Unit 4 Writing Workshop Objectives • Identify features of explanatory writing • Plan and organize ideas by using a graphic organizer to prewrite • Draft and revise a how-to article • Proofread, publish, and present a how-to article Materials Read Like a Writer Read the following excerpt from Me and Uncle Romie. Explain that this excerpt comes from a how-to article that explains a process or task. Ask students to listen for ■ an introduction that identifies the task that will be explained; step-by-step directions; ■ specific details that clarify the steps; ■ time-order and spatial words. • Unit Writing Transparencies 19–24 Features of Explanatory Writing ■ It informs or explains how to complete a certain task. ■ It gives step-by-step directions in a logical order. ■ It provides clear details that are easy to follow. ■ It uses time-order words, such as first or next, or spatial words, such as under or above, to make the steps clear and provide smooth transitions between steps. &-Use Illustrations to Construct Meaning To help students understand the process explained in the excerpt, invite a student with good visual abilities to illustrate the steps as you read. Then ask other students to take turns retelling the steps in their own words as they look at the illustration. 539A Explanatory Writing: How-to Article Making a Collage To begin your project, pick a story or theme for your collage. . . . Once you’ve settled on the story or theme, think about images you can use in your collage to illustrate what you want to say. . . . Start by deciding whether or not it’s important to have the images you’ll be using in any particular order. If it is, you can lay them out to get an idea of how they will look together. Next, paint or color the background on your paper or board. Use colors you want to peek through in the finished picture. Discuss the Features After reading, discuss the following questions with students. ■ What is the topic? (how to make a collage) ■ What is the first step in the process? (picking a story or theme for the collage) ■ What details does the author give about making the background for the collage? (Choose colors that you want to peek through in the finished picture.) ■ What time-order words does the author use? (begin, once, start, next) What spatial word? (on) Prewrite Set a Purpose Explain that one purpose of explanatory writing is to inform the reader by explaining a task. Know the Audience Tell students to think about the audience for their explanatory writing. Ask, How can you explain this process to someone who knows little about the subject? Choose a Topic Tell students that they will be writing an article that explains how to do a specific task. Ask the following questions to help students brainstorm, then narrow the focus of their ideas. ■ What do you like to do or make? Consider a game you play, a food you make, or a project you’ve completed. ■ Would others be interested in learning to do this? ■ Could you explain the process in a few simple steps? Encourage students to look back through their weekly writing and other work in their portfolios. They may choose to develop one of these pieces instead or self-select a different topic. Writing Topic Think of a task or project to explain. Narrow your choice to one that you think is easy to understand, is interesting, and is appealing to your audience. Write a how-to article that explains how to do this task or project. Remember to use details to clarify each step in the process. Mini Lesson ORGANIZATION Display Transparency 19. Explain that together you will follow Diana J.’s progress as she develops a how-to article. Point out the following details in Diana J.’s sequence chart: ■ She gives step-by-step directions. ■ She puts the steps in order. ■ She explains how to make and use a code wheel. Organize Ideas After discussing Diana J.’s sequence chart, ask students to create their own sequence charts to plan their how-to articles. Use Transparency 19 to demonstrate how to organize ideas. Transparency 19 ;GK;D9;Ã>7HJ 1cb be] W\QVSa T`][ bVS ]cbaWRS ]T O ^O^S` ^ZObS CaS O P`OR b] ObbOQV bVS b`W[[SR ^ZObS b] O\]bVS` ^O^S` ^ZObS E`WbS \c[PS`a O`]c\R bVS ]cbaWRS ]T ]\S ^ZObS >SS`@SdWSe Think, Pair, Share Ask students to discuss their charts with partners and identify details about each step that need to be explained. Have students note these details on their charts. E`WbS ZSbbS`a O`]c\R bVS ]bVS` ^ZObS Bc`\ bVS ^ZObSa b] aSb bVS Q]RS CaS bVS Q]RS b] e`WbS O aSQ`Sb [SaaOUS Flexible Pairing Option Pair students with similar topics so they can share ideas. Unit Writing Transparency 19 Viewpoints 539B Unit 4 Writing Workshop Draft Mini Lesson STEP-BY-STEP DIRECTIONS &-Draw On separate index cards, have students draw pictures to show each step they want to explain. Ask students to put the cards in the right order. Then help them write a sentence or two below each picture to explain the step. Tell students to refer to the cards as they write their essays. Display Transparency 20 and read it with students. As you discuss Diana J.’s draft, point out the following features: ■ When I read this draft, I notice that Diana J.’s opening paragraph shows enthusiasm and tells the reader what she’s going to explain. ■ She gives step-by-step directions. She explains each step in its own paragraph. ■ She gives details that explain each step. ■ She uses time-order words and spatial words to provide smooth transitions through the directions. Note that Diana will have the chance to revise and proofread in later stages. Review Your Sequence Chart Have students review their sequence charts. As they write, tell them to refer to their charts to help keep their steps in order. Write the Draft Remind students to concentrate on getting their main ideas on paper. They will have plenty of time to revise and correct their work later. Share the following tips as students begin to write: Transparency 20 EMÃJEÃ7A;Ã7ÃE:;Ã>;;B ■ Gain your audience’s attention from the start. Try opening with a question or a bold statement. ■ Picture yourself doing the task. Then write what you see. Give the steps in a logical order. ■ Provide details to explain the fine points. ■ Use precise adjectives and verbs, time-order words, and spatial words to tell the reader exactly what to do. ■ Maintain a consistent tone throughout. 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Emphasize, however, that a computer’s spell checker will not catch all errors. For example, the spell checker cannot tell when a writer is using the wrong homophone, as in My parents drove there car to the beach. Similarly, it cannot indicate that you typed form instead of from. Writers still need to proofread with a careful eye. Revise Mini Lesson ORGANIZATION Display Transparency 21 and point out how Diana J. revises a good how-to article to make it excellent. ■ She organizes a list of supplies in the first paragraph. (Organization) ■ She adds more time-order words and rearranges steps to clarify procedure. (Organization) ■ She replaces the vague verbs make and put with more precise ones, punch and push. (Word Choice) ■ She adds a detail about how to write the secret message. She deletes an unnecessary comment. (Ideas and Content) &-Extend Vocabulary On the board, draw a twocolumn chart with the following labels: timeorder words, spatial words. List appropriate words under each category, such as first, then, next, now, after, and finally for timeorder words and over, under, behind, through, above, right, and left for spatial words. Invite students to offer sentences using these words. You may want to note that Diana J. will need to proofread her writing to make final corrections. Guide students to think about the following writing traits as they revise their articles. Ideas and Content Do you explain all the steps and details someone would need to carry out the task or project? Do you anticipate readers’ questions and answer them? Organization Do you start with a topic sentence, then present the steps in a logical order? Should you move any paragraphs or sentences? Voice Is your enthusiasm and knowledge of the subject obvious? Are your language and tone right for the audience? Word Choice Do you use precise adjectives and verbs to paint a clear picture of the process? Do you use spatial words and time-order words to guide readers? Transparency 21 How to Make a Code Wheel by Diana J. Its fun to send secret messages. Here’s how you You need two paper plates, a scissors, a ruler, a pencil or pen, a paper fastener can create a code wheel to write a coded message. (also called a brad), and a sheet of paper. Sentence Fluency Do you use a variety of sentence lengths and types? First, cut about two inches from the outside edge of a paper plate. Trim all the way around the plate. Next, punch Use the tip of a pencil or pen to make a whole in the center of each plate. Be careful not to poke yourself! Push Put the brad through the wholes to connect the plates. Place the small plate over the large one and line up the wholes. Then >SS`@SdWSe Use the ruler to divide the rim of the large wheel exactly into 26 equal spaces. In each space, write a letter of the alphabet. Go from A to Z. Divide the small wheel in ’ Think, Pair, Share Have partners take turns reading their drafts aloud. Ask listeners to describe which steps were easy to follow and which were more difficult. In a collaborative drafting effort, have pairs discuss revisions that would clarify confusing steps. Then have students share how their partners helped. Flexible Pairing Option Consider pairing two who are unfamiliar with each other’s topics. the same way. This time write a number from 1 to 26 in each space. Now Your ready to use your code wheel. Turn the small wheel so that a number is right under the letter A. Let’s say you lined up the letter A with the number 10. Write A=10 on a scrap of paper. This is the key to your Examine code. Look at the code wheel to tell what number to write for each letter. As you write, put a dash between Leave a space between words. numbers to show that each stands for one letter. I’ve made three code wheels. Finally, have some fun! Send your secret message to some friends. Share the key with him if he needs help. Unit Writing Transparency 21 Viewpoints 539D Unit 4 Writing Workshop Proofread Mini Lesson CONVENTIONS Display Transparency 22 to point out Diana J.’s proofreading corrections. Have students read their how-to pieces aloud and present their visuals. Share these strategies. SPEAKING STRATEGIES ■ Practice speaking in a loud, clear voice. ■ Watch the audience. Slow down or repeat steps if they look confused. ■ Organize visual aids so you can find what you need. ■ She added apostrophes in contractions. ■ She changed incorrect homophones to hole and holes. ■ She made pronouns agree with the antecedent and made the verb agree with the plural pronoun. Have students reread their articles to correct mistakes. Suggest they check for one kind of error at a time. Have students use the proofreading marks on Teacher’s Resource Book page 152. Tell students that proofreading involves correcting punctuation, spelling, paragraphing, capitalization, and grammar. Review pronouns and antecedent agreement. LISTENING STRATEGIES ■ Prepare to listen. Predict if the explanation will help you. ■ Focus on the speaker. Ask for clarifications at the end. ■ Try to paraphrase information. Analyze where organization needs improvement. >SS`@SdWSe Think, Pair, Share Ask students to proofread their partners’ edited drafts. Urge them to look at homophones carefully to make sure they are correct. Have students share some of their partners’ corrections. TEACHER CONFERENCE As students finalize their articles, circulate and ask questions to foster self-assessment: In what way did you inform your audience? Could a reader perform the process based on your explanation? Do you tell readers more than they need to know? Transparency 22 How to Make a Code Wheel by Diana J. It’s Its fun to send secret messages. Here’s how you You need two paper plates, a scissors, a ruler, a pencil or pen, a paper fastener can create a code wheel to write a coded message. (also called a brad), and a sheet of paper. First, cut about two inches from the outside edge Next, of a paper plate. Trim all the way around the plate. punch center of each plate. Be careful not to poke yourself! Push holes Put the brad through the wholes to connect the plates. Place the small plate over the large one and line up the holes wholes. Then Use the ruler to divide the rim of the large wheel exactly into 26 equal spaces. In each space, write a letter of the alphabet. Go from A to Z. Divide the small wheel in ’ the same way. This time write a number from 1 to 26 in each space. Now you’re Your ready to use your code wheel. Turn the small wheel so that a number is right under the letter A. Let’s say you lined up the letter A with the number 10. Write A=10 on a scrap of paper. This is the key to your Examine code. Look at the code wheel to tell what number to write for each letter. As you write, put a dash between Leave a space between words. numbers to show that each stands for one letter. I’ve made three code wheels. Finally, have some fun! Send your secret message to them Publish hole Use the tip of a pencil or pen to make a whole in the Ask students to write or type final copies of their how-to articles. Remind them to correctly form letters and use appropriate spacing between words, sentences, and paragraphs. Ask them to use standard margins. Have students add visual aids and compile a classroom “how-to” book. Display the book in the class library. You may also wish to encourage students to publish weekly writing pieces in a similar way. PRESENTATION Consider asking students to give “how-to” demonstrations, with props and supplies, to teach classmates the tasks. they some friends. Share the key with him if he needs help. Unit Writing Transparency 22 539E Author’s Chair Invite students with effective work to present their how-to articles from the Author’s Chair. Test Strategy Raising Scores READ AND SCORE Display Transparency 23 and tell students to follow along as you or a volunteer reads the how-to article aloud. Then have students use the student rubric on page 156 of the Teacher’s Resource Book to assess the writing sample. Guide students to understand that this how-to article is only a fair writing sample, which would score only a 2, and that they will work together to improve it. Objective • Revise a how-to article to raise the writing score from a 2 to a 4 CREATE A RUBRIC RAISE THE SCORE Point out the following shortfalls in the writing sample: Ideas and Content The writer gives step-by-step directions for making a puzzle card, but some information is missing. Some details are incomplete or hard to follow. Organization The writer introduces the topic in the first paragraph, but the beginning isn’t very engaging. The essay could use more transitions to link steps and details. Word Choice The essay could use more time-order words and spatial words. Vague verbs fail to create clear pictures. Ask students to work in small groups to revise the how-to article to raise the score. Remind them to refer to the student rubric and to apply the writing skills they learned in this unit. SHARE AND COMPARE Have groups share their revised versions explaining how they improved the writing. Then display Transparency 24 to show the same article at an excellent level. Have each group compare its revised version with the transparency in publishing successive versions. Remind students that there is no single way to improve a paper. Then have students review the how-to articles they wrote and raise their scores. Distribute copies of the blank rubric form on page 159 or 160 in the Teacher’s Resource Book. Remind students that an explanatory writing rubric should assess whether the howto article gives step-by-step directions for carrying out a task, provides details that explain the steps, and uses time-order words and spatial-words to guide readers. Students should use the following four levels to assess writing: Excellent, Good, Fair, and Unsatisfactory. 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Allow time for partners to share portfolios, offer constructive comments, and determine the progress each writer is making. Remind students that portfolios should include more than just finished work. Have them jot down ideas for future writing assignments or tell what they learned about explanatory writing to include in their portfolios. SCORING RUBRIC FOR EXPLANATORY WRITING: HOW-TO Good Fair 4 Excellent 3 2 1 Unsatisfactory Ideas and Content Crafts a focused explanation that shows a reader how to carry out a task; accurate details clarify the steps Ideas and Content Presents a solid explanation of a task; includes details that help clarify a step-bystep description Ideas and Content Attempts to explain a task; some steps or details may be unclear Ideas and Content Does not explain a complete process; writing may go off in several directions without purpose Organization Introduces the topic in an engaging way; moves the reader through a logical sequence Organization Effectively introduces the topic; presents steps in logical sequence; ties steps together Organization Has trouble putting steps in order; some details are inappropriately placed Organization Does not have a clear beginning; steps are not given in an order that makes sense Voice Shows knowledge of the task; matches personal style to the purpose and audience Voice Shows knowledge of the task; attempts to convey a genuine personal tone to reader Voice Does not convey enthusiasm; explanation lacks a clear connection to audience Voice Shows little knowledge of topic; does not convey a personal voice or style Word Choice Uses time-order and spatial words that provide smooth transitions between steps; weaves precise verbs into the explanation Word Choice Includes some time-order and spatial words to guide the reader and provide smooth transitions; uses some precise verbs to clarify meaning Word Choice Includes few time-order or spatial words; some verbs do not convey a precise picture of the steps or details Word Choice Fails to use time-order or spatial words; uses words that do not explain the process Sentence Fluency Crafts fluid simple and complex sentences that facilitate understanding and vary in length Sentence Fluency Crafts careful, easy-tofollow sentences with a variety of lengths Sentence Fluency Sentences are readable but lack variety in length and patterns; some rereading required Sentence Fluency Constructs incomplete, rambling, or confusing sentences; text is difficult to understand Conventions Is skilled in most writing conventions; needs little editing Conventions Small errors in spelling, capitalization, punctuation, and usage do not interfere with reading the text Conventions Errors interfere with a smooth reading of the explanation; needs substantial editing Conventions Makes serious errors in spelling, capitalization, punctuation, and usage; some parts not understandable Presentation Text is easy to read, whether handwritten or word-processed; formatting enhances the explanation Presentation Handwriting or wordprocessing is readable; formatting supports the explanation Presentation Text is somewhat difficult to read; formatting or spacing is erratic Presentation Text is difficult to follow due to irregular or inconsistently formed letters; formatting impedes the reader Refer to Anchor Papers for explanatory writing on pages 204–207 in the Unit and Benchmark Assessment for a sample of each writing level. 539G 6-Point Rubric Use this six-point rubric to assess student writing. SCORING RUBRIC FOR EXPLANATORY WRITING: HOW-TO ARTICLE 6 Exceptional 5 Excellent 4 3 2 1 Unsatisfactory Good Fair Poor Ideas and Content Provides accurate, detailed step-by-step directions for carrying out a task Ideas and Content Crafts a cohesive, focused explanation; relevant, accurate details clarify the stepby-step description Ideas and Content Presents a solid explanation of a task; provides details that help clarify the directions Ideas and Content Attempts to explain a task; some steps or details may be unclear Ideas and Content Provides little explanation of the task; leaves significant gaps in the directions Ideas and Content Steps are incomplete, irrelevant, or unfocused; writing may go off in several directions without a sense of purpose Organization Wellplanned, logical sequence moves the reader smoothly through each step Organization Guides the reader through the steps in a logical sequence; effective transitions link ideas Organization Follows a logical sequence to present the steps; steps and paragraphs are tied together Organization Tries to introduce the topic but may have trouble putting steps in order Organization Steps are disorganized; makes few explicit connections between steps or details Organization Does not have a clear beginning; steps are not given in an order that makes sense Voice Demonstrates a strong sense of audience; shows expertise and an active interest in the topic Voice Shows originality and knowledge of the task; carefully matches personal style to the purpose and audience Voice Shows knowledge of the process; attempts to convey a genuine personal tone to the reader Voice Demonstrates familiarity with the topic but may not show enthusiasm; explanation lacks a connection to the audience Voice Lacks knowledge or involvement with the topic and audience; writing gives little sense of who is behind the words Voice Shows little knowledge or involvement with the topic; does not convey a personal voice or style Word Choice Expertly uses time-order and spatial words; smooth transitions between steps; uses colorful language and precise verbs Word Choice Capable use of time-order and spatial words guide the reader through the process; weaves precise verbs into the explanation Word Choice Includes some time-order and spatial words; uses some precise verbs to clarify meaning Word Choice Includes few time-order or spatial words; some verbs do not convey a precise picture of the steps or details Word Choice Uses few if any time-order or spatial words; imprecise or inaccurate language creates confusion for the reader Word Choice Fails to use time-order or spatial words; uses words that do not explain the task or that confuse the reader Sentence Fluency Crafts varied and creative simple and complex sentences that flow smoothly and build meaning Sentence Fluency Crafts fluid simple and complex sentences that facilitate understanding and vary in length and structure Sentence Fluency Crafts careful, easy-tofollow sentences with a variety of lengths, beginnings, and patterns Sentence Fluency Sentences are readable but may be limited in length and patterns; some rereading may be required Sentence Fluency Sentences may be rambling, awkward, or choppy; text may be hard to follow or read aloud Sentence Fluency Constructs incomplete, rambling, or confusing sentences; text is difficult to follow or read aloud Conventions Is skilled in most writing conventions; needs little editing Conventions Is skilled in most writing conventions; needs little editing Conventions Small errors in spelling, capitalization, punctuation, and usage do not interfere with reader comprehension Conventions Errors interfere with a smooth reading of the explanation; needs significant editing Conventions Frequent errors in spelling, capitalization, punctuation, and usage make the explanation difficult to read; needs extensive editing Conventions Serious errors in spelling, capitalization, punctuation, and usage interfere with reading; some parts of text may be undecipherable Presentation Text form, whether handwritten or word-processed, enhances the reader’s understanding Presentation Neatly handwritten or word-processed text enhances the message; formatting supports the explanation Presentation Handwriting or wordprocessing is mostly neat and consistent Presentation Text is somewhat difficult to read; formatting or spacing is not uniform throughout Presentation Handwriting or word-processing is inconsistent or incorrect; spacing or other formatting is confusing Presentation Text is difficult to follow due to irregular or inconsistently formed letters; formatting impedes the reader Refer to Anchor Papers for explanatory writing on pages 204–207 in the Unit and Benchmark Assessment for a sample of writing at different levels. Viewpoints 539H Unit 4 Computer Literacy Theme: 539I Viewpoints Objectives • Perform research on the Internet to find data • Create a database to collect, organize, and display information Materials • www.macmillanmh.com • database application D]QOPcZO`g research a careful study to find and learn facts database a collection of information that can be stored, organized, and changed with a computer image a picture or other likeness of a person or thing Using Databases for Research ACCESS PRIOR KNOWLEDGE Discuss with students: ■ What are some of the ways we organize and store information? (using graphic organizers, notebooks, address books, calendars) ■ What type of information can be stored on a computer? EXPLAIN Introduce the lesson vocabulary by writing each word on the board and asking for a definition. ■ Tell students that when they find information through research, it must be organized. Keep in mind that proper citations must be used. ■ Information can be saved on a computer by entering it into a database. The database can then be searched by others. MODEL ■ Show students how to open a database application. This can be a word processor or spreadsheet application, or anything else that can be used to store data. ■ Show how to enter the information into a database and review how to name and save a database record. Image Searches ■ An image is a picture of someone or something. ■ Images can be stored, transmitted, and displayed on a computer. A photograph or drawing can be scanned into a computer to make it an electronic image. ■ Images can be found on the Internet. Some search engines even allow you to perform a search for images only. Once an image is found, it can be saved on a computer. Some images are protected by copyright, and should not be copied. Remind students not to save too many files on a computer. Saving information on a floppy disk or compact disc can save memory space on the computer’s hard drive. The online practice lesson is an excerpt from SRA TechKnowledge. For more information about the full SRA TechKnowledge program, go to www.sratechknowledge.com. Approaching On Level Beyond Level Have students use the Internet to do research on a topic, such as the birthdays of their favorite athletes. Have students open a database application and create a database of student birthdays. Have them enter their birthdays and do an image search on the Internet to find a picture they can copy and paste next to their names in the database. Have students create the student birthday database with images. Have them expand the database to include the birthday of a favorite athlete that falls on or near their birthday, and an image of the athlete they find. Viewpoints Unit 4 Computer Literacy GUIDED PRACTICE Have students connect to www.macmillanmh.com and go to Computer Literacy Lesson Grade 4 Unit 4. 539J Unit 4 Closer Theme: Making a Difference Theme Project Wrap-Up Research and Inquiry After students complete Step 1, Step 2, Step 3, and Step 4 of their project, have them work on the following. 7dd[ <hWd a Create the Presentation Have students present what they learned by creating multimedia presentations on the events or people they researched. Presentations should emphasize viewpoints and may include photographs, videos, newspaper articles, and computer images. Review and Evaluate Use these questions to help you and students reflect on and evaluate their research and presentations. Teacher Checklist Assess the Research Process Planning the Project ✔ Discussed viewpoints in a group. ✔ Identified a viewpoint to investigate. Doing the Project ✔ Used personal criteria to choose reading material. ✔ Skimmed and scanned reading materials to narrow choices. ✔ Compared viewpoints from different cultures and times. Assess the Presentation Speaking ✔ Used compare and contrast to convey information. ✔ Stayed focused on the topic. ✔ Expressed opinions and respected others’ opinions. Representing ✔ Used multimedia and technology. ✔ Visuals explained the viewpoint. ✔ Compared and contrasted media with a written story. Assess the Listener ✔ Focused on the presenter. ✔ Asked relevant questions. ✔ Showed understanding of the ✔ Connected and related ideas information presented. to speaker’s. 539K Student Checklist Research Process ✔ Did you identify a viewpoint you could investigate? ✔ Did you use personal criteria for reading? ✔ Used fiction and nonfiction? ✔ Compare viewpoints from other times and places. Presenting Speaking ✔ Did you present clearly? ✔ Did you follow conversation rules? ✔ Could you answer questions? Representing ✔ Could viewers understand the viewpoint? Unit 4 Closer 4 SCORING RUBRIC FOR THEME PROJECT Excellent Good Fair 3 2 1 Unsatisfactory The student: • Presents the information in a clear and interesting way. • Uses words and visuals that effectively present important information. • May offer sophisticated reflections. The student: • Presents the information in a fairly clear way. • Uses words and visuals that present relevant information. • May offer thoughtful reflections. The student: • Struggles to present the information clearly. • May use adequate words and visuals. • May offer irrelevant reflections. The student: • May not grasp the task. • May present sketchy information in a disorganized way. • May have extreme difficulty with research. Home-School Connection Invite family members, other students, and members of the community to attend students’ presentations of their projects. ■ Introduce each guest by name. ■ Have students introduce their relatives. ■ Respect the age, gender, social position and cultural traditions of the speakers. ■ Videotape the presentations for family members to borrow or to show at the parent/teacher conferences. Each presentation should have a clear introduction, body, and conclusion. ■ Have students select an evaluated presentation for publication and give a rationale for the selection. ■ Then have students decide where they might publish their research. Viewpoints 539L End-of-Unit Assessment Using Multiple Assessments for Instructional Planning Administer the Test UNIT 4 READING ASSESSMENT, pp. 63–78 TESTED SKILLS AND STRATEGIES • Strategies: Analyze Text Structure, Generate Questions, Evaluate • Skills: Draw Conclusions, Persuasion, Sequence, Compare and Contrast VOCABULARY STRATEGIES To create instructional profiles for your students, look for patterns in the results from any of the following assessments. Fluency Assessment • Dictionary • Context Clues • Word Parts TEXT FEATURES AND STUDY SKILLS (SBEFT Plan appropriate fluencybuilding activities and practice to help all students achieve the following fluency goal: 102–122 WCPM. • Line Graphs • Glossary • Media Center GRAMMAR, MECHANICS, USAGE 4ZcS\Qg /aaSaa[S\b .BDNJMMBO.D(SBX)JMM Running Records • Pronouns: subject, object, reflexive, possessive • Antecedents • Homophones • Pronoun-verb agreement • Pronoun-antecedent agreement • Contractions and possessives WRITING Use the instructional reading level determined by the Running Record calculations for regrouping decisions. • “How-to” Article Administer tests three times a year as an additional measure of both student progress and the effectiveness of the instructional program. (SBEFT, @c\\W\U @SQ]`Ra ÃÃwy t"DDPNQBOJFT#FODINBSL#PPLT -FWFMT3FCVTo t*ODMVEFT3FBEJOH1BTTBHFT -FWFMTo .BDNJMMBO.D(SBX)JMM Benchmark Assessment (SBEF C\WbO\R 0S\QV[O`Y /aaSaa[S\b .BDNJMMBO.D(SBX)JMM BSQV\]Z]Ug @=; 12 ■ ■ ■ 539M Assessment Tool Administer the Unit Assessment electronically. Score all tests electronically. Available online or on CD-ROM. End-of-Unit Assessment Analyze the Data Use information from a variety of informal and formal assessments, as well as your own judgment, to assist in your instructional planning. Students who consistently score at the lowest end of each range should be evaluated for Intervention. Use the Diagnostic Assessment in the Intervention Teacher’s Edition. Diagnose Prescribe ASSESSMENTS IF… THEN… UNIT TEST 0–23 questions correct Reteach tested skills using the Additional Lessons (pp. T1–T11). RUNNING RECORDS 98–101 WCPM 0–97 WCPM Level 38 or below 7= C2 1 2 Oral Reading Fluency / FLUENCY ASSESSMENT Fluency Solutions Evaluate for Intervention. Reteach comprehension skills using the Additional Lessons (pp. T1–T4). Provide additional Fluency activities. Viewpoints 539N Glossary Introduce students to the Glossary by reading through the introduction and looking over the pages with them. Encourage the class to talk about what they see. Words in a glossary, like words in a dictionary, are listed in alphabetical order. Point out the guide words at the top of each page that tell the first and last words appearing on that page. ENTRIES Point out examples of main entries, or entry words, and entries. Read through a sample entry with the class, identifying each part. Have children note the order in which information is given: entry word(s), syllable division, pronunciation respelling, part of speech, definition(s), example sentence(s. Note if more than one definition is given for a word, the definitions are numbered. Note the format used for a word that is more than one part of speech. Review the parts of speech by identifying each in a sentence: Inter. article n. conj. adj. n. Wow! A dictionary and useful glossary v. adv. pron. prep. n. tell almost everything about words! HOMOGRAPHS/HOMOPHONES/HOMONYMS Point out that some entries are for multiple-meaning words called homographs. Homographs have the same spellings but have different origins and meanings, and, in some cases, different pronunciations. Explain that students should not confuse homographs with homophones or homonyms. Homophones are words that have the same pronunciation but have different spellings and meanings. Homonyms are words that have the same pronunciation and spelling but have different meanings. Provide students with examples. PRONUNCIATION KEY Explain the use of the pronunciation key (either the short key, at the bottom of every other page, or the long key, at the beginning of the Glossary). Demonstrate the difference between primary stress and secondary stress by pronouncing a word with both. Pronounce the words both correctly and incorrectly to give students a clearer understanding of the proper pronunciations. WORD HISTORY The Word History feature explains the etymology of select words. Explain that etymology is the history of a word from its origin to its present form. A word’s etymology explains which language it comes from and what changes have occurred in its spelling and/or meaning. Many English words are derivatives of words from other languages, such as Latin or Greek. Derivatives are formed from base or root words. 539O abruptly/annoyed Guide Words First word on the page Last word on the page A What Is a Glossary? Pronunciation Part of Speech Main entry & Syllable division glossary can help you find the meanings of words in this book that you may not know. The words in the glossary are listed in alphabetical order. Guide words at the top of each page tell you the first and last words on the page. Definition a•brupt•ly (ә brupt lē) adverb. Happening without warning. Ben abruptly dropped the hot potato onto the floor. Example sentence Each word is divided into syllables. The way to pronounce the word is given next. You can understand the pronunciation respelling by using the pronunciation key at the right. A shorter key appears at the bottom of every other page. When a word has more than one syllable, a dark accent mark (´) shows which syllable is stressed. In some words, a light accent mark (´) shows which syllable has a less heavy stress. Sometimes an entry includes a second meaning for the word. Pronunciation Key 0HONETIC 3PELLING %XAMPLES A Õ ² ±R E Ö I Û ¼R O ß Á ÁR OI OU U â Ç Å ÆR B CH ATBADPLAIDLAUGH APEPAINDAYBREAK FATHERCALM CAREPAIRBEARTHEIRWHERE ENDPETSAIDHEAVENFRIEND EQUALMEFEETTEAMPIECEKEY ITBIGGIVEHYMN ICEFINELIEMY EARDEERHEREPIERCE ODDHOTWATCH OLDOATTOELOW COFFEEALLTAUGHTLAWFOUGHT ORDERFORKHORSESTORYPOUR OILTOY OUTNOWBOUGH UPMUDLOVEDOUBLE USEMULECUEFEUDFEW RULETRUEFOODFRUIT PUTWOODSHOULDLOOK BURNHURRYTERMBIRDWORD COURAGE ABOUTTAKENPENCILLEMONCIRCUS BATABOVEJOB CHINSUCHMATCH 0HONETIC 3PELLING %XAMPLES D F G H HW J K L M N NG P R S SH T TH × V W Y Z ZH DEARSODABAD FIVEDEFENDLEAFOFFCOUGH ELEPHANT GAMEAGOFOGEGG HATAHEAD WHITEWHETHERWHICH JOKEENJOYGEMPAGEEDGE KITEBAKERYSEEKTACKCAT LIDSAILORFEELBALLALLOW MANFAMILYDREAM NOTFINALPANKNIFEGNAW LONGSINGER PAILREPAIRSOAPHAPPY RIDEPARENTWEARMOREMARRY SITASIDEPETSCENTPASS SHOEWASHERFISHMISSIONNATION TAGPRETENDFATDRESSED THINPANTHERBOTH THESEMOTHERSMOOTH VERYFAVORWAVE WETWEATHERREWARD YESONION ZOOLAZYJAZZROSEDOGSHOUSES VISIONTREASURESEIZURE 788 789 apologize/astronomer accessories/annoyed Aa ac· ces · so · ries (ak ses´ә rēz) plural noun. Extra parts or add-ons that are useful but not essential. We bought several accessories for our new car. ac·com·plish·ments (ә kom´plish mәnts) plural noun. Successes; actions of which one can feel proud. The parents stood and applauded their children’s accomplishments at their elementary school graduation. ac· cuse (ә kūz´) verb. To say that a person has done something wrong or illegal. I will not accuse someone of something unless I am sure. ac· quaint · ance (ә kwān´tәns) noun. A person one knows, but who is not a close friend. Carole is an acquaintance from camp. ac· ti · vist (ak´tә vist) noun. A person who believes in and actively supports a cause. Rev. Dr. Martin Luther King, Jr., was an activist for peace and social justice. al · ler · gies (al´әr jēz) plural noun. Conditions that cause a person to have an unpleasant reaction to certain things that are harmless to most people. My aunt has allergies in the spring when plants bloom. a · maze · ment (ә māz´mәnt) noun. Great surprise or wonder. To the amazement of the audience, the children played some difficult music perfectly. 790 a·pol·o·gize (ә pol´ә jīz´) verb. To say one is sorry or embarrassed; make an apology. Aaron said, “I’d like to apologize for being late.” ap·plaud·ed (ә plôd´ә d) verb. Showed approval for or enjoyment of something by the clapping of hands. The crowd applauded the soldiers as they came off the ship. an · ces · tors (an´ses tәrz) plural noun. People in the past from whom one comes. Your great-grandparents are some of your ancestors. an · cient (ān´shәnt) adjective. Very old. An ancient castle sat on the edge of a lake. as·tro·naut (as´trә nôt´) noun. A person trained to fly in a spacecraft. The astronaut will walk on the moon. Word History Astronaut is made from the Greek words astron for star and naute ¯s for sailor (as in nautical). as·tron·o·mer (ә stron´ә mә r) noun. A person who works or specializes in astronomy, the science that deals with the sun, moon, stars, planets, and other heavenly bodies. An astronomer will speak at the next science fair. am · bu · lance (am´byә lәns) noun. A special vehicle that is used to carry sick or injured people to a hospital. My neighbor once had to call an ambulance to take him to the hospital. ap·pre·ci·at·ed (ә prē´shē āt´ә d) verb. Understood the value of; was grateful for something. The boss appreciated how much his workers did for the company. as·sign·ments (ә sīn´mә nts) plural noun. Tasks that are given out or assigned. The teacher gave us two math assignments for homework. ad · vanced (ad vanst´) adjective. Beyond the beginning level; not elementary. As a singer, Sheila was really advanced for her age. ag · ile (aj´әl) adjective. Able to move and react quickly and easily. Bonita is an agile softball player. Glossary Sample Entry · as·sured (ә shurd´) verb. Made certain or sure. Our hard work assured the success of the festival. an·noyed (ә noid´) adjective. Bothered or disturbed. Kevin looked annoyed when his little sister came out to join the game. 791 Glossary 539P Glossary audition/blizzard au · di · tion (ô dish´әn) noun. A test or try-out for an actor or other kind of performer. Mariana was nervous about her audition, but she played very well. bluffing/casting ba · yous (bī´ūz) plural noun. Slow-moving or stagnant streams, rivers, or inlets, especially in the southern United States. We canoed through many quiet bayous during our trip. Word History bor · der (bôr´dәr) noun. A line between one country, state, county, or town and another. A river runs along the border between the two states. Audition is formed from the Latin auditio, which means “a hearing.” awk·ward (ôk´wәrd) adjective. Lacking grace in movement or behavior; clumsy or uncomfortable. Until Julio learned the steps, his dancing was awkward. back· ground (bak´ground) noun. The part of a picture that appears to be behind the rest. I painted a bright figure against a dark background. Cc cam · ou · flage (kam´ә fläzh´) verb. To hide or conceal by using shapes or colors that blend with the surroundings. The chameleon is able to camouflage itself by changing the color of its skin. boy · cotts (boi´kots) plural noun. Protests in which people refuse to buy from or work for a person, nation, or business. The community plans boycotts of all the unfair businesses. a · void · ed (ә void´әd) verb. Stayed away from. Butch avoided doing hard work. Bb bluf · fing (bluf´ing) verb. Trying to fool people with a false show of confidence, courage, or knowledge. Rory said he could fly, but I knew he was bluffing. Word History bliz·zard (bliz´әrd) noun. A strong windstorm marked by intense cold and blowing snow. No one should try to drive in a blizzard. Boycotts comes from Charles Boycott who was shunned by Irish farmers for his harsh actions against them. brit · tle (brit´әl) adjective. Likely to break or snap. Susan’s fingernails became brittle and started to break. bar · be · cue (bär´bi kū´) noun. A meal, usually meat, cooked outdoors over an open fire. We had a great barbecue in the park. bum·bling (bum´bling or bum´bәl ing) adjective. Making clumsy mistakes. The bumbling detective would never solve the mystery. card · board (kärd´bôrd´) noun. A heavy, stiff paper used to make boxes and posters. I like to store my small toys in shoe boxes made of cardboard. ca · reer (kә´rîr´) noun. A job or occupation pursued for all or part of someone’s life. My grandmother’s career as a research biologist lasted for many years. cas · ting (kas´ting) noun. The process of choosing people for the different parts in a play or movie. Casting for the new movie went on for weeks. 792 793 cautiously/completed consideration/current cau · tious · ly (kô´shәs lē) adverb. In a careful way. Because so many cars were coming, we crossed the street cautiously. coax· ing (kōks´ing) verb. Persuading or influencing by mild arguing. The instructor was coaxing young swimmers into the water. cir · cu · lar (sûr´kyә lәr) adjective. Having or making the shape of a circle. The referee’s arm made a circular motion as he blew the whistle. col · lage (kә läzh´) noun. A picture made by pasting paper, cloth, metal, and other things in an arrangement on a surface. Once I made a collage of my day, and it was full of bright colors and cotton balls. cit · i ·zen (sit´ә zәn) noun. A person who was born in a country or who chooses to live in and become a member of that country. Carmine is an Italian citizen but often visits the United States. cli · mate (klī´mit) noun. The average weather conditions of a place or region through the year. Most deserts have a hot, dry climate. clut · tered (klut´әrd) verb. Filled with a messy collection of things. Val’s bedroom was cluttered with all of her sports equipment. Word History Collage comes from the French word collage, from colle, meaning glue or paste. col · o · ny (kol´ә nē) noun. A group of animals living together in the same place. The noise from the penguin colony was deafening. com · mo · tion (kә mō´shәn) noun. A noisy disturbance; confusion. We ran out into the hall to see what was causing the commotion. com · mu · ni· ca ·tion (kә mū´ni kā´shәn) noun. An exchanging or sharing of feelings, thoughts, or information. Some forms of communication do not require speech. con · sid · er · a · tion (kәn sid´әr ā´shәn) noun. Thoughtfulness for other people and their feelings; something carefully thought about. Leroy showed great consideration for his grandmother. con · sis· ted (kәn sis´tәd) verb. Contained; was made up. The batter consisted of a cup of flour, one egg, and a cup of milk. crank· y (krang´kē) adjective. Cross or in a bad temper; grouchy. Roni is always cranky before she’s had breakfast. craters (krā´tәrz) plural noun. Bowl-shaped pits or holes made by the impact of a meteorite. Craters are easier to spot in the desert. con·sume (kәn süm´) verb. To eat or drink. Growing children can consume a lot of food. con · vinced (kәn vinst´) verb. Caused a person to believe or do something. The coach convinced the team they could win, and they did. cor · al (kôr´әl) adjective. Made of coral, a hard substance like stone made up of the skeletons of tiny animals. We went snorkeling on the coral reef. criss · crossed (kris´krôst) verb. Went across, back and forth. Grandma crisscrossed lengths of dough to make a pretty pie top. cur · rent (kûr´әnt) noun. A portion of a body of water or of air flowing continuously in a definite direction. The lifeguard blew his whistle when he noticed that the current was taking the boys out too far. com · ple · ted (kәm plēt´әd) verb. Done, finished. I could hardly wait until my brother completed his Thanksgiving project and we could all go to the movies. 794 539Q 795 documenting/electrical decayed/dizzy de · cayed (dē kād´) adjective. Having undergone the process of decomposition; rotted. We walked past decayed stumps in the woods. di · rec· tor (di rek´tәr) noun. The person in charge of a play, movie, or TV show. The director called for a dress rehearsal over the weekend. doc·u·ment·ing (dok´yә ment ing) verb. Making a record or collecting information. The scientists took notes documenting their findings. dove1 (dōv) verb. Plunged head first into water. We watched as the woman dove perfectly off the board and into the deep pool. dove2 (duv) noun. A medium-size bird of the pigeon family. The dove cooed quietly on the window ledge. de · mon · stra · ted (de´mәn strā´tәd) verb. Showed by actions or experiment. The performer demonstrated great skill with both the piano and the drums. de · scen · dants (di send´әnts) plural noun. People who come from a particular ancestor. My neighbors are descendants of a French explorer. des · per · ate (des´pәr it) adjective. Very bad or hopeless. I needed money, but I was not desperate for it. dis · guised (dis gīzd´) verb. Changed the way something or someone looks to hide it or to look like something else. The king disguised himself as a peasant and walked through the market. de · vi · c-es (di vīs´әz) plural noun. Things used or made for specific purposes. You can choose from several kinds of devices for help in opening a can. dis · gus · ted (dis gus´tid) adjective. Having a strong feeling of dislike. I felt disgusted by the way the bully was treating others. di· ges·ted (dī jest´әd) verb. Broke down and absorbed food. The snake rested while it digested the rat it had swallowed. diz·zy (diz´ē) adjective. Having the feeling of spinning and being about to fall. Riding the Ferris wheel makes me dizzy. eaves·drop·ping (ēvz´drop´ing) noun. Listening to other people talking without letting them know you are listening. Eavesdropping is not a polite thing to do. ech·o·lo·ca·tion (ek ō lō kā´shә n) noun. A way to find out where objects are by making sounds and interpreting the echo that returns. Bats rely on echolocation when they hunt for insects. ee·rie (îr´ē) adjective. Strange in a scary way. We heard an owl’s eerie hooting as we walked home in the dark. dis · ap · point · ment (dis´ә point´mәnt) noun. A feeling of being disappointed or let down. Losing the match was a disappointment, but I still like tennis. dis · ease (di zēz´) noun. An illness. Smallpox is the one serious disease that has been wiped out. Ee down·stream (doun´strēm´) adverb. Moving in the same direction as the current of a stream. On a raft, it is easier to float downstream than to push upstream. dy·nas·ties (dī´nә stēz´) plural noun. Periods of time during which a line of rulers from the same family is in power. Construction of the Great Wall of China took place from the Han to the Yuan dynasties. e·lec·tri·cal (i lek´tri kә l) adjective. Relating to the form of energy carried in wires for use to drive motors or as light or heat. Dad carefully connected the electrical cables to the positive and negative terminals on his car’s battery. Word History Electrical comes from the Latin electrum, meaning “amber,” because of amber’s property of attracting other substances when rubbed. 796 797 endless/exploration end · less (end´lis) adjective. Having no limit or end. The line of people seemed endless, and not everyone would get a ticket. · · en · dured (en durd´or en dyurd´) verb. Survived or put up with. The workers endured the hot sun all day. en·ter·pri·sing (en´tәr prī´zing) adjective. Showing energy and initiative; willing or inclined to take risks. Brian, an enterprising young man, ran for class president and won. en ·vi · ron · ment (en vī´rәn mәnt) noun. Everything that surrounds an animal and affects it. Polar bears have adapted very well to their cold environment. exposure/fuels e · va · po · rate (i vap´ә rāt´ ) verb. To change from a liquid or solid into a gas. When heat makes water evaporate, the water seems to disappear. Word History Evaporate comes from the Latin evaporatus, “to disperse in vapor,” from ex, “out,” and vapor, “exhalation.” e · ven · tu · al · ly (i ven´chü ә lē) adverb. In the end; finally. We eventually got a DVD player because the good movies were not being released on video. ev·i· dence (ev´i dәns) noun. Proof of something. People thought the knave stole the tarts, but they had no evidence. ex· as · per · at · ed (eg zas´pә rāt´әd) verb. Annoyed greatly; made angry. My dad got so exasperated helping with my math that my mom took over. es·ti·mat· ed (es´tә mā´tәd) verb. Judged or calculated, as of the value, quality, extent, size, or cost of something. It is estimated that there are only 30,000 to 50,000 Asian elephants left in the world. eth · nic (eth´nik) adjective. Being part of a group of people with religion, language, national origin, or some other background in common. We went to World Food Day and sampled many ethnic foods. 798 Glossary Dd ex· plo · ra · tion (ek´splә rā´shәn) noun. The act of traveling through unfamiliar areas in order to learn about them. Remote-controlled vehicles are carrying out an exploration of the surface of Mars. ex·po·sure (ek spō´zhәr) noun. The condition of being presented to view. Each time the dog saw a new toy was counted as one exposure. Ff fade (fād) verb. To become gradually weaker, fainter, or dimmer. When a song ends, sometimes it will fade out. faint (fānt) adjective. Not clear or strong; weak. A faint noise came from outside, but I couldn’t see anyone. fluke2 (flük) noun. The flat part of a whale’s tail. The whale smacked the water with its fluke. fool · ish · ness (fü´lish nәs) noun. The act of not showing good sense. I wanted to race across the street, but my mom will not allow that foolishness. fos·sil (fos´әl) noun. The hardened remains or traces of an animal or plant that lived long ago. The fossil we found had imprints of ancient seashells in rock. fam · ished (fam´isht) adjective. Very hungry; starving. After a long day of running and swimming, the children were famished. flicked (flikt) verb. Hit or moved with a quick, light snap. Fred flicked the fly off his face. flinched (flincht) verb. To draw back or away, as from something painful or unpleasant; wince. When the door suddenly slammed, Myra flinched. fluke1 (flük) noun. A chance happening; an accidental turn. The substitute player’s touchdown pass must have been a fluke. frag · ile (fraj´әl) adjective. Easily broken; delicate. My toothpick ship is too fragile to take to show and tell. fu · els (fū´әlz) plural noun. Substances burned as a source of heat and power, such as coal, wood, or oil. When the world runs out of fossil fuels, we will be forced to use alternate energy sources. 799 Glossary 539R Glossary gaped/harmless Gg gaped (gāpt) verb. Stared with the mouth open, as in wonder or surprise. The audience gaped at the acrobats. gen · u · ine (jen´ū in) adjective. Sincere; honest. My friends and I made a genuine effort to help kids new to the school. gli · der (glī´dәr) noun. An aircraft that flies without a motor. Riding in a glider can be exciting. headlines/independence glo · ri · ous (glôr´ē әs) adjective. Having or deserving praise or honor; magnificent. The autumn colors were just glorious. head · lines (hed´līnz) plural noun. Words printed at the top of a newspaper or magazine article. The most important news has the biggest headlines. hoist · ing (hoist´ing) verb. Lifting or pulling up. Hoisting logs out of the water, the men soon grew tired. guard · i · an (gär´dē әn) noun. A person or thing that guards or watches over. My older brother sometimes acts like my guardian. he · ri · tage (her´i tij) noun. Something that is handed down from previous generations or from the past; tradition. Jazz is now a part of our country’s cultural heritage. Ii guide (gīd) noun. Someone who shows the way, such as on a tour or trip. We followed the guide carefully along the narrow trails. hi · ber · nate (hī´bәr nāt´) verb. To sleep or stay inactive during the winter. Bears eat a lot to get ready to hibernate. im · ag · es (im´ij әz) plural noun. Pictures of people or things. The artist had painted large images of the people and animals she saw every day. Hh hab · i · tat (hab´i tat´) noun. The place where an animal or plant naturally lives and grows. A pond is a good habitat for frogs. im · mi · grants (im´i grәnts) plural noun. People who come to live in one country from another. Many immigrants come to the United States every year. Word History glin ·ted (glin´tәd) verb. Sparkled or flashed. Rays of sunshine glinted on the water. hi · lar · i · ous (hi lâr´ē әs) adjective. Very funny. Kendra tells hilarious jokes. im · pres · sive (im pres´iv) adjective. Deserving admiration; making a strong impression. The track team won five races, which was their most impressive result all year. his · to · ri · ans (hi stôr´ē әnz) plural noun. People who study or write about history. Historians can help us to understand the past. in · de · pen · dence (in´di pen´dәns) noun. Freedom from the control of another or others. America gained its independence from Great Britain. Habitat comes from the Latin habitare, meaning “to dwell.” glis · ten · ing (glis´әn ing) adjective. Shining or sparkling with reflected light. The glistening eyes of the children looked out from the stage. han · dy (han´dē) adjective. Within reach, nearby; easy to use. • come in handy. Be useful. It’s amazing how many times a dictionary can come in handy. globe (glōb) noun. The Earth (as a shape). Our globe is the home of billions of people. harm · less (härm´les) adjective. Not able to do damage or hurt. My dog looks mean, but really she is harmless. i · den · ti · fied (ī´den´tә fīd´) verb. Proved that someone or something is a particular person or thing. The fingerprints on the gold watch identified the butler as the thief. 800 801 injustice/limited in · jus · tice (in jus´tis) noun. Lack of justice; unfairness. There are many tools to fight injustice, and everyone should know them. in · ves · ti · gates (in ves´ti gāts´) verb. Looks into carefully in order to find facts and get information. A detective investigates mysteries for a living. in · sec· ti · cides (in sek´ti sīdz) plural noun. Chemicals used to kill insects and other pests. Some insecticides can reduce the number of mosquitoes. Jj in · spec· ted (in speck´tәd) verb. Looked at closely and carefully. The official inspected our car and declared that it was safe to drive. jeal · ous · y (jel´ә sē) noun. A feeling of envy of what a person has or can do. Ken felt some jealousy when he saw Lin’s new bike, but he got over it. in · spire (in spīr´) verb. To stir the mind, feelings, or imagination. Nature can inspire some people to write poetry. in · sult (in´sult´) noun. A remark or action that hurts someone’s feelings or pride. Not to invite Marta to the party would be an insult. in · tel · li · gent (in tel´i jәnt) adjective. Able to understand and to think especially well. Mr. Lee asked an intelligent question. in · ter · fere (in´tәr fîr´) verb. To take part in the affairs of others when not asked; meddle. My mom hates to interfere, but she often gives me good advice. 802 539S logical/microscope log · i · cal (loj´i kәl) adjective. Sensible; being the action or result one expects. When it rains, I do the logical thing and put my bicycle in the garage. loos · ened (lü´sәnd) verb. Made looser; set free or released. Brad loosened his necktie when the ceremony was over. lum · ber · ing (lum´bәr ing) adjective. Moving in a slow, clumsy way. Put a lumbering hippo in the water and it becomes a graceful swimmer. lurk (lûrk) verb. To lie hidden. Many animals lurk in their dens to escape the heat of the day. jour · ney (jûr´nē) noun. A trip, especially one over a considerable distance or taking considerable time. Ping made a journey to China to meet his grandparents. Mm jum·ble (jum´bәl) noun. A confused mixture or condition; mess. My room is a jumble of toys and books, so I have to clean it. mag · ni · fy (mag´nә fī´) verb. To make something look bigger than it really is. Devices such as microscopes help to magnify small things. Ll leg · en · dary (lej´әn der´ē) adjective. Relating to a legend, or a story that has been handed down for many years and has some basis in fact. Johnny Appleseed’s efforts to spread the apple tree have become legendary. mas · sive (mas´iv) adjective. Of great size or extent; large and solid. The pro wrestler had a massive chest. mi · cro · phone (mī´krә fōn´) noun. A device that converts soundwaves into electrical signals, which can then be recorded, broadcast, or amplified. We couldn’t hear the principal in the back of the auditorium because her microphone was broken. Word History Microphone comes from the Greek words mikros, meaning “very small,” and phone, meaning “sound.” mi · cro · scope (mī´krә skōp´) noun. A device for looking at things that are too small to be seen with the naked eye. To see small cells in the body one needs to use a microscope. Word History Microscope comes from the Greek words mikros meaning “very small,” and skopein, meaning “to view or examine.” lim · it · ed (lim´i tid) adjective. Restricted, or kept within boundaries. The menu had only a limited number of choices. 803 midst/nowadays mis· chief (mis´chif) noun. Conduct that may seem playful but causes harm or trouble. The kittens were always getting into mischief when we weren’t home. ne · ga · tives (neg´ә tivz) plural noun. 1. Photographic images made when film is developed. The photographer looked at the negatives through the magnifier. 2. Words or phrases that mean “no.” We heard nothing but negatives in the report. · mis· un · der · stood (mis´un dәr stud´) verb. Understood someone incorrectly; got the wrong idea. I misunderstood the directions and did the wrong page for homework. Oo o · be · di · ence (ō bē´dē әns) noun. The willingness to obey, or to carry out orders, wishes, or instructions. It is important to show obedience to safety rules. mys · te · ri · ous (mi stîr´ē әs) adjective. Very hard or impossible to understand; full of mystery. The fact that the cookies were missing was mysterious. nat · u · ral (nach´әr әl) adjective. 1. Unchanged by people. We hiked through natural surroundings of woods, streams, and meadows. 2. Expected or normal. The natural home of the dolphin is the open ocean. nu ·tri· ents (nü´trē әnts or nū´trē әnts) plural noun. Substances needed by the bodies of people, animals, or plants to live and grow. Sometimes we get ill because we are not getting the proper nutrients. or · bits (ôr´bits) plural noun. The path in space of one heavenly body revolving around another. When we studied orbits I learned it takes Pluto 248.53 years to go around the sun. nuz·zle (nuz´әl) verb. To touch or rub with the nose. My dog will nuzzle me when he wants attention. mut · tered (mut´әrd) verb. Spoke in a low, unclear way with the mouth closed. I saw he was mad by the way he muttered to himself. Nn nu · mer · ous (nü´mәr әs or nū´mәr әs) adjective. Forming a large number; many. The mountain climbers faced numerous problems, but they still had fun. Glossary midst (midst) noun. A position in the middle of a group of people or things. “There is a poet in our midst,” said the principal, “and we need to clap for her.” numerous/overcome ne · glec· ted (ni glekt´әd) verb. Failed to give proper attention or care to; failed to do. I neglected to finish my science project and could not present it at the fair. non · vi · o · lence (non vī´ә lәns) noun. The philosophy or practice of opposing the use of all physical force or violence. The demonstrators practiced nonviolence during the march on Washington. Word History Obedience comes from the Latin word oboedire, meaning “to hearken, yield, or serve.” op · por · tu · ni · ties (op´әr tü´ni tēz) plural noun. Good chances or favorable times. School offers many opportunities to be involved in clubs. or · phan · age (ôr´fәn ij) noun. An institution that takes in and cares for children whose natural parents are absent or dead. Martina had to travel to the Chinese orphanage to adopt her son. out · stretched (out´strecht´) adjective. Stretched out; extended. His outstretched palm held the quarter I had dropped. o · ver · come (ō´vәr kum´) verb. To get the better of; beat or conquer. The team was able to overcome losing the lead to go on to win the game. now · a · days (nou´ә dāz´) adverb. In the present time. People hardly ever write with typewriters nowadays. 804 805 overcrowded/phrases o · ver · crowd · ed (ō´vәr kroud´id) adjective. Having too many people or things. The small apartment was overcrowded with furniture. o·ver·heard (ō´vәr hûrd´) verb. Heard something one was not supposed to hear. I overheard my brother planning a surprise party for me. o · ver · joyed (ō´vәr joid´) adjective. Very happy. The whole team felt overjoyed when we won the soccer game. Pp pa · le · on · tol · o · gist (pā’ lē әn tol´ә jist) noun. A scientist who deals with fossils of prehistoric animal and plant life. The paleontologist spoke to the class about the history of dinosaurs. politicians/raft par · a · lyzed (par´ә līzd´) adjective. 1. Having lost movement or sensation in a part of the body. 2. Made powerless or helpless. The actress felt paralyzed by stage fright. part · ner · ship (pärt´nәr ship´) noun. A kind of business in which two or more people share the work and profits. Janell, Pat, and Erik formed a gardening partnership. patch · work (pach´wûrk´) noun. Something put together out of many uneven or varied parts. From the air, the land looked like a patchwork of green and brown fabrics. pe · cul · iar (pi kūl´yәr) adjective. Strange; not usual. I had the peculiar feeling that I was being watched. pe · ri · od (pîr´ē әd) noun. 1. A length of historical time. The 19th century was a period of railroad building. 2. A mark of punctuation (.) at the end of a declarative sentence or an abbreviation. per · sis · tence (pәr sis´tәns) noun. The ability to keep trying in spite of difficulties or obstacles. Running a business requires persistence. pol · i · ti · cians (pol´i tish´әnz) plural noun. People who hold or seek elected offices. Four politicians were running for the one seat in Congress. pos · i · tive (poz´i tiv) adjective. Certain; sure. I was positive I left that cookie right here on the counter. pow · wow (pou´wou´) noun. A North American Indian ceremony characterized by feasting and dancing. People were selling wild rice and fry bread at the powwow. pre · cious (presh´әs) adjective. 1. Having great cost or value. 2. Held in high esteem; cherished. Gold is a precious metal. pre · his · tor · ic (prē´his tôr´ik) adjective. Belonging to a time before people started recording history. Prehistoric artists sometimes made cave paintings to tell a story. pre · serve (pri zûrv´) verb. To keep safe for the future. My parents preserve some of my school papers every year. pro · claimed (prә klāmd´) verb. Announced publicly. The principal proclaimed May 20 as the day for our annual class trips. pro · fes · sion · als (prә fesh´ә nәlz) plural noun. People who have an occupation that requires special training. Engineers and architects are professionals. pros · pec· tors (pros´pek tәrz) plural noun. People who explore an area for minerals, such as gold. California was full of prospectors during the Gold Rush of 1849. pro · tes · ted (prō test´әd) verb. Complained against something. When the workers lost their jobs, they protested to the union. Rr raft (raft) noun. A kind of flat boat made of logs or boards fastened together. Floating down the river on a raft is a nice way to spend a summer’s day. phras· es (frāz´iz) plural noun. Groups of words expressing a single thought but not containing both a subject and predicate. When I proofread my report, I made phrases into complete sentences. 806 807 Glossary 539T Glossary realistic/rotate re · al · is · tic (rē´ә lis´tik) adjective. Seeing things as they are; practical. I dream of being a famous rock star, but I should also be realistic and stay in school. reef (rēf) noun. A ridge of sand, rock, or coral at or near the surface of the ocean. Boaters have to be careful not to scrape against the reef below. rumbling/scornfully re · gion (rē´jәn) noun. A geographic area whose characteristics are different from the others. Nine of the original thirteen colonies can be found in the Northeast region. re · hearse (ri hûrs´) verb. To practice a song or play in preparation for public performances. We have two weeks to rehearse before opening night! rep · tiles (rep´tīlz) plural noun. Coldblooded vertebrates of the group Reptilia, which includes lizards, snakes, alligators, crocodiles, and turtles. Most reptiles lay eggs, although some give birth to live young. rum · bling (rum´bling) noun. A heavy, deep, rolling sound. The rumbling of thunder woke me up. Ss sa · cred (sā´krid) adjective. Dedicated to or set apart for a religious use or purpose. In ancient Greece, olive trees were sacred to Athena. sanc· tu · ar · y (sangk´chü er´ē) noun. A refuge for wildlife where predators are controlled and hunting is not allowed. My friend runs a sanctuary for injured hawks and owls. re · spon · si · bil · i · ty (ri spon´sә bil´i tē) noun. The quality or condition of having a job, duty, or concern. Taking care of the dog was my responsibility. risks (risks) plural noun. Chances of loss or harm. Explorers were willing to take risks in the hope of discovering new lands. ref · er · ence (ref´әr әns or ref´rens) noun. A statement that calls or directs attention to something. The speech makes a reference to a play by Shakespeare. re · fresh · es (ri fresh´iz) verb. Restores strength and vitality to, as through food or rest. Lemonade refreshes on a hot summer day. scat · tered (skat´әrd) verb. Spread or thrown about here and there. Practice balls were scattered all over the tennis court. roamed (rōmd) verb. Moved around in a large area. The grizzly bear roamed over a wide valley and the nearby mountains. sci· en·ti·fic meth· od (sī´әn tif´ik meth´әd) noun. The process used by scientists, in which a problem is stated, a hypothesis is formed, data are collected through observation or experimentation, and the hypothesis is proved or disproved by analyzing the data. The crime lab is an essential ingredient in the detective’s application of scientific method. scorn · ful · ly (skôrn´fәl ē) adverb. In a way that shows that something or someone is looked down upon and considered bad or worthless. The critic spoke scornfully about the new artist’s paintings. roles (rōlz) plural noun. Characters or parts played by an actor. Indira got one of the leading roles in the class play. ro · tate (rō´tāt) verb. To turn or cause to turn around on or as on an axis. I had to rotate the image because the photo was upside down. 808 809 scuffling/snuffled scuf · fling (skuf´әl ing or skuf´ling) noun. The sound of feet shuffling. When we heard scuffling from upstairs, we knew Grandpa had finished his nap. · se · cure (si kyur´) adjective. Not likely to be taken away; certain or guaranteed. verb. To take possession of for safekeeping. The police will secure the birdcage to use as evidence at the trial. solitary/suspicious silk· en (sil´kәn) adjective. 1. Made of silk. 2. Like silk in appearance. Antonio wrote a poem about the girl’s long silken hair. sky · scrap · ers (skī´skrā´ pәrz) plural noun. Very tall buildings. The city has many skyscrapers, and some of them are 50 stories high! self · ish (sel´fish) adjective. Thinking only of oneself; putting one’s own interests and desires before those of others. A second piece of cake sounded good, but I didn’t want to be selfish. sen · si · ble (sen´sә bәl) adjective. Having or showing sound judgment; wise. If you make a mistake, the sensible thing to do is apologize. shim · mer (shim´әr) verb. To shine with a faint, wavering light; glimmer. The walls of the canyon began to shimmer in the rays of the setting sun. 810 539U Word History Solitary comes from the Latin solitarius, meaning “alone,” lonely. sores (sôrz) plural noun. Places where the skin has been broken and hurts. My hands had sores after raking leaves all morning with no gloves on. seg · re · ga · tion (seg´ri gā´shәn) noun. The practice of setting one racial group apart from another. There are laws against segregation in public schools. se · lec· ting (si lek´ting) verb. Picking out among many; choosing. I spend a long time selecting the right gift. sol · i · tar · y (sol´i ter´ē) adjective. Living, being, or going alone. For trying to escape, the prisoner was placed in solitary confinement. slith · ered (slith´әrd) verb. To slide or glide like a snake. When the snakes slithered across the ground, they hardly made a sound. snick· er · ing (snik´әr ing) verb. Laughing in a mean or disrespectful manner. The children stopped snickering when their mother told them to be kinder. snor · ing (snôr´ing) verb. Making harsh or noisy sounds while sleeping. The dog was snoring on the porch when I came home. snuf · fled (snuf´әld) verb. Breathed noisily because of partly stopped-up nasal passages. Because of a bad cold, I snuffled all day. spe · cial · ty (spesh´әl tē) noun. A special thing that a person knows a great deal about or can make very well. Making quilts is my Aunt Lisa’s specialty. strikes (strīks) plural noun. 1. The stopping of work to protest something. The workers threatened strikes if conditions did not improve. 2. Pitched balls in the strike zone or that a batter swings at and misses. strut· ting (strut´ing) verb. Walking in a selfimportant way. Marilyn went strutting around in her new boots from Italy. stum · bled (stum´bәld) verb. To lose one’s balance, as by missing one’s footing, stubbing one’s toe, or tripping over an obstacle. • stum · bled up · on verb. To come upon something unexpectedly or by chance. We stumbled upon the clues that would lead us to the treasure. sub · urbs (sub´ûrbz) plural noun. The areas around a city where people live. Many people commute from the suburbs into the city. Word History Suburbs come from the Latin suburbium—from sub— “under” and urbs, meaning “city.” sur · vey (sәr vā´) verb. To view or examine as a whole. (sûr´vә) noun. A comprehensive view. A survey of the crime scene revealed three possible points of entry. sus · pi · cious (sәs pish´әs) adjective. Causing doubt and mistrust; causing the feeling that something is wrong. When my mom saw me by the cookie jar, I could tell she was suspicious. 811 temples/universe swallows/technique swarms (swôrmz) plural noun. Large groups of insects flying or moving together. When the hive fell, swarms of angry bees flew out. tem·ples (tem´pә lz) plural noun. Buildings used for the worship of a god or gods. Visitors to Athens can tour many temples of the ancient Greeks. ter·ri·to·ry (ter´i tôr´ē) noun. Any large area of land; region. My brother’s territory for selling office supplies is in North Carolina. Word History Swallows comes from the Old English word swelgan with the same meaning. tes·ti·fy (tes´tә fī´) verb. To give evidence under oath in a court of law. The woman took her place on the witness stand to testify. swal · lows2 (swol´ōz) plural noun. Several groups of small birds having a slender body and a forked tail. swamp (swomp) noun. A kind of wetland in which grasses and shrubs grow on land almost permanently covered by shallow water. Many endangered birds, such as the snowy egret, can be found in this swamp. Tt Word History un·con·sti·tu·tion·al (un´ kon sti tü´ shә nә l) adjective. Not in keeping with the constitution of the United States. Segregation was declared unconstitutional by the Supreme Court. un·ions (ūn´yә nz) plural noun. Groups of workers joined together to protect their jobs and improve working conditions. Labor unions fight to get workers the safety equipment they need. tan · gles (tang´gәlz) plural noun. Knotted, twisted, confused masses. The garden hose had not been rolled back up and was full of tangles. tech · nique (tek nēk´) noun. A method or way of bringing about a desired result in a science, art, sport, or profession. Part of Allison’s technique in running is to breathe in and out on counts of seven. Uu un·fair (un fâr´) adjective. Not fair or just. Punishing all of us for the actions of my little sister seemed unfair. Word History Swallows comes from the Old English word swealwe, meaning “this bird.” tra·di·tions (trә dish´ә nz) plural noun. Knowledge, beliefs, or customs handed down from one generation to another. People of many cultural traditions live in the United States. threat·ened (thret´ә nd) adjective. Having a sense of harm or danger. The dark storm clouds made the players feel threatened with a rain-out. tot·tered (tô´tә rd) verb. Walked or moved with unsteady steps; rocked or swayed as if about to fall. The baby tottered as she first tried to walk. Glossary swal · lows1 (swol´ōz) verb. Causes food or other substances to pass from the mouth into the stomach. Kathy’s sore throat hurts every time she swallows. u·nique (ū nēk´) adjective. Having no equal; the only one of its kind. In many ways, the Everglades is unique. u·ni·verse (ū´nә vûrs´) noun. Everything that exists, including Earth, the planets, the stars, and all of space. Many scientists spend their lives studying the wonders of the universe. Technique comes from the Greek word tekhnikos, meaning “relating to an art or craft.” 812 813 unstable/wistfully un·sta·ble (un stā´bә l) adjective. Not settled or steady; easily moved or put off balance. Although the raft looked unstable, it floated very well. un·sus·pect·ing (un´sә spek´ting) adjective. Having no suspicions. The unsuspecting girls did not realize they were about to get sprayed by the hose. whirl·wind (whûrl´wind´, wûrl´wind´) noun. 1. A whirling current of air that moves forward with great force. 2. Anything resembling a whirlwind. She moved about the apartment, packing like a whirlwind. wild·life (wīld´līf´) noun. Living things, especially the animals that live naturally in an area. We saw lots of wildlife on our hike in the woods. Vv val·u·a·ble (val´ū ә bә l) adjective. Of great use, worth, or importance. The excavation gave us some valuable new information about the settlers. ven·ture (ven´chә r) noun. A business or some other undertaking that involves risk. Rea’s new venture was a carpetcleaning service. ves·sels (ves´ә lz) plural noun. Ships or large boats used to transport or carry over water. The ocean liner known as the Titanic was larger than all other oceangoing vessels of the time. Ww week·days (wēk´dāz´) plural noun. The days of the week except Saturday and Sunday. We only go to school on weekdays. wing·span (wing´span´) noun. The distance between the tips of the wings of a bird, insect, or airplane. The wingspan of some hawks is five feet. wis·dom (wiz´dә m) noun. Good judgment and intelligence in knowing what is right, good, and true. When I’m not sure what to do, I look to my grandpa’s wisdom. Word History Wisdom comes from the Old English word wisdom, from wis, meaning “having sound judgment, learned.” wist·ful·ly (wist´fә l ē) adverb. In a sadly longing way; yearningly. My grandma looked at her wedding pictures wistfully. 814 Glossary 539V
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