two or more actions. Adverbs that compare two
actions use -er or more: Amy jumped higher than Sam during the game.
Adverbs that compare three or more actions use -est or most:
Avery worked the hardest and most carefully of all.
Read each sentence. Write the correct comparative form of the adverb in
1. I can run (fast) than my brother. faster
2. Our father runs (quickly) of all. most quickly
3. He trains (often) than my brother does. more often
more fully
4. He enjoys running (fully) than biking.
most seriously
5. Even so, he practices swimming (seriously) of all.
6. I prefer team sports (strongly) than other sports. more strongly
7. I can throw (accurately) than our team’s other pitcher. more accurately
8. In the entire league, she pitches (wildly) of all. most wildly
9. Our final game will be here (soon) than we expect. sooner
10. The audience will cheer (loudly) of all during our final inning. most loudly
In your writer’s notebook, write a short passage about a sport

that you enjoy. Include at least three adverbs that compare two
or more actions.
Simplify the activity so that students are only writing a few sentences. My favorite
sport iss . I can
n better / more
e than
n . I can also
o .

Grammar • Comparative Adverbs -er, -est, More, Most
Name
• Add -er or -est to most short adverbs to compare actions: swam farther, swam
the farthest. Add more or most to adverbs that have two or more syllables or to
adverbs that end in -ly: more softly, most softly.
Read each sentence. Write the correct comparative form of the adverb in
more brightly
1. The sun shone (brightly) today than yesterday.
2. The three of us raced to see who could pack (rapidly) for our trip.
most rapidly
more carefully
3. I should have prepared (carefully) than I did.
4. My bag was the (poorly) packed of all. most poorly

5. Mom spoke to me (sternly) than usual. more sternly
6. We might arrive (late) than expected at the airport. later
more smoothly
7. Luckily, the traffic was moving (smoothly) than normal.
8. In fact, we checked in at the gate (early) of all. earliest
Reading/Writing Read this sentence from “Allies in Action.” Underline the adverb.
Connection
Then rewrite the sentence using a comparative adverb.
He demonstrated how quickly

q y the Navajo could
encode and decipher messages.
ages
Possible response: He demonstrated that the Navajo could encode and
decipher messages more quickly than anyone else.

Grammar • Mechanics: Using Good, Well; More, Most; -er, -est
Name
• Good is often an adjective, and well is often an adverb that tells how.
Good and well cannot be used interchangeably. Well is an adjective when
it means healthy: I was sick yesterday, but I am well now.
• As with the adjective good, the comparative form of well is better. The
superlative form is best.
• Never add -er and more or -est and most to the same adverb.
Read each sentence. Choose the word in parentheses that best completes each
sentence and write it on the line provided.
1. The carpenter did a (good, well) job on our new porch. good
2. We paid him (good, well) for his hard work. well
better
3. The house looks (better, best) than before.
4. The work was finished (sooner, more sooner) than we expected.

sooner
5. We go outside more (frequent, frequently) than we used to. frequently
6. The porch is built of (good, well), strong wood. good
well
7. Our first dinner on the porch went very (good, well).
8. Our second meal was even (better, best) than that. better
9. I always feel (good, well) after spending time outside. well
10. Nothing makes you feel (weller, better) than a sunny day! better
In your writer’s notebook, write a short passage describing an

experience that turned out better than you expected. Include at
least five comparative adverbs. Make sure to use the correct
comparative forms.

Name
• Add -er or -est to most short adverbs to compare actions. Add more or most
to adverbs that have two or more syllables or to adverbs that end in -ly.
• Good is often an adjective, and well is often an adverb that tells how.
Good and well cannot be used interchangeably. Well is an adjective when
it means healthy.
Proofread the paragraph. On the lines below, correct mistakes in grammar and
mechanics.
I wasn’t feeling good, so I went to the school nurse. COMMON ERRORS

She treated me carefully than the last time I visited. A
new virus had recent been detected at school. It was Never add -er and more or
spreading more faster than any disease she had ever -est and most to the same
seen. Luckily, the simple treatment she prescribed adverb.
oftenest of all was also working more effectively of all.
She said I should feel more well in a few days.

I wasn’t feeling well, so I went to the school nurse. She treated me
more carefully than the last time I visited. A new virus had recently been
detected at school. It was spreading faster than any disease she had ever
seen. Luckily, the simple treatment she prescribed most often of all was also
working most effectively of all. She said I should feel better in a few days.
Help students identify each mistake in adverb usage. Then let them correct the errors.

Grammar • Test: Adverbs That Compare
Name
(1) My parents were acting most strangely than ever. (2) My sister was
behaving more suspiciously of all. (3) She was treating me more politely
than usual. (4) Luckily, I am the smarter member of my family. (5) I easily
fooled my sister into believing that I knew the secret. (6) Most finally I
figured out why everyone was acting so strange—we got a new puppy!

A Change most strangely to more F Change smarter to smartest
strangely G Change smarter to more smart
B Change most strangely to more H Change smarter to most smart
stranger
J Change smarter to smartiest
C Change strangely to stranger
D Change strangely to strangelier 5. What change, if any, needs to
be made to sentence 5?
2. What change, if any, should be A Change easily to more easily
made in sentence 2?
B Change easily to most easily
F Change suspiciously to suspicious
C Change easily to easier
G Change more suspiciously to most
D Make no change
suspicious
H Change more suspiciously to most 6. What is the correct way to
suspiciously write sentence 6?
J Make no change F Most finally, I figured out why
everyone was acting so strangely—
3. What changes, if any, should we got a new puppy!
be made in sentence 3?
G Finally, I figured out why everyone
A Change more to most was acting so strangely—we got a
B Change more politely to most new puppy!
polite H Finally, I figured out why everyone
C Change politely to polite was acting so stranger—we got a
D Make no change new puppy!
J More finally, I figured out why
everyone was acting so strangest—
we got a new puppy!

Spelling • Words with Latin Roots
Name
Fold back the 1. 1. subtraction

paper along the
dotted line. Use 2. 2. transportation
the blanks to write
3. 3. missile
each word as it is
read aloud. When 4. 4. portable
you finish the test,
unfold the paper. 5. 5. intermission
Use the list at the
6. 6. committee
right to correct
any spelling 7. 7. respect
mistakes.
8. 8. transport
9. 9. tractor
10. 10. spectator
11. 11. attraction
12. 12. export

13. 13. inspector
14. 14. distract
15. 15. spectacle
16. 16. inspect
17. 17. mission
18. 18. import
19. 19. dismiss
20. 20. suspect
Review Words 21. 21. telescope
22. 22. astronaut
23. 23. photograph
Challenge Words 24. 24. spectacular
25. 25. protractor

Name
DECODING WORDS
Many English words are of Latin origin.
Recognizing Latin roots can help you Many verbs end with the
remember a word’s spelling and Latin root spect or tract, such
meaning. as inspect, attract, and
distract. When these words
Some Latin roots include aud (to hear),
become nouns, the final
miss/mit (to send), auto (self), dict (to
consonant sound changes.
say), port (to carry), scrib/script (write),
For example, the /t/ in
spect (to look at), and tract (to pull).
attract changes to /sh/ in
Read each spelling word aloud. Do you attraction. Read this word
notice any patterns? aloud: /ə/ /trak/ /shən/.
Write the spelling words that contain the matching Latin root.
subtraction export tractor inspector mission

transportation committee spectator distract import
missile respect attraction spectacle intermission

portable transport dismiss inspect suspect
port 7. committee 14. spectacle

1. transportation 8. dismiss 15. inspect
2. portable
9. mission 16. suspect
3. export
10. intermission
tract
4. transport
17. subtraction
spect
5. import
11. respect 18. tractor
miss/mitt 12. spectator 19. attraction

6. missile
13. inspector 20. distract
Look through a dictionary for more words with Latin roots.

Then share your answers.

Name
DECODING WORDS
Many English words are of Latin origin.
Recognizing Latin roots can help you Many verbs end with the
remember a word’s spelling and Latin root spect or tract, such
meaning. as inspect, attract, and
distract. When these words
Some Latin roots include aud (to hear),
become nouns, the final
miss/mit (send), auto (self), dict (to say)
consonant sound changes.
port (to carry), scrib/script (write),
For example, the /t/ in
spect (to look at), and tract (to pull).
attract changes to /sh/ in
Read each spelling word aloud. Do you attraction. Read this word
notice any patterns? aloud: /ə/ /trak/ /shən/.
Write the spelling words that contain the matching Latin root.
subtract export tractor inspector mission

port commit spectator distract import

missile respect traction spectacle intermission
port 7. commit 14. spectacle

1. port dismiss inspect
8. 15.
2. portable
9. mission 16. suspect
3. export intermission
10.
tract
4. transport
17. subtract
spect
5. import
11. respect 18. tractor
miss/mitt 12. spectator 19. traction

6. missile


Name
A. Write the spelling words that contain the matching Latin root.
subtraction export intractable inspector mission

missile prospector attraction spectacle intermission
portable transport dismissal inspect circumspect
port 7. committee 14. spectacle

1. transportation dismissal inspect
8. 15.
2. portable
9. mission 16. circumspect
3. export intermission
10.
tract
4. transport
17. subtraction
spect
5. import
11. prospector 18. intractable
miss/mitt 12. spectator 19. attraction

6. missile
B. Compare the words subtraction and transportation. How are they alike?
Both words end with the suffix -tion. The word transportation is based on the
Latin root port. The word subtraction is based on the Latin root tract.


Name

1. examiner inspector 6. to release dismiss
2. sight spectacle 7. honor respect
3. to check inspect 8. job mission
4. observer spectator 9. to suppose suspect
5. to move transport 10. break intermission

11. The bus is my transportation to and from school.
12. Which automobiles do we import from other countries?
13. I used subtraction to figure out how much money was left.
14. The food court is a popular attraction at the mall.
15. A missile can be a very destructive weapon.
16. I try not to let phone calls distract me when I’m studying.
17. The citizens formed a committee so they could work together.
18. We take a portable stove with us on camping trips.
19. The farmer kept his old tractor in the barn.
20. Can you name one export that we ship overseas?
words, such as intermission, spectator, committee, portable, spectacle, and suspect. Or,
write some cognates on the board: espectador (spectator), comité (committee), espectáculo
(spectacle), importar (import), and exportar (export).

Name
knowledge of Latin roots, write the words correctly on the lines.
James was a spektator at all the school basketball games. His mision
was to boost the home team’s spirits, and he organized a commettee of
students to join him in making signs and cheering loudly at each game.
1. spectator 2. mission 3. committee
Soon James’s group of cheering students became the main attaction

at the games. Did the students distrack the other teams? Some said they
did, but their display was always good-natured and done with the greatest
respecd for all players.
4. attraction 5. distract 6. respect
Write a passage for a story about another enthusiastic

Writing Connection
student. Use at least four spelling words in your writing.
Answers will vary.

Simplify the writing activity so that students are writing two sentences about an enthusiastic
(energetic) student, using two spelling words.

Name
Remember
Many English words come from the Latin language. Recognizing Latin roots
can help you remember a word’s spelling and meaning. For example, if you
know the root tract (to pull), you should be able to determine the spelling
and meaning of tractor.
Read each spelling word aloud. Which words share the same Latin roots?

respect transport

1. re s p ect 9. transp o r t
2. transp o r tation transportation 10. m i s sile missile
3. interm i s sion intermission 11. s p e ctator spectator
4. att r a ction attraction 12. mi s s ion mission
5. po r t able portable 13. ex p o rt export
6. dis m i ss dismiss 14. distra c t distract
7. tr a c tor tractor 15. insp e c tor inspector
8. spe c t acle spectacle
B. Write these spelling words on the lines in alphabetical order.

Alphabetize them to the third letter. suspect, import, committee,
inspect, subtraction
16. committee 18. inspect 20. suspect
17. import 19. subtraction

Vocabulary Strategy • Literal and Figurative Language
Name
Literal language says what it means. Literal refers to the dictionary

definition, or denotation. For example: Storm clouds appeared in the sky.
Figurative language has a deeper meaning that goes beyond the literal
meaning. Writers may include similes, metaphors, personification,
hyperbole, or other figures of speech to make the writing more interesting.
Figurative language also allows for a deeper connection with the reader due
to the connotation of the chosen words, or the feelings and ideas associated
with them. For example: The sky suddenly became angry.
Look at the images below. Then write one sentence about the image using
literal language and one sentence about the image using figurative language.
Literal Language Figurative Language
The dove soared over

The dove flew overhead.
us, flapping its wings
of peace.
There was a snake on My mischievous brother

the path. is as sneaky as a snake!
The sky opened up and

It was raining very hard
flooded the city with its
outside.
tears.
Have pairs of students look at the first image of the dove. Say: The dove flew overhead.
Guide them in understanding how that sentence uses literal language. Then ask, How can
we make the description of the dove more interesting? What feelings are related to doves?
Encourage pairs to come up with words associated with doves, such as freedom or peace.

Vocabulary Strategy • Homophones
Name
Homophones are words that sound the same but are spelled differently and
have different meanings. Say the following homophone pairs out loud.
peace, piece flower, flour waist, waste

principle, principal sole, soul stationary, stationery
Read the sentences below and circle the correct word to complete each
one. Underline the context clues that help you figure out which word to
use. Then use that word in a new sentence.
1. This morning the wind so hard that I nearly fell over. blew blue
I blew on my soup to cool it down.
2. I thought I all the answers to her questions. knew new

I knew where her house was because I had been there before.
3. I didn’t recognize you when we on the street. passed past

I’ve passed that store a dozen times but have never been inside.
4. Call your dog to come now. hear here

I like it here in the winter.
5. He seems like a nice person and a good friend, . to too

Do you want to go to the mall too?

Grammar • Negatives
Name
• A negative is a word or phrase that means “no.”

• Do not use more than one negative in a spoken or written sentence.
• Negatives include no and not, as well as nobody, nothing, never, no one,
and nowhere.
• Positive forms of negative words include words such as somebody,
something, any, ever, anything, anybody, anyone, and anywhere.
Read each sentence. Underline any negative words that you find. Circle any
positive forms of negative words that you find.
1. The snack bar will not be open today.

Explain that
positive forms of
2. No one showed up for work there this morning. negative words
are their opposites. So,
the positive form of
nobody is everybody.
3. Nobody showed up for work in the library, either. The positive form of
nothing is something.
4. Something like this had never happened before.
5. There were no plans in place for a substitute cashier.
6. When I interviewed the principal for our newspaper, he said nothing.
7. I asked if anyone had called the librarian.
8. He told me not to worry about anything.
9. More information about the situation was nowhere to be found.
10. Is there no one else who thinks that this is mysterious?
In your writer’s notebook, write instructions explaining good and

bad strategies for doing homework. Include at least three
negatives. After you finish, read your instructions to a partner.
Have your partner restate the instructions. Then ask your partner
to read his or her instructions to you. Restate them and
remember to follow the good instructions.

Grammar • Negative Contractions
Name
• A negative contraction is made up of a verb and the word not. An

apostrophe is used in place of the letter o: isn’t (is not), aren’t (are not).
Read each sentence. Form a contraction using the two words in parentheses.
Write the contraction on the line provided.
1. Today (is not) going to be my greatest day ever. isn’t
2. For starters, my alarm (did not) go off this morning. didn’t
3. After breakfast, I (could not) find my homework. couldn’t
4. (Has not) anyone seen it lying around somewhere? Hasn’t
5. My sister and brother (were not) very helpful. weren’t
6. I (should not) get as upset as I do sometimes. shouldn’t
doesn’t

7. It (does not) help to solve any problems at all.
8. Why (cannot) I ever learn that simple lesson? can’t
ead this paragraph from “Life in the Desert.” Then rewrite the underlined
R
sentence to include a negative contraction.
Dromedaries have a hump on their backs that is made

up of fat. They use the fat for energy when food is scarce.
These animals sweat very little, which saves water. When
they do drink, they can take in as many as thirty gallons of
water in a little over ten minutes!
Possible response: These animals don’t sweat much, which saves water.
Reading/Writing Write one fact you know about an animal. Include a negative
Connection
contraction. Edit and proofread your sentence for grammar
and punctuation.
Answers will vary.

Grammar • Mechanics: Correct Double Negatives
Name
• Do not use two negatives in the same clause. This is known as a double
negative: I didn’t do nothing. (incorrect) I don’t feel like going nowhere.
(incorrect)
• Correct a clause with two negatives by changing one negative to a positive
word or eliminating one of the negative words.
I didn’t do anything. (Or: I did nothing.)
I don’t feel like going anywhere. (Or: I feel like going nowhere.)
Read each sentence. Correct the double negatives and write the new sentence
on the line provided. Answers may vary slightly.
1. Our car won’t never start in rainy weather.
Our car won’t ever start in rainy weather.
2. There didn’t seem to be nothing we could do.

There didn’t seem to be anything we could do.

3. Our father doesn’t want no broken car keeping us stranded at home.
Our father doesn’t want a broken car keeping us stranded at home.

4. He searched everywhere but couldn’t find none of the tools he needed to
repair it.
He searched everywhere but couldn’t find any of the tools he needed to repair it.
5. Dad doesn’t like no one telling him that something can’t be fixed.
Dad doesn’t like anyone (anybody) telling him that something can’t be fixed.
In your writer’s notebook, write a short passage about something

that bothers you. Include at least five negatives. As you check
your work, make sure to avoid double negatives.
Model the first sentence of the first activity, explaining that the sentence has two
negatives (won’t and never). Then explain that there are two ways to fix the
sentence: change “won’t” or “never” to a positive word. Our car will never start in
rainy weather. Our car won’t ever start in rainy weather.

Name
• A negative contraction is made up of a verb and the word not. An

apostrophe is used in place of the letter o.
• Correct a double negative in a clause by changing one negative to a
positive word or eliminating one of the negative words.
Proofread the paragraph. On the lines below, correct mistakes in contractions

and the use of negatives. Answers may vary slightly.
COMMON ERRORS
The explorers could’nt find no maps that showed
the rain forest trails. They didnt want to get lost, so Negative adverbs such as
they hired a guide. He wasnot surprised that they hardly, barely, and rarely
mean “almost not” or “not
needed help. The routes were overgrown, so you
often.” Be careful to avoid
couldn’t hardly see a thing. There was’nt no trail that
double negatives when
looked the same from year to year. The guide had
using these adverbs: The
never gotten lost on none of the trails. He didn’t expect crowd was so loud that I
this trip would be no different. could barely hear the

speaker.
The explorers couldn’t find any maps that showed the rain forest
trails. They didn’t want to get lost, so they hired a guide. He wasn’t
surprised that they needed help. The routes were overgrown, so you could
hardly see a thing. There wasn’t a (or one or any) trail that looked the same
from year to year. The guide had never gotten lost on any of the trails. He
didn’t expect this trip would be (any) different.

Grammar • Test: Negatives
Name
(1) My uncle couldn’t find his car nowhere in the parking lot. (2) My
father told him he shouldn’t not wait to report it. (3) The officers weren’t
surprised to hear about the missing car. (4) They said they hadn’t never
received so many reports of stolen cars. (5) The officers didnt waste no
time gathering information about the case. (6) The police hadn’t caught
nobody yet, but they had some leads.
1. What change should be made 5. What is the correct way to

in sentence 1? write sentence 5?
A Change couldn’t to could not A The officers didn’t not waste no
B Change couldn’t to couldn’t not time gathering information about
the case.
C Change nowhere to anywhere
B The officers didn’t ever waste no
D Change nowhere to anywhere
time gathering information about
2. What change, if any, should be the case.
made in sentence 2? C The officers didn’t not waste time
F Change shouldn’t to should’nt gathering information about

the case.
G Delete the word not
D The officers didn’t waste any time
H Change not to no
gathering information about
J Make no change the case.
A Change weren’t to werent F The police hadn’t caught anybody
B Change weren’t to were no yet, but they had some leads.
C Change weren’t to weren’t not G The police hadn’t not caught
D Make no change nobody yet, but they had some
leads.
4. How does sentence 4 need to H The police had not caught nobody
be changed? yet, but they had some leads.
F Change hadn’t never to hadn’t J The police hadn’t not caught
ever somebody yet, but they had some
G Change hadn’t never to had ever leads.
H Change hadn’t never to hadnt ever
J Change hadn’t never to haven’t
never

Spelling • Words from Mythology
Name
Fold back the paper 1. 1. clothes

along the dotted
line. Use the blanks 2. 2. January
to write each word
3. 3. cereal
When you finish the 4. 4. strength
test, unfold the
paper. Use the list 5. 5. lunar
at the right to
6. 6. atlas
mistakes. 7. 7. ocean
8. 8. salute
9. 9. fury
10. 10. echo
11. 11. cycle
12. 12. cyclone

13. 13. gigantic
14. 14. Olympics
15. 15. territory
16. 16. terrace
17. 17. parasol
18. 18. fortune
19. 19. furious
20. 20. gracious
Review Words 21. 21. suspect
22. 22. inspect
23. 23. mission
Challenge Words 24. 24. jovial
25. 25. venerable

Name
SPELLING TIP
Many English words have origins in mythology.
In words of Greek
• Cereal has its origin in Roman mythology. Ceres origin, /k/ is often
was the goddess of grain and the harvest. represented by the
• Clothes has its origin in Greek mythology. Clotho digraph ch. Try
was a goddess who was responsible for spinning saying the words
the thread of human life. echo, character,
chronology, and
Recognizing these relationships can help you
chaos out loud.
determine the meaning of unfamiliar words.
Write the spelling words that contain the matching number of syllables.
clothes lunar fury gigantic parasol

January atlas echo Olympics fortune
cereal ocean cycle territory furious
strength salute cyclone terrace gracious
one syllable 8. echo 16. Olympics

1. clothes cycle parasol
9. 17.
2. strength
10. cyclone 18. furious
two syllables terrace
11. four syllables
3. lunar
12. fortune 19. January
4. atlas
13. gracious 20. territory
5. ocean
three syllables
6. salute
14. cereal
7. fury
15. gigantic
Work with a partner to find more words that are connected to

Greek or Roman mythology. Use this week’s readings and a
dictionary. Then create a word sort using the words you found.

Name
SPELLING TIP
Many English words have origins in mythology.
In words of Greek
• Cereal has its origin in Roman mythology. Ceres origin, /k/ is often
was the goddess of grain and the harvest. represented by the
• Clothes has its origin in Greek mythology. Clotho digraph ch. Try
was a goddess who was responsible for spinning saying the words
the thread of human life. echo, character,
chronology, and
Recognizing these relationships can help you
chaos out loud.
determine the meaning of unfamiliar words.
Write the spelling words that contain the matching number of syllables.
clothes lunar fury gigantic siren

cereal ocean cycle Titanic furious

strength salute python terrace music
one syllable 8. echo 16. gigantic

1. clothes cycle Olympics
9. 17.
2. strength python Titanic
10. 18.
two syllables terrace furious
11. 19.
3. lunar fortune
12. four syllables
4. atlas siren
13. 20. January
5. ocean music
14.
6. salute
three syllables
7. fury
15. cereal


Name
A. Write the spelling words that contain the matching number of syllables.
arachnid ogre fury gigantic parasol

lethargic hypnosis nemesis Olympics nocturnal
muse martial sphinx territory furious
hygiene salute cyclone terrace gracious
one syllable 7. fury 14. parasol

1. muse
8. cyclone 15. furious
2. sphinx
9. terrace 16. lethargic
two syllables gracious hypnosis
10. 17.
3. hygiene
three syllables 18. nemesis
4. ogre
11. arachnid 19. nocturnal
5. martial
12. gigantic four syllables
6. salute
13. Olympics 20. territory
B. Read each sentence. Circle the word that has origins in mythology. Then
write the meaning of the word on the line. You may use a dictionary.
1. The other team was furious when the referee made an incorrect call.
very angry
2. When the dentist finished cleaning my teeth, he complimented me on my

good hygiene.
cleanliness


Name


1. rage; great anger fury 7. first month of the year January
2. repeated sequence cycle 8. give a sign of respect salute
3. book of maps atlas echo

9. repeated sound
4. area of land territory Olympics
10. international games
5. breakfast food cereal ocean
11. large body of water
6. garments worn on the body 12. having to do with the moon
clothes

lunar

13. Stone is to rock as tornado is to cyclone .
14. Mean is to kind as rude is to gracious .
15. Muffler is to scarf as parasol is to umbrella.
16. Health is to well-being as fortune is to riches.
17. Porch is to terrace as basement is to cellar.
18. Power is to strength as force is to might.
19. Furious is to angry as relaxed is to calm.
20. Gigantic is to huge as tiny is to small.
words and definitions, such as garments, gracious, parasol, and terrace. Write these cognates
on the board: terraza (terrace), saludo (salute), and gracioso (gracious).

Name
Underline the six misspelled words in the paragraphs below.

Write the words correctly on the lines.
The Olympiks began in ancient Greece many centuries ago. Today the
games follow a four-year cycal, but the summer and winter games are
held in different years. Cities around the world are awarded the honor of
being the gracius host for the international competition.
1. Olympics 2. cycle 3. gracious
Over 200 countries participate in this giantic sporting event. The

athletes wear cloths that reflect the colors of their flag. The strangth of
these great athletes makes them seem to have superhuman abilities!
4. gigantic 5. clothes 6. strength
Writing Connection Write information about a sporting event in your own

school or community. Use at least four spelling words in your
writing. Edit and proofread your work.
Answers will vary.
Limit the writing activity to two sentences, using the words territory and strength.

Name
Remember
Many words in the English language are connected to mythology.
• January has its origin in Roman mythology. Janus was the Roman god of
beginnings.
• Panic has its origin in Greek mythology. Pan was the Greek god of
goatherds and shepherds. He created noise in the woods to scare travelers.
Recognizing an unfamiliar word’s origin can help you determine its meaning.


1. c y c le cycle 9. ec h o echo
2. a t atlas 10. c y c lone cyclone

l as
3. cl o th e s clothes 11. str e strength

n gth
4. fo r fortune 12. gr a c ious gracious

t une
5. l u lunar 13. te r r ace terrace

n ar
6. f u furious 14. s a salute

r ious l ute
7. cer e cereal 15. terr i territory

a l t ory
8. O Olympics
l ympics

ocean, January, fury, parasol, gigantic.
16. parasol 18. January 20. fury
17. ocean 19. gigantic

Name
words like hypothesis, biology, and species are science content words.
Go on a word hunt with a partner. Find as many content words related

to survival as you can. Write them in the chart.
CONNECT TO CONTENT
Science Words
In order to survive the
harsh conditions, animals
in the Arctic have adapted
hibernate
to their environments.
lages
camouf Review these adaptations
in Survival at 40 Below.
adapted supercool
insulates
torpor
Circle two words that you were able to figure out the meaning to using
camouflages; blends in with surroundings.
insulates; protects by keeping warm.
Give students a preselected content word with strong context clues. Have students work in
pairs to figure out the meaning using the surrounding words in the sentence. Encourage them
to look up the meanings of unfamiliar words.

Name
Score! Match the definitions on the left with the vocabulary words on the right.
Use a print or electronic dictionary if you get stuck.
1. recruits a great difference or

variety
2. weakling to think about something

again
3. bulletin feelings of understanding

toward someone
4. diversity someone who lacks

physical strength
5. contributions joining armed forces of

own free will
6. survival new members of armed

forces

7. enlisting short announcement of
the latest news
8. sympathy to make sure or certain
9. reconsider the act of continuing

to live
10. intercept plans or processes for

doing something
11. operations to stop moving from one

place or person to
another
12. guarantee
gifts of money, time, or
effort given to a cause

Grammar • Sentence Combining
Name
• Sentence combining is reducing two or more simple sentences into one

sentence.
• Two simple sentences about the same subject can be combined into one
compound sentence. They can also be combined with a compound
predicate.
• The paired conjunctions either/or and neither/nor can be used to combine
sentences.
Read each of the two sentences. Combine them into one sentence and write it
on the lines provided. Answers may vary slightly.
1. Our school was having an art contest. I decided to enter.
Our school was having an art contest, and I decided to enter.

2. My teacher encouraged me to participate. My teacher gave me the entry forms.
My teacher encouraged me to participate and gave me the entry forms.
3. My first painting wasn’t very good. I did much better with the next one.
My first painting wasn’t very good, but I did much better with the next one.
Reading/Writing Read the excerpt from “Life in the Desert.” Combine the
Connection
underlined sentences into one sentence with a compound
predicate.
Meerkats are members of the mongoose family

that live in Africa. They hunt early in the day to avoid
the heat. They live in mobs, or groups, of as many as
thirty members. The mob helps keep its members safe.
Predators, such as eagles or jackals, are often
frightened away by a meerkat mob.
They hunt early in the day to avoid heat and live in mobs, or groups, of as
many as thirty members.

Grammar • Combining Sentences
Name
• Adding an adjective can combine two sentences that tell about the
same noun: I opened the door. The door was old. I opened the old door.
• If two sentences tell about the same action, adding an adverb can
combine them. If two sentences tell about the same time or location,
adding a prepositional phrase can combine them.
Read each of the two sentences. Combine them into one sentence and write it
on the lines provided. Answers may vary slightly.
1. The two girls practiced their duet. They practiced it frequently.
The two girls frequently practiced their duet.
2. They looked forward to the performance. The performance was in two weeks.
They looked forward to the performance in two weeks.
3. Their parents bought tickets. They bought them over the phone.

Their parents bought tickets over the phone.
4. They planned to meet for dinner before the show. The dinner would be quick.
They planned to meet for a quick dinner before the show.
Connect to Talk to a parent or another trusted adult about a performance

Community
you could attend in your town. Then write a paragraph describing
the event. As you edit your work, combine short sentences using
adjectives, adverbs, and prepositional phrases whenever possible.
Answers will vary.
For the first activity, help students identify the adjective, adverb, or prepositional phrase in
each second sentence.

Grammar • Mechanics: Commas and Colons
Name
• Use commas in the greeting and closing of a friendly letter. Use commas in
addresses and dates. Use commas to separate the items in a list.
• Use a colon after a salutation or greeting in a business letter. A colon can
also separate hours, minutes, and seconds. Use a colon to introduce lists.
Read each group of words. Rewrite the words on the line provided and add the
proper punctuation.
1. Dear Superintendent Harriman
Dear Superintendent Harriman:
2. Our school’s Activities Club met last Tuesday April 15 2018.
Our school’s Activities Club met last Tuesday, April 15, 2018.
3. We changed the starting time of this year’s Spring Dance from 630 to 700.
We changed the starting time of this year’s Spring Dance from 6:30 to 7:00.
4. We request funds to purchase the following items decorations snacks beverages

and a stereo system.
We request funds to purchase the following items: decorations, snacks,
beverages, and a stereo system.
5. Sincerely yours
Sincerely yours,
In your writer’s notebook, write a short letter to a friend

requesting information. Make sure to use correct punctuation.

Name
• Use commas in the greeting and closing of a friendly letter. Use commas in
addresses and dates. Use commas to separate the items in a list.
• Use a colon after a salutation or greeting in a business letter. A colon can
also separate hours, minutes, and seconds. Use a colon to introduce lists.
Proofread the letter. On the lines below, correct mistakes in adverb usage,
commas, and colons.
129 Greenwood Lane

Help students
Glendale Arizona identify each
punctuation error. Then
let them correct the
May 17 2018 errors.
Dear Members of the Chamber of Commerce
Please immediate send the Town Fair committee the following items maps

guidebooks and coupon sheets. We’ll need them by 700 a.m. on Friday to have
them available at the start of the fair at 930.
Very truly yours
129 Greenwood Lane
Glendale, Arizona
May 17, 2018
Dear Members of the Chamber of Commerce:
Please immediately send the Town Fair committee the following items:
maps, guidebooks, and coupon sheets. We’ll need them by 7:00 a.m. on
Friday to have them available at the start of the fair at 9:30.
Very truly yours,

Grammar • Test: Sentence Combining
Name
(1) I asked the coach if I could play shortstop. (2) I asked him confidently.
(3) I had been practicing all year. (4) I was practicing in my yard. (5) He said
the position was mine. (6) He said it without hesitation. (7) I dashed home to
tell my parents. (8) I went shortly after practice. (9) We went out to our
favorite restaurant to celebrate. (10) The restaurant serves Mexican food.
1. How can sentences 1 and 2 be 4. What is the BEST way to

combined? combine sentences 7 and 8?
A I asked the coach if I could play F Shortly after practice, I dashed
shortstop, I asked him confidently. home to tell my parents.
B I asked the coach if I could play G I dashed home, shortly after
shortstop, confidently. practice; to tell my parents.
C I asked the coach; confidently, if I H Shortly after practice, to tell my
could play shortstop. parents, I dashed home.
D I confidently asked the coach if I J I dashed home; to tell my parents
could play shortstop. shortly after practice.
2. What is the most effective way 5. What is the BEST way to

to combine sentences 3 and 4? combine sentences 9 and 10?
F I had been practicing in my yard A We went out to our Mexican
all year. favorite restaurant.
G I had been in my yard practicing. B We went out to our favorite
H All year in my yard; I practiced. Mexican restaurant.
J In my yard I had been all year C To our Mexican favorite restaurant
practicing. we went.
D To our favorite Mexican restaurant,
3. How can sentences 5 and 6 be we went.
combined?
A He said the position was mine;
without hesitation.
B He said it without hesitation, he
said the position was mine.
C Without hesitation, he said the
position was mine.
D Hesitation without, he said, the
position was mine.

Spelling • Number Prefixes uni-, bi-, tri-, cent-
Name
Fold back the paper 1. 1. tripod

along the dotted
line. Use the blanks 2. 2. triplet
to write each word 3. 3. unicorn
When you finish the 4. 4. uniform
test, unfold the
paper. Use the list 5. 5. unison
at the right to 6. 6. biweekly
mistakes. 7. 7. triple
8. 8. bicycle
9. 9. tricycle
10. 10. unicycle
11. 11. triangle
12. 12. bisect

13. 13. trio
14. 14. unify
15. 15. centipede
16. 16. centimeter
17. 17. century
18. 18. binoculars
19. 19. universe
20. 20. university
Review Words 21. 21. cereal
22. 22. terrace
23. 23. atlas
Challenge Words 24. 24. bilingual
25. 25. trilogy

Name
DECODING WORDS
Some common prefixes stand for numbers.
Look at the word part
• uni- means “one”: A uniform is an outfit worn at the beginning of
by all members of an organization. the word biweekly.
• bi- means “two”: Binoculars have two lenses. The prefix bi- means
“two.” Use the prefix
• tri- means “three”: The triceps arm muscle
to read the word and
has three points of attachment.
figure out its meaning:
• cent- means “hundred”: A centimeter equals bi/week/ly. Biweekly
one hundredth of a meter. means “every two
Read each spelling word aloud. weeks.”
tripod unison tricycle trio century

triplet biweekly unicycle unify binoculars
unicorn triple triangle centipede universe

uniform bicycle bisect centimeter university
uni- bi- 14. triple

unicorn biweekly
1. 8. tricycle
15.
2. uniform 9. bicycle
16. triangle
3. unison 10. bisect
17. trio
4. unicycle 11. binoculars
cent-
5. unify
tri- 18. centipede
6. universe 12. tripod
19. centimeter
7. university 13. triplet
20. century
Work with a partner to find more words that use the number
prefixes uni-, bi-, tri-, and cent-. Search using a dictionary. Then
create a word sort using the words you found.

Name
DECODING WORDS
Look at the word part
• uni- means “one”: A uniform is an outfit worn at the beginning of
by all members of an organization. the word biweekly.
• bi- means “two”: Binoculars have two lenses. The prefix bi- means
“two.” Use the prefix
• tri- means “three”: The triceps arm muscle
to read the word and
has three points of attachment.
figure out its meaning:
• cent- means “hundred”: A centimeter equals bi/week/ly. Biweekly
one hundredth of a meter. means “every two
Read each spelling word aloud. weeks.”
tripod unit tricycle trio century

triplet biweekly unicycle unify bimonthly

unicorn triple tricolor centipede unity
uniform bicycle bilevel centimeter university
uni- bi- 14. triple

unicorn biweekly
1. 8. tricycle
15.
2. uniform 9. bicycle
16. tricolor
3. unit 10. bilevel
17. trio
4. unicycle 11. bimonthly
cent-
5. unify
tri- 18. centipede
6. unity 12. tripod
19. centimeter
7. university 13. triplet
20. century

Name
A. Write the spelling words that begin with each prefix.
triumvirate unison tricycle trio century

triplet binary unicycle trilogy binoculars
unicorn triathlon triangle centipede universe
unilateral bilingual bisect centimeter university
uni- 8. bilingual 15. triangle

unicorn
1. 9. bisect 16. trio
2. unilateral
10. binoculars 17. trilogy
3. unison
tri- cent-
4. unicycle
11. triumvirate 18. centipede
5. universe
12. triplet 19. centimeter
university
6. triathlon century
13. 20.
bi- 14. tricycle

7. binary
B. Compare the words tricycle and unicycle. How are they alike? How are
they different?
Both words are formed with a three-letter prefix and the base word cycle. The word
tricycle begins with the prefix tri-. The word unicycle begins with the prefix uni-. The
prefix in each word changes the meaning of the base word.

Name


1. bring together unify 6. one-wheeled vehicle unicycle
2. 100 years century 7. figure with three sides triangle
3. mythical animal unicorn 8. bug with many legs centipede
4. group of three trio 9. to divide into two parts bisect
5. three-legged stand tripod 10. school for higher learning

university

tricycle
11. Johnny is too young for a two-wheeler, so he rides a .
12. The students recited the poem together in unison .
13. One triplet likes to play sports, while the other two do not.
14. My band uniform has a white jacket and blue pants.
15. How exciting it would be to explore the universe in a spaceship!
16. The huge dog is triple the size of my small pet.

binoculars
17. Grandmother uses to watch birds in her yard.
18. Instead of taking a bus to school, I ride my bicycle .
19. A centimeter is a small unit of measurement.
20. I canceled my subscription to the biweekly newsletter.
words and definitions, such as bisect, biweekly, unify, and binoculars.

Name
knowledge of prefixes, write the words correctly on the lines.
Bikes have been around for more than a sentury. You may have ridden
a trycicle when you were young. Your next step might have been a
two-wheeler with training wheels. Then the training wheels came off, and
you now zoom down the sidewalk like a superhero about to explore the
unverse!
1. century 2. tricycle 3. universe
You probably won’t get a job riding a unnicycle in a circus, but you
may ride your bycycle back and forth to school. It doesn’t take a
unaversity degree to know that you are much safer on a bike if you wear
a helmet.
4. unicycle 5. bicycle 6. university
Write information about a recreational activity that you enjoy.

Writing Connection
Answers will vary.
Limit the writing activity so that students write three sentences using three spelling words.

Name
Remember
• uni- means “one” • bi- means “two”
• tri- means “three” • cent- means “hundred”
Recognizing these prefixes can help you determine the meaning of
unfamiliar words.

A. Add the prefix to form a spelling word. Write the spelling word on
the line.

1. uni + verse = universe 9. tri + pod = tripod
2. tri + angle = triangle 10. tri + o = trio
3. bi + noculars = binoculars 11. cent + ipede = centipede
4. cent + imeter = centimeter 12. uni + form = uniform
5. tri + ple = triple 13. bi + sect = bisect
6. uni + corn = unicorn 14. tri + plet = triplet
7. bi + weekly = biweekly 15. uni + son = unison
8. uni + versity = university

tricycle, unicycle, century, unify, bicycle.
16. unify 18. tricycle 20. bicycle
17. unicycle 19. century

Vocabulary Strategy • Sound Devices
Name
Writers use figurative language to create a picture in the reader’s mind.

Sound devices like consonance, assonance, alliteration, and onomatopoeia
help them to achieve that purpose.
Consonance is the repetition of the same consonant sounds (little toads
waited for the cricket), assonance is the repetition of the same or similar
vowel sounds (our aunt owns an octopus), alliteration is the repetition of
initial letter sounds (noisy neighbor), and onomatopoeia refers to words that
sound like the sound they describe (buzz).
Read the poem and circle the sound devices. Then write about how the author’s
use of the sound devices helped you visualize or understand the poem.
As I stand out on the corner

Possible response: The writer’s use
Waiting for a bus to take, of alliteration, assonance,
I feel the cold creep up my legs consonance, and onomatopoeia in
Brrrrrr! I shiver and shudder and shake! the poem helps me understand just
how cold the student is while

The chill that fills me makes me ill
waiting for the bus to arrive. These
My body begins to cool
devices help me picture the scene.
And then when I have given in
Screech! The bus shows up for school!

Guide students
through the third
line. Say: I see the
SCHOOL BUS writer used the word
Brrrrrr. When do we
use that word? Why
might the writer be
using it in this poem?
Point out that the word
Brrrrrr is an example of
onomatopoeia, or a
sound word. Have
students work in pairs
to identify other sound
devices and their
purpose in the poem.

Vocabulary Strategy • Context Clues: Paragraph Clues
Name
Read each passage. Underline the context clues that help you figure out the
meaning of each word in bold. Then, in your own words, write the definition of
the word. Possible responses provided.
1. One kind of adaptation is structural, meaning that the animal’s body has
changed so that it can survive in the climate.
relating to the way the parts work together
2. Another type of adaptation is behavioral. Desert animals act in ways that help
them survive.
having to do with the way an animal acts
3. Since it is so hot during the day, many animals are nocturnal. They rest under
rocks or in other cool places during the day and come out at night to hunt for
food.
active at night
4. They come out only at night during the summer. In winter the lizards hibernate.
During this period of inactivity, they use very little food and energy.

sleep during winter
5. Many different types of snakes live in the desert. Because they are cold-
blooded, snakes’ body temperatures change with that of their surroundings.
having a body temperature that changes depending on the temperature of
the air
6. Meerkats are members of the mongoose family that live in Africa. They hunt
early in the day to avoid the heat. They live in mobs, or groups, of as many as
thirty members. The mob helps keep its members safe.
large groups or crowds

Grammar • Prepositional Phrases as Adjectives
Name
• A prepositional phrase is a group of words that contains a preposition, an

object, and possibly a modifier. Some common prepositions are by, from,
through, to, of, above, at, behind, and with.
• When a prepositional phrase acts as an adjective, it tells what kind, how
many, or which one.
You can use the plates above the sink. (modifies plates)
I read a long article on endangered animals. (modifies article)
Read each sentence. Underline the prepositional phrases used as adjectives.

Then write the nouns modified by the prepositional phrases on the lines
provided.
1. Our class went to the aquarium in the city. aquarium
2. We counted the sharks in the giant tank. sharks

3. The one with the torn fin seemed quite mean. one
poster
4. A poster on the wall described their feeding habits.
5. The students in my class were somewhat frightened. students
6. I have read many books about sharks. books
7. My favorite has a long chapter on their habitats. chapter
encounters
8. Angry encounters with humans are actually not very common.
In your writer’s notebook, write a short description of a museum

you have visited. Include at least three prepositional phrases that
act as adjectives. Edit and proofread your work.

Grammar • Prepositional Phrases as Adverbs
Name
• When a prepositional phrase acts as an adverb, it tells how, when, or

where: The woman entered the bus in a hurry.
Read each sentence. Underline the prepositional phrase used as an adverb in

each sentence. Then write the verb that is modified by the prepositional phrase.
1. The storm moved along the coast. moved
2. We raced around the house gathering emergency supplies. raced
3. Mom shouted directions in an urgent tone. shouted
4. Swaying power lines made the lights flicker throughout the house. flicker
forget
5. I won’t forget that night for the rest of my life!

Reading/Writing Read the lines from “Big Sky.” Underline two prepositional
Connection phrases that act as adverbs. Then write four lines of poetry
about the weather. Include two prepositional phrases that act
as adverbs. Possible answers provided.
The sun rising from the east

Bounced off soaring clouds
And shot the sky with coral.
I could turn in circles
And see the sky everywhere I looked.
Nothing blocked my view.
Answers will vary.

Grammar • Mechanics: Pronouns in Prepositional Phrases
Name
• A prepositional phrase begins with a preposition and ends with a noun or

a pronoun: I talked with Paul.
• When the object of a preposition is a pronoun, use the objective case.
I talked with him.
I received a letter from her.
Read each sentence. Choose the pronoun in parentheses that best completes
the sentence and write it on the line provided.
them
1. My friends invited me to go camping with (they, them).
2. We hiked along the mountain ridges near (we, us). us
3. I brought plenty of food and warm clothing with (me, I). me
her
4. Back home, my mom kept her phone near (she, her).
5. She said to call immediately if anything happened to (we, us). us
6. For (I, me), this has been quite a learning experience. me
Write a paragraph about a trip you have taken. Perhaps you

Writing Connection
went to the park, to a campsite, or on a vacation. Include at
least three objects of a preposition. If an object of a preposition
includes a pronoun, make sure to use the objective case. Edit and
proofread your work.
Answers will vary.

Name
• A prepositional phrase normally appears close to the word or words that

it modifies.
• When the object of a preposition is a pronoun, use the objective case.
prepositional phrases and pronouns. Answers may vary slightly.
My father to the health fair was going. He invited me to attend it with he. Many
doctors from our area would be there. I had met some of they when my class visited
the local hospital. I received several brochures from their at booths that they had
set up. My father also picked up a few for hisself. It is important to have events like
this from our town. I will show my friends the materials I got and share my
experience with it.
My father was going to the health fair. He invited me to attend it with
him. Many doctors from our area would be there. I had met some of them

when my class visited the local hospital. I received several brochures from
them at booths that they had set up. My father also picked up a few for
himself. It is important to have events like this in our town. I will show my
friends the materials I got and share my experience with them.
Model the first two sentences. For the first sentence, point out that a prepositional phrase
usually appears after the verb. For the second sentence, point out that the pronoun (he)
should be in the objective case (him) because it is the object of the preposition with.

Grammar • Test: Prepositional Phrases
Name
(1) Our colorful kites above the tall trees soared. (2) With the longest
tails, the kites seemed more stable. (3) Strong winds from the south batted
them about. (4) My brother photographed the kites and beside me stood.
(5) He during the afternoon must have taken a hundred pictures. (6) He
will show some best of the photos later today.

A The tall trees soared above our F My brother stood beside me and
colorful kites. photographed the kites.
B Colorful our kites, soared above G The kites stood beside me and
the tall trees. photographed my brother.
C Our colorful kites soared above H The kites beside I stood and my
the tall trees. brother photographed.
D The kites soared above the our J My brother photographed the kites
colorful tall trees. and stood beside I.

F With the tails longest, the kites A One hundred pictures during the
seemed more stable. afternoon he must have taken.
G The kites with the longest tails B He must have taken one hundred
seemed more stable. pictures during the afternoon.
H The kites with the tails longest C He must have taken during the
seemed more stable. afternoon; one hundred pictures.
J The kites seemed with the longest D Taken during the afternoon, he
tails more stable. must have taken a hundred
pictures.
3. How does the prepositional
phrase in sentence 3 function? 6. What change needs to be
A as an adverb made to sentence 6?
B as a noun F Change will show to showed
C as a pronoun G Change will show to showing
D as an adjective H Change best of the to of the best
J Change best of the to the best of

Spelling • Suffixes -ible and -able
Name
Fold back the paper 1. 1. enjoyable

along the dotted
line. Use the blanks 2. 2. breakable
to write each word 3. 3. favorable
When you finish the 4. 4. likable
test, unfold the
paper. Use the list 5. 5. usable
at the right to 6. 6. respectable
mistakes. 7. 7. affordable
8. 8. possible
9. 9. unreasonable
10. 10. laughable
11. 11. comfortable
12. 12. convertible

13. 13. invisible
14. 14. honorable
15. 15. capable
16. 16. sensible
17. 17. unbelievable
18. 18. bearable
19. 19. collapsible
20. 20. suitable
Review Words 21. 21. uniform
22. 22. bicycle
23. 23. triangle
Challenge Words 24. 24. manageable
25. 25. tangible

Name
RULE REVIEW
The suffixes -ible and -able mean “can be
done.” When -ible or -able is added
to a word that ends in e, the
• flex + ible = flexible: can be flexed e is usually dropped before
• enjoy + able = enjoyable: can be enjoyed the suffix is added: believe/
believable, sense/sensible,
Read the spelling words aloud. Listen
use/usable. Some exceptions
carefully to each syllable.
to this rule are manageable
and knowledgeable, which
keep the e.
Write the spelling words that contain the suffix.
enjoyable usable unreasonable invisible unbelievable

breakable respectable laughable honorable bearable
favorable affordable comfortable capable collapsible
likable possible convertible sensible suitable
-able 8. unreasonable -ible

1. enjoyable 16. possible
9. laughable
2. breakable 17. convertible
10. comfortable
3. favorable 18. invisible
11. honorable
4. likable 19. sensible
12. capable
5. usable 20. collapsible
13. unbelievable
6. respectable bearable
14.
7. affordable suitable
15.
Work with a partner to find more words that use the suffixes
-able and -ible. Use a dictionary to help you. Then create a word
sort using the words you found. How does each suffix change
each base word?

Name
RULE REVIEW
The suffixes -ible and -able mean “can be
done.” When -ible or -able is added
to a word that ends in e, the
• flex + ible = flexible: can be flexed e is usually dropped before
• enjoy + able = enjoyable: can be enjoyed the suffix is added: believe/
believable, sense/sensible,
Read the spelling words aloud. Listen
use/usable. Some exceptions
carefully to each syllable.
to this rule are manageable
and knowledgeable, which
keep the e.
Write the spelling words that contain the suffix.
enjoyable usable reasonable invisible erasable

breakable respectable laughable fixable bearable
favorable readable comfortable capable forcible

-able 8. reasonable -ible

1. enjoyable 16. possible
9. laughable
2. breakable 17. convertible
10. comfortable
3. favorable fixable 18. invisible
11.
4. likable capable 19. sensible
12.
5. usable 20. forcible
13. erasable
6. respectable bearable
14.
7. readable suitable
15.
sort using the words you found.

Name
A. Write the spelling words that contain the suffix.
redeemable observable unreasonable reversible inseparable

transferable respectable laughable honorable knowledgeable
favorable affordable inexcusable capable collapsible
likable gullible convertible sensible suitable
-able 8. unreasonable -ible

1. redeemable 16. gullible
9. laughable
2. transferable 17. convertible
10. inexcusable
3. favorable 18. reversible
11. honorable
4. likable 19. sensible
12. capable
5. observable 20. collapsible
13. inseparable
respectable
6. 14. knowledgeable
7. affordable
15. suitable
B. Compare the words inseparable and unreasonable. How are they alike?
Both words have a two-letter prefix and a four-letter suffix. Inseparable
begins with the prefix in-. Unreasonable begins with the prefix un-. Both
words end with the suffix -able. The prefix and suffix change the meaning of
each base word.
sort using the words you found.

Name

1. impossible possible 5. uncomfortable comfortable
2. reasonable unreasonable 6. unusable usable
3. unbreakable breakable 7. unable capable
4. visible invisible 8. believable unbelievable
9. My collapsible umbrella is easy to open and close.

10. The club’s efforts to raise money for hurricane victims were honorable .
11. My brother is a likable person who has many friends.
12. If the weather is favorable , we will have a picnic tomorrow.
13. Mrs. Holden wore sensible shoes, knowing she would be on

her feet all day.
14. We packed our own lunches to keep our outing more affordable .
15. We had an enjoyable time at the amusement park.
16. The cloth top of Dad’s convertible matches the color of the car.
17. My light jacket is not suitable for cold, rainy days.
18. His efforts were respectable , but I doubted his real motives.
19. My small worries are laughable compared to bigger problems!
20. Running isn’t my favorite exercise, but I find it bearable .
words, such as unreasonable, capable, convertible, and bearable. Write this cognate on the
board: capaz (capable).

Name
knowledge of suffixes and spelling rules, write the words correctly on the lines.
Lana’s parents wanted to take an affordible family vacation. They were
looking for a lake cottage to rent for a rate that was not unreasonble. If
possable, they wanted a place with a large, sunny porch.
1. affordable 2. unreasonable possible

3.
Lana’s mother found a tiny cottage that was suitible for the family. It
wasn’t too expensive, and it had a sunny porch that faced the water. Lana
had to sleep on a collapsable cot in her sister’s room, but it was bearrable.
The cottage had a lot of charm, and the family enjoyed sunny days and
starry nights by the lake.
4. suitable 5. collapsible bearable

6.
Writing Connection
Write a passage for a story about another family vacation. Use
at least four spelling words in your writing. Edit and proofread
your work.
Answers will vary.
Have students continue the story above in a few sentences, using the words
comfortable and enjoyable.

Name
Remember
The suffixes -ible and -able mean “can be done.”
• collapse + ible = collapsible (drop the e), which means “can be collapsed”
• respect + able = respectable, which means “can be respected”
As you read each spelling word aloud, think about how the suffix changes
the meaning of the base word.

A. Add the suffix to form a spelling word. Write the spelling word on the line.

1. break + able = breakable 9. comfort + able = comfortable
2. sens + ible = sensible 10. poss + ible = possible
3. cap + able = capable 11. respect + able = respectable
4. honor + able = honorable 12. bear + able = bearable
5. convert + ible = convertible 13. collaps + ible = collapsible
6. afford + able = affordable 14. enjoy + able = enjoyable
7. favor + able = favorable 15. invis + ible = invisible
8. suit + able = suitable
B. Write these spelling words on the lines in alphabetical order. Alphabetize them
to the third letter. unreasonable, laughable, usable, likable, unbelievable
16. laughable 18. unbelievable 20. usable
17. likable 19. unreasonable

Name
Expand your vocabulary by generating synonyms.
alliance
bond
connection attachment
agreement
friendship
Write as many synonyms for the word blares as you can on the lines below.
Use a thesaurus to help you. Possible answers provided.
blares
screams blasts
resounds trumpets
booms
bellows
cries roars

Vocabulary Strategy • Personification
Name
Personification is a kind of figurative language that gives human abilities or

feelings to nonhuman objects, animals, or ideas. For example:
The tree kindly offered the family shade.
The figurative language in the sentence gives the tree the ability to offer
kindness. The tree was not literally providing shade because it was
being kind.
Read the lines from “Running.” Circle the examples of personification.

Then explain the poet’s meaning in your own words. Use context clues to
help you understand the figurative language. Possible responses provided.
1. “Sun’s up and smiling, / As I jog through the town.”

The writer is using personification to show that the day is bright and
beautiful.

2. “Trees all wave to me, / As I dash on by.”
The writer is using personification to describe the movement of wind
through the trees.
3. “Wind kicks up its heels, / And gives playful chase”

The writer is using personification to show that the wind is rushing along
beside the runner.

HANDWRITING
Table of Contents
Cursive Writing Position: Left- and Right-Handed Writers .....................................362
The Cursive Alphabet ..................................................................................................................... 363
Size and Shape ..................................................................................................................................364
Letters i t ............................................................................................................................................... 365
Letters e l .............................................................................................................................................. 366
Letters o a ............................................................................................................................................367
Letters c d .............................................................................................................................................368
Letters n m ........................................................................................................................................... 369
Connectives ..........................................................................................................................................370
Letters u w ............................................................................................................................................ 371
Letters b f .............................................................................................................................................372
Letters h k ............................................................................................................................................. 373
Letters g q ............................................................................................................................................374
Letters j p ..............................................................................................................................................375
Letters r s ..............................................................................................................................................376
Letters y z .............................................................................................................................................377
Letters v x .............................................................................................................................................378
Size and Shape ..................................................................................................................................379

Letters A O ...........................................................................................................................................380
Letters C E .............................................................................................................................................381
Letters L D ............................................................................................................................................382
Letters B R ............................................................................................................................................383
Letters T F .............................................................................................................................................384
Letters S G ............................................................................................................................................385
Letters I J ..............................................................................................................................................386
Spacing Letters and Words ........................................................................................................387
Letters N M ..........................................................................................................................................388
Letters H K ............................................................................................................................................389
Letters P Q ............................................................................................................................................390
Letters V U ............................................................................................................................................ 391
Letters W X .........................................................................................................................................392
Letters Y Z ............................................................................................................................................ 393
Transition to Two Lines .................................................................................................................394
Practice with Small Letters ......................................................................................................... 395
Practice with Tall Letters ............................................................................................................. 396
361
Name Date
Cursive Writing Position
Left-Handed Writers
Sit tall. Place both arms on the table.
Keep your feet flat on the floor.
Slant your paper.
Hold your pencil with your first two

fingers and your thumb.
Teacher Directions: Read the directions with

students and discuss the illustrations. Remind
them that some students write with their left
hands and others write with their right.
Demonstrate how to hold a pencil, using each
hand. Remind them that left-handed students
hold the pencil a little higher than right-handed

students.
Right-Handed Writers
Sit tall. Place both arms on the table.
Keep your feet flat on the floor.
Slant your paper.
Hold your pencil with your first two

fingers and your thumb.
Remind students to hold the pencil loosely

between the thumb and middle finger and
about one inch above the point. Students who
are having difficulty using this traditional
method may prefer the alternate method of
holding the pencil between the first two
fingers. Then model correct paper placement.
Ask: “How should you place the paper?”
(slanted to the left for right-handed students)
362 Handwriting
Name Date
The Cursive Alphabet

Teacher Directions: Review the use of guidelines for correct letter formation. Draw guidelines on
the board and identify the top, middle, and bottom lines. Remind students that the arrows show
how to form the letter. Choose a cursive letter randomly and have a volunteer describe how to form
the letter. Continue with other letters.
Handwriting 363
Name Date
Size and Shape

Tall letters touch the top line. Make your writing easy to read.
h d l t
Short letters touch the middle line.
o a n m c u w
These letters go below the bottom line.
g f z j p y

Circle the letters that are the right size and shape and sit on the bottom line.
a w x
g p e b
o f m
Teacher Directions: Have the text and the directions read aloud. Explain that some letters in the
last three rows have the correct size and shape. Have students circle those letters. Remind students
that they can look at page 363 to compare the letters to the models. When students have finished,
call on volunteers to name the correct letters.
364 Handwriting
Name Date
it
Trace and write the letters. Then trace and write the word.
i i i i i i
Teacher Directions: Begin by explaining that in cursive writing, letters are joined to other letters to
write words. Introduce lowercase i by writing it on the guidelines as you say the stroke directions:
• Begin at the bottom line and curve up to the middle line. • Retrace down to the bottom line and
curve up to the middle line. • Place a dot above the letter.
t t t t t t
Continue with lowercase t: • Begin at the bottom line; curve up to the top line. • Retrace down, curve
right, touch the bottom line, and curve up to the middle line. Lift. • Move across through the
downward line at the middle line.
it it it it it
Have students identify the letters at the top, trace them with their finger, and then write them.
Remind students to follow the arrows. Tell students that their letters should all slant to the right.
Have students write the word.
Handwriting 365
Name Date
el
Trace and write the letters. Then write the words.
e e e e e e
Teacher Directions: Introduce lowercase e by writing it on the guidelines. Have students write the
letter in the air as you say the stroke directions: • Begin at the bottom line. • Curve up, then loop left
to the bottom line. • Continue curving up right to the middle line.
l l l l l l
Continue with lowercase l: • Begin at the bottom line; curve up to the top line. • Loop left to the
bottom line. • Curve up to the middle line.

ill lit tie tile
Have students identify and trace the letters with their finger. Then have them write the letters.
Remind them to write each letter in one continuous stroke and to keep the loops in the e and l
open. Have students write the words.
366 Handwriting
Name Date
oa
o o o o o o
Teacher Directions: Introduce lowercase o by writing on the guidelines as you say the stroke
directions: • Begin just below the middle line; curve around to touch the middle line, then curve
down to the bottom line. • Continue curving up to the starting point. • Add a tiny loop down, and
swing right.
a a a a a a
Continue with lowercase a: • Begin at the middle line; curve down to the bottom line; curve around
to touch the middle line. • Retrace down to the bottom line; curve up to the middle line.
toe toll tail ate
tote oil oat lot

Have students identify the letters and then trace and write them. Remind them to be sure to close
each o and a. Have students read the words aloud, then write them. As students write, check that
they are holding their pencils correctly and have good posture.
Handwriting 367
Name Date
cd
Trace and write the letters. Then write the words and the phrases.
c c c c c c
Teacher Directions: Introduce lowercase c by writing on the guidelines as you say the stroke
directions: • Begin just below the middle line; curve around to touch the middle line; curve down to
the bottom line. • Keep curving up and stop at the middle line.
d d d d d d
Continue with lowercase d: • Begin at the middle line; slant down to the bottom line. • Curve up to
the top line. • Retrace down to the bottom line; curve up to the middle line.

coat deed code
dime dance time

Have students identify and trace lowercase c and d at the top of the page. Then have students write
the letters as you repeat stroke directions. Remind them to start with a stroke that curves down and to
make the d touch the top of the line. Have the students read the words aloud and complete the page.
368 Handwriting
Name Date
nm
n n n n n
Teacher Directions: Introduce lowercase n by writing it on the guidelines. Have students trace the
letter on their desks as you say the stroke directions. • Begin at the bottom line; curve up to the
middle line, and slant down. • Retrace up to the middle line; curve over, and slant down again to the
bottom line. • Curve up to the middle line.
mmmmm
Continue with lowercase m: • Begin at the bottom line, curve up to the middle line, and slant down.
• Retrace up, curve over, and slant down. • Again, retrace up, curve over, and slant down to the
bottom line. Curve up to the middle line. Explain that both letters should be rounded, not pointy.
name note moat
mitten tame nine

Have students trace and write n and m. Remind them to check that they leave enough space
between strokes that curve over so that the top of the n and m are not crushed together. Have
students read aloud and then write the words. Check that students have their paper in the correct
position as they work.
Handwriting 369
Name Date
Teacher Directions: Write loaned in cursive on the board. Call
attention to the strokes that connect the letters. Now write el on the
Connectives guidelines as you say the stroke directions aloud. • Begin at the bottom
Trace the connectives. line; curve up, then loop left to the bottom line. • Continue curving up
to the top line; loop left to the bottom line; curve up to the middle line.
air tie her like

an and end sand
glad just yell
zebra you yarn
gap lazy game
five pick jam
feel plan quite
Explain that there is one continuous line from the end of the e to the beginning of the l. Follow the
same procedure demonstrating the connective that curves down (as in dad), and the long connective
that curves up (as in gl).
Have students read the words on the page. Then have them find and identify the connectives in each
group of words. Have them complete the page by tracing the connectives.
370 Handwriting
Name Date
uw
u u u u u
Teacher Directions: Introduce lowercase u by writing it on the guidelines. Have students trace the
letter on their desks as you say the stroke directions. • Begin at the bottom line and curve up to the
middle line. • Retrace down to the bottom line and curve up to the middle line. • Again, retrace
down and curve up to the middle line.
w w w w w
Continue with lowercase w: • Begin at the bottom line and curve up to the middle line. • Retrace
down to the bottom line and curve up to the middle line. • Retrace down and curve up to the middle
line again. Swing right.
wait wit would
undo uncle lute

Next, demonstrate how to make the correct connective stroke when writing we, wa, and wi. They
must be careful to join the last stroke of the u with the beginning of the next letter, as in ut.
Have students identify lowercase u and w and then trace the letters. Then have them write the
letters and the words. Check that students keep their papers at the correct angle and are forming
letters correctly.
Handwriting 371
Name Date
bf
Trace and write the letters. Then write the words and the phrases.
b b b b b b
Teacher Directions: Introduce lowercase b by writing it on the guidelines as you say the stroke
directions. • Begin at the bottom line, curve up to the top line. • Loop left to the bottom, curve up to
the middle line; swing right.
f f f f f f
Continue with lowercase f: • Begin at the bottom line; curve up to the top line; loop left and down
through the bottom line to the top of the next row. • Loop right, up to the bottom line, touching the
downward line. • Curve up to the middle line.

boat fall bubble
fine food bat ball

Next, demonstrate connecting b and f to other letters, such as be and fi.
Have students identify lowercase b and f and then trace the letters. Have students write the letters.
Have students read the words and phrases aloud and complete the page. Check that they are
forming the letters correctly.
372 Handwriting
Name Date
hk
h h h h h
Teacher Directions: Introduce lowercase h by telling students that, like b and f, both h and k start
with a stroke that curves up into a tall loop. Write lowercase h on the guidelines as you say the
stroke directions. • Begin at the bottom line and curve up. • Loop left to the bottom line; curve over
to the middle line, and slant down to the bottom line. • Curve up to the middle line.
k k k k k
Continue with lowercase k: • Begin at the bottom line and curve up to the top line. • Loop left to the
bottom line. • Curve up to the middle line; loop around; slant right and down. Curve up to the middle
line.
chick hatch hook
kilt luck kite

Model tracing the letters in the air and have the students mimic you several times as you repeat the
stroke directions.
Have students identify lowercase h and k at the top of the page and then trace the model and write
the letters. Have a volunteer read the words aloud. Have students complete the page on their own.
Handwriting 373
Name Date
gq
Trace and write the letters. Then write the phrases.
g g g g g g
Teacher Directions: Introduce lowercase g by writing it on the guidelines as you say the stroke
directions. • Begin at the middle line, curve left down to the bottom line, and curve up to close at
the starting point. • Retrace down slanting through the bottom line to the top of the next row. •
Loop up left, cross over at the bottom line, and slant up to the middle line.
q q q q q q
Continue with lowercase q: • Begin at the middle line, slant down to the bottom line, and curve up
to close at the starting point. • Retrace down through the bottom line to the top of the next row. •
Loop right and join at the bottom line. • Curve up to the middle line. Point out that the q must be
closed at the starting point and the loop should meet the downstroke at the bottom line.

quacked good game
quite a fog
Have students identify lowercase g and q at the top of the page, then trace and write the letters.
Have a volunteer read the phrases aloud. Then have students write the words. Repeat stroke
directions as needed.
374 Handwriting
Name Date
jp
j j j j j j
Teacher Directions: Introduce lowercase j by writing it on the guidelines as you say the stroke
directions. • Begin at the bottom line and curve up to the middle line. • Slant down through the
bottom line to the top of the next row. • Loop left, cross over at the bottom line, and curve up to the
middle line. Lift. • Place a dot above the letter.
p p p p p p
Continue with lowercase p: • Begin at the bottom line, curve up to the middle line, and slant down
through the bottom line to the top of the next row. • Loop left and curve over at the middle line. •
Continue curving around to meet the bottom and slant lines. • Curve up to the middle line.
jump for joy
picture perfect
Point out that both j and p should have a point at the top, and that the bottom slant and loops
should reach the top of the next row. Demonstrate connective j and p to a following letter in
combinations such as je, ja, pu, and po.
Have students identify the letters at the top of the page, then trace and write the letters. Have a
volunteer read the words and phrases aloud. Then have students complete the page.
Handwriting 375
Name Date
rs
r r r r r r
Teacher Directions: Introduce lowercase r by writing it on the guidelines as you say the stroke
directions. • Begin at the bottom line and curve up to the middle line. • Slant slightly to the right,
then slant downward to the bottom line. • Curve up to the middle line.
s s s s s s
Continue with lowercase s: • Begin at the bottom line and curve up to the middle line. • Curve back
down and touch the first stroke. • Curve right up to the middle line.

rose blossom
stars and stripes

Demonstrate connecting r and s to other letters. Remind students to bring the r back down to the
bottom line and end with a stroke that curves up before making the connection to another letter.
Have students identify, trace, and write the letters at the top of the page. They should then read
the phrases and complete the page.
376 Handwriting
Name Date
yz
y y y y y y
Teacher Directions: Introduce lowercase y by writing it on the guidelines as you say the stroke
directions. • Begin at the bottom line; curve up to the middle line and back down to the bottom line.
• Curve up to the middle line, then slant left and down to the top of the next row. • Loop left, closing
the loop at the bottom line. • Continue curving up to the middle line.
z z z z z z
Continue with lowercase z: • Begin at the bottom line, curve over at the middle line and down to the
bottom line. • Curve over a little and down to the top of the next row. • Loop left, closing the loop at
the bottom line. • Continue curving up to the middle line.
zip code zoom in
pretty azaleas
Have students identify, trace, and write the letters at the top of the page. Remind students to make
the top of both letters well-rounded. Have students read the phrases and complete the page.
Circulate to be sure students are using good posture and holding their papers at the correct slant.
Handwriting 377
Name Date
vx
v v v v v v
Teacher Directions: Introduce lowercase v by writing it on the guidelines as you say the stroke
directions. • Begin at the bottom line; curve over at the middle line and down to the bottom line.
• Curve up to the middle line; swing right.
x x x x x x
Continue with lowercase x: • Begin at the bottom line, curve over at the middle line and down to the
bottom line. Curve up; lift. • Touch the middle line to the left of the ending point; slant left and cross
the first line by moving down to the bottom line.

x marks the spot
vim and vigor

Demonstrate how to connect another letter to x as in ax and ox.
Have students identify, trace, and write the letters at the top of the page. Have a volunteer read
the phrases aloud. Then have students complete the page. As they work, check that students are
forming the letters correctly. Remind them to make the letters about as wide as the models.
378 Handwriting
Name Date
Size and Shape

All uppercase letters are tall letters.
Tall letters should touch the top line.
A B H D E F I
Letters with descenders go below the bottom line.
J Z Y You can make your writing easy to read.
Look at the letters below. Circle the letters that are the correct size and shape.
S
Teacher Directions: Review good formation of the four basic strokes: curve up, curve down, curve
over, and slant. Ask volunteers to write examples of uppercase letters. Tell students that all uppercase
letters are tall letters that touch the top line or headline.
Have the text and directions read aloud. Explain that some letters in each row have the correct size
and shape. Have students circle those letters. Remind them to look at page 363 in their books and
compare the letters to the models. After they finish, call on volunteers to name correct letters.
Handwriting 379
Name Date
AO
Trace and write the letters. Then write the sentences.
A A A A A
Teacher Directions: Introduce the uppercase letters by telling students that all uppercase letters are
tall letters that touch the top line. Write A on the guidelines as you say the stroke directions. • Begin
at the top line; curve down to the bottom line; curve up to the starting point. • Slant down to the
bottom line and curve up to the middle line.
O O O O O
Continue with uppercase O: • Begin below the top line; curve around to touch the top line, then
curve down to the bottom line. • Continue curving up to the starting point. • Make a small loop to
the left; swing right.

Ari is in Alaska .
Otis is in Oregon .
Demonstrate joining A to another letter, as in An. Tell students that O always ends at the top and is
not joined to the next letter.
Have students identify uppercase A and O and then trace the models and write the letters. Have the
sentences read aloud. Then have students complete the page. As students write, check that they are
sitting with correct posture and holding their pencil correctly.
380 Handwriting
Name Date
CE
C C C C C
Teacher Directions: Introduce the uppercase C by writing it on the guidelines as you say the stroke
directions. • Begin at the top line with a short slant; curve around to touch the top line, then curve
down to the bottom line. • Continue curving up to connect to the next letter.
E E E E E
Continue with uppercase E: • Begin below the top line with a short slant; curve down to the middle
line. • Make a small loop, then curve down again to the bottom line; keep curving up to connect to
the next letter.
Cece visits China .
Ed is in England .
Tell students that C and E are always joined to the next letter. Write Ce, Ca, En, and Ed.
Have students trace the models of uppercase C and E and then write the letters. Have the sentences
read aloud. Then have students complete the page.
Handwriting 381
Name Date
LD
L L L L L
Teacher Directions: Introduce the uppercase L by writing it on the guidelines as you say the stroke
directions. • Begin at the middle line and curve up to the top line. • Make a loop and continue down
to make a smaller loop at the bottom line. • Swing right, brush past the bottom line, and curve up.
D D D D D
Continue with uppercase D: • Begin at the top line, curve down, then make a small loop at the
bottom line. • Curve right and down to touch the bottom line, then curve up and around to the
starting point. • Make a small loop just below the top line and swing right.

Dad did a dance .
Leo dined at De l’s.

Explain that L may connect to the next letter, but D does not.
Have students identify uppercase L and D on the page and then trace the models and write the the
letters. Call on a volunteer to read the sentences aloud. Have students complete the page.
382 Handwriting
Name Date
BR
B B B B B
Teacher Directions: Introduce the uppercase B by writing it on the guidelines as you say the stroke
directions. • Begin at the middle line and curve up to the top line. • Slant down to the bottom line,
retrace up, curve over and back, stop short. • Again, curve over and back, swing right, and stop
short.
R R R R R
Continue with uppercase R: • Begin at the middle line, curve up to the top, then slant down to the
bottom line. • Retrace up, and curve over, closing at the middle line. • Slant right and down to the
bottom line. • From the bottom line, curve up to the middle line.
B ill is in B razil .
Rose is in Russia .
Point out that B does not connect to the next letter, but that R does.
Have students identify uppercase B and R on the page. Have them trace the models and write the letters.
Then have students read the sentences aloud and complete the page. Encourage them to make
their strokes smooth and even.
Handwriting 383
Name Date
TF
T T T T T
Teacher Directions: Introduce the uppercase T by writing it on the guidelines as you say the stroke
directions. • Begin below the top line and double curve to the right; lift. • At the middle of the double
curve, slant left and down. • Curve left, touching the bottom line; swing right; stop short.
F F F F F
Point out that F starts out exactly as T. Repeat the directions for T. • Begin below the top line and
double curve to the right; lift. • At the middle of the double curve, slant left and down. • Curve left,
touching the bottom line; swing right; stop short. • Move across through the downward line at the
middle line. Point out that in both letters, the body of the letter touches the top stroke; neither

letter connects to the next letter in the word.
Theodore Roosevelt
won. Friends cheer .
Have students trace the models of uppercase T and F and write the letters. Have the sentences read
aloud and tell students to complete the page independently.
Remind students that the bottom of each letter sits on the bottom line and that they start the slant
stroke for the body of the letter by touching the top stroke.
384 Handwriting
Name Date
SG
S S S S S S
Teacher Directions: Introduce the uppercase S by writing it on the guidelines as you say the stroke
directions. • Begin at the bottom line; curve up to the top. • Make a loop, then curve over and back,
touching the bottom line. • Continue curving up to the left, swing right, and stop short.
GGGGGG
Follow the same procedure with G: • Begin at the bottom line; curve up to the top. • Loop left to the
middle line and swing right to just above the middle line; pause. • Curve over and back, touching the
bottom line. • Continue curving up left through the first stroke; swing right through again, and stop
short.
Sa l Sr. met Gail .
G reg is our guest .

Have students trace the letters on their desks with a finger as your repeat the stroke directions.
Have students trace the models of uppercase G and S and write the letters. Have students complete
the page. Remind them to be sure the bottom of each letter sits on the bottom line. Point out that S
and G do not connect to the next letter.
Handwriting 385
Name Date
IJ
I I I I I I
Teacher Directions: Introduce the uppercase I by writing it on the guidelines as you say the stroke
directions. • Begin at the bottom line and loop right, touching the top line, and continuing down to
the bottom line. • Keep curving left, stop just before the middle line, swing right, and stop short.
J J J J J J
Follow the same procedure with J: • Begin at the bottom line and loop right, touching the top line,
and continuing down to the bottom line. • At the top line of the next row, loop left and curve up;
cross over at the bottom line and stop short.

Ida is in India .
Jack is in Japan .
Explain that J connects to the next letter, but I does not. Demonstrate by writing July and Iowa.
Have students identify the letters on the page. Ask students to trace and write the letters. Students
complete the page on their own. Remind students to be sure the top of each letter touches the top
line and that the loops of each letter are open.
386 Handwriting
Name Date
Spacing Letters and Words

You can make your writing easy to read. Letters should not be too close
or too far apart.
These letters are

spaced just right .
Draw a slanted line between these words to check that the spacing is as
wide as a small o. Then copy the sentences.
The flowers are

in bloom .
Teacher Directions: Show an example of cursive writing with correct spacing on the board. Explain
that in cursive writing correct spacing is an important key to legible handwriting. There should be
just enough space for a small o between words.
Have volunteers read the text, the first direction, and the first sample sentence aloud. Ask students
to explain why the letters are just right. Elicit that the spacing between letters and words is correct,
and that the letters are not too close or too far apart.
Smell the flowers!

Read the next direction and have the sentences read aloud. Then ask students to copy the sentences
on to the lines using their best cursive handwriting. Remind students to shift their papers as they
write to keep consistent spacing.
Handwriting 387
Name Date
NM
NNNNN
Teacher Directions: Introduce the uppercase N by writing it on the guidelines as you say the stroke
directions. • Begin just below the top line, curve over, and slant down to the bottom line. • Retrace
up, curve over, and slant down again. • Curve up to connect to the next letter.
MMMMM
Continue with M: • Begin just below the top line, curve over, and slant down to the bottom line.
• Retrace up, curve over, slant down. • Retrace up, curve over slightly lower than the first time, slant
down again. • Curve up to connect to the next letter.

Nebraska Nevada
Minnesota Maine
Point out that N is very much like M, but only has one hill. Explain that the hills in both N and M
should be slightly rounded, and because the letter slants, the first hill in M is taller than the second.
Have students trace the models of uppercase N and M and write the letters. Call on volunteers to
read the words aloud. Have students complete the page.
388 Handwriting
Name Date
HK
H H H H H H
Teacher Directions: Introduce the uppercase H by writing it on the guidelines as you say the stroke
directions. • Begin just below the top line, curve over, and slant down to the bottom line; lift. • From
the right of the starting point, slant down again, from top to bottom. • Retrace up to the middle
line, make a loop to touch the first stroke, then swing right.
KKKKKK
Follow the same procedure with uppercase K. • Begin just below the top line, curve over, and slant
down to the bottom line; lift. • From the right of the starting point, slant down to the middle line.
• Slant right and down to the bottom line. • From the bottom line, curve up.
Hank likes Haiti.
Kai likes Kansas.

Demonstrate how the last stroke of H continues across to connect to the next letter. Then
demonstrate how to continue the last stroke that curves up to connect with the next letter by
writing Ka and Ke on the board.
Have students identify uppercase H and K and then trace the models and write the letters. Have the
sentences read aloud, then have students complete the page. Remind students to make their letters
about as wide as the models.
Handwriting 389
Name Date
PQ
P P P P P P
Teacher Directions: Introduce the uppercase P by writing it on the guidelines as you say the stroke
directions. • Begin at the middle line, curve up to the top, slant down to the bottom line. • Retrace
up to the top; curve over. • Continue curving to close at the middle line. Point out that the forward
curve of the P must close at the middle line.
QQQQQQ
Follow the same procedure with Q. • Begin at the bottom line; curve around left to the top line.
• Continue curving over to the starting point. • Retrace a bit; loop up and swing right, ending just
below the bottom line.

Quebec Quin Quito
Pittsburgh Plano
Have students identify uppercase P and Q and then trace and write the letters.
Point out that neither P nor Q connects to the next letter in the word. Demonstrate beginning the u
just above the stroke that ends Q by writing Quebec. Have students complete the page.
390 Handwriting
Name Date
VU
V V V V V
Teacher Directions: Introduce the uppercase V by writing it on the guidelines as you say the stroke
directions. • Begin just below the top line. • Curve over and down to the bottom. • Slant up, then
curve over slightly at the top line. Point out that the bottom of V should be rounded, not pointed.
UUUUU
Point out that the uppercase U is made like the lowercase u, only larger. Say the stroke directions as
you write the U on the guidelines. • Begin just below the top line and curve over. • Slant down to the
bottom; curve up, then slant to the top line. • Retrace down and curve up to the middle line.
Viv is in Vermont.
Ute lives in Utah.

Explain that U connects to the next letter, but V does not.
Have students identify uppercase V and U on the page. Have them trace the models and write the
letters. Have the sentences read aloud and have students complete the page.
Handwriting 391
Name Date
WX
W W W W W
Teacher Directions: Introduce the uppercase W by writing it on the guidelines as you say the stroke
directions. • Begin just below the top line. • Curve up to the top line; then curve down to the bottom
line. • Curve to the top again; retrace down. • Slant up, then curve over slightly at the top line. Point
out that the curves at the bottom of W should be rounded, not pointed.
X X X X X
Follow the same procedure with X: • Begin just below the top line, curve over and slant right down
to the bottom line; curve up and lift. • From the starting point, slant left and down to the bottom
line, crossing the first line at the middle.

Will Waco Wales
X avier X ia X-axis
Have students identify uppercase W and X on the page. Have them trace and write the letters. Point
out that neither W nor X connects to the next letter.
Have students read the words and complete the page on their own.
392 Handwriting
Name Date
YZ
Y Y Y Y Y
Teacher Directions: Introduce the uppercase Y by writing it on the guidelines as you say the stroke
directions. • Begin just below the top line; curve over and down to the bottom line. • Curve up, then
slant to the top line. • Retrace down and continue to the top line of the next row. • Loop left, close
at the bottom line, cross over the slant line, and connect to the next letter.
Z Z Z Z Z
Follow the same procedure with Z. • Begin just below the top line; curve over through the middle
line to just above the bottom line. • Curve over again and down to the top line of the next row. •
Loop left; close at the bottom line; cross over, and connect to the next letter.
Yolanda Yukon
Zena Zen Zachary

Have students identify uppercase Y and Z on the page. Have them trace the models and write the
letters. Point out that both Z and Y connect to the next letter.
Have volunteers read the words aloud. Then have students complete the page on their own.
Handwriting 393
Name Date
Transition to Two Lines

Write the sentences. In the last two rows, write the sentences without
the guidelines.
A robin has wings .

Ostriches run fast .
Parrots can talk .
Ducks lay eggs .
Teacher Directions: Conduct a short drill by having students come to the board and practicing
writing letters, words, and sentences without the middle line.
Read the directions aloud together. Ask: How are the first two rows different from the second two?
(They have a middle line.) Invite volunteers to read the sentences about birds. Then have them write
the sentences.
Walk around the room to check if students are slanting their letters correctly. Offer assistance where
needed.
394 Handwriting
Name Date
Practice with Small Letters

This is your first complete lesson without a dotted control line. Write your
letters and words the same way you have been writing them all year.
e u s r a
i w m n o
see vain mane
Sam was sure

he saw a fox.
Teacher Directions: Write the small letters (e, u, s, r, a, i, w, m, n, o) on the board without the
middle line. Explain that they reach halfway between the bottom line and top line. Point out that
they can write these letters the same way they have been writing them. The only difference is the
middle line is missing. Read the directions aloud together. Then have students complete the page
independently on lined paper.
Handwriting 395
Name Date
Practice with Tall Letters

Practice writing tall letters and words with tall letters. All tall letters should reach the top line.
t d l k h b f
fit tall doll kit
Tiff is the best .

Jill likes ducks .
Teacher Directions: Write the tall letters (t, d, l, k, h, b, f) on the board without a middle line. Have
students practice writing them. Point out that they always should reach the top line.
Have the directions read aloud. Then ask students to locate the small letters that are included on the
page. Point out that without vowels, in most instances, it’s impossible to write any words. Have
students complete the page independently on lined paper.
As you walk around the room, check to see that students are not cramping their fingers and are
writing smoothly and fluently. Remind them about good posture and tilting their paper correctly.
Praise them: You are beginning to write just like grownups!
396 Handwriting
Decoding Strategy Chart
Step Look for word parts (prefixes) at the beginning of
1 the word.
Step
Look for word parts (suffixes) at the end of the word.
2
Step In the base word, look for familiar spelling patterns.

Think about the six syllable-spelling patterns you have
3 learned.
Step
Sound out and blend together the word parts.
4
Say the word parts fast. Adjust your pronunciation

Step as needed. Ask yourself: “Is this a word I have heard
5 before?” Then read the word in the sentence and ask:
“Does it make sense in this sentence?”
Follow these steps when decoding a multisyllabic word.

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Grammar Run-on Sentences ............................... 26 Grammar Mechanics ............................................... 39

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Perfect Tenses ........................................................ 146 Grammar Mechanics ..............................................159

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Grammar Mechanics .............................................267 Grammar Mechanics ............................................ 279

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

• A sentence is a group of words that expresses a complete thought.

1. My mother walked into the kitchen .

2. Looked out the window fragment

3. One of my sisters fragment

4. What were they looking at ?

5. A deer stood in the yard .

6. Underneath the apple tree fragment

10. Ran off across the lawn fragment

In your writer’s notebook, write about a time you saw an unusual

Grade 5 • Unit 1 • Week 1 1

• A command is a sentence that tells or asks someone to do something. It

4. I’m so angry about losing them ! exclamation

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Thoreau’s move to the woods indicated that he

Possible response: The exclamation helps show Thoreau’s excitement about

living in nature with animals.

2 Grade 5 • Unit 1 • Week 1

• A sentence is a group of words that expresses a complete thought.

1. did you hear about the elephants outside

Did you hear about the elephants outside?

2. they are coming to town for the fair

They are coming to town for the fair.

3. go over to the window to see them

Go over to the window to see them.

4. this year’s fair will be the best ever

This year’s fair will be the best ever!

Writing Think of an exciting time in your life. Write a paragraph about

Grade 5 • Unit 1 • Week 1 3

• A sentence is a group of words that expresses a complete thought. A

last night my sister wanted to go to the HANDWRITING CONNECTION

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

show just in time!

4 Grade 5 • Unit 1 • Week 1

1. Which of the following is a 4. Which of the following is an

2. What change, if any, should be 5. What is the BEST way to write

made in sentence 2? sentence 12?

3. Which of the following is a

Grade 5 • Unit 1 • Week 1 5

Fold back the paper 1. 1. jut

Allow beginning 9. 9. fling

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

6 Grade 5 • Unit 1 • Week 1

jut stuff fling batch laugh

short a short e short i short o short u

scan lead nick cot rough

Grade 5 • Unit 1 • Week 1 7

jut stuff fling track lamp

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.