Shelby County Schools Extended Learning Guide

English/ Language Arts Grade 2

Introduction

Lesson 6 Ask and Answer Questions About Stories

When you ask questions about what you read, Learning Target answering those questions will help you understand the key details in a story.

Read Asking questions as you read will help you find and understand key details. Key details are important pieces of information, like who and what the story is about. Answering questions can also help you show what you know about the story. Look carefully at this cartoon. What questions could you ask about it?

Maria and Pete went for a hike with Mom and Dad.

They came to a wide river.

How will we get across?

92 Lesson 6 Ask and Answer Questions About Stories ©Curriculum Associates, LLC Copying is not permitted. Theme: Adventures Lesson 6

Think What are some questions you could ask and answer about the story in the cartoon? In the chart, write three more questions about the story and your answers. Good questions often begin with the words who, what, where, when, why, or how.

Ask Questions Answer Questions

Who is in the story? Maria, Pete, Mom, and Dad

What do they do?

Talk Think about what has happened so far. Ask your partner a question about something else that might happen in the story. Discuss your answers.

Academic Talk Use this phrase to talk about the text. • key details

©Curriculum Associates, LLC Copying is not permitted. Lesson 6 Ask and Answer Questions About Stories 93 Modeled and Guided Instruction Read Genre: Adventure Story

SAVING the TRAIN by Annika Pedersen

1 Owen and Amy walked along the Green River. They had never seen the water so high. A storm the day before had brought heavy rain. As they walked around a bend in the river, they could hardly believe their eyes. The railroad bridge over the river had fallen into the rushing water!

2 “The noon train will be here soon!” Owen said to his sister. “It’ll crash right into the river. We’ve got to go tell someone!”

3 “There’s no time to get anyone,” Amy said. “We’ll have to stop it ourselves. I have an idea!” she shouted, as she turned and sped home.

4 When she got there, Amy took a big white tablecloth from the table. She grabbed a can of red paint and a brush. Then she painted the words “STOP! BRIDGE OUT!” on the cloth.

5 Amy dashed as fast as she could back to Owen. Close Reader Habits They could hear the train coming! They held the painted cloth between them and waved. But the Underline key details about important parts train flew by. Had no one seen their warning? of the story. These are details that answer 6 A second later the train’s brakes screeched, and who, what, when, its whistle blew loudly. It came to a full stop. Amy where, and why and Owen had saved the train! questions.

94 Lesson 6 Ask and Answer Questions About Stories ©Curriculum Associates, LLC Copying is not permitted. Ask and Answer Questions About Stories Lesson 6

Explore What questions can you ask and answer about the key details of the story?

Think I will ask questions to help me as I 1 Write questions in the chart. Reread the story to find the answers. read. I can ask who, Write the answers in the chart. what, where, why, or how.

Ask Questions Answer Questions

Talk

2 Think of another question about a key detail in the story. Find and underline the answer in the story. Ask your partner the question and discuss the answer.

Write

3 Short Response Why does Amy make the warning sign? What HINT Reread the happens in the first part of the story that helps you answer this first part of the question? Write your answer in the space on page 98. story before you write your answer.

©Curriculum Associates, LLC Copying is not permitted. Lesson 6 Ask and Answer Questions About Stories 95 Guided Practice Read Genre: Adventure Story

e h T LLIIMM CC by Wendell Riley

1 “Grandpa, look!” I cried. “It’s a ship!” I could hardly believe my eyes. There was a huge ship with tall sails, far out at sea. We waved our arms and shouted, “Help! Help!”

2 We had been stranded on the island for weeks. I was out fishing with Grandpa one day when the weather suddenly changed. A storm blew our fishing boat off course and onto a rocky island. Grandpa steered the best he could, landing us on the shore. But our boat was ruined. We had no way back to the little seaside town we called home.

3 The huge ship was the first we’d seen—and it was sailing right past us! “It’s no use, Sara,” Grandpa said. “They can’t see us.”

4 “But they could if I was up there,” I said. I pointed to the top of a high, rocky hill. Grandpa looked worried, but Close Reader Habits he knew there was no other way. I had to climb the rocks quickly but carefully—and not look What questions can you ask about the down! When I got to the top, I shouted, and story? Underline the flashed a small mirror. I was about to give up, details that help you answer your questions. when a light flashed back. We were saved!

96 Lesson 6 Ask and Answer Questions About Stories ©Curriculum Associates, LLC Copying is not permitted. Ask and Answer Questions About Stories Lesson 6

Think

1 Where does the story take place? I’m going to reread A on a huge ship at sea the story carefully B on Grandpa’s fishing boat and look for details C on a small rocky island that tell who, where, what, and D in a little seaside town why.

2 What causes Sara and Grandpa’s fishing boat to crash? Choose the sentence from the story that answers this question.

A “We had been stranded on the island for weeks.” B “A storm blew our fishing boat off course and onto a rocky island.” C “We had no way back to the little seaside town we called home.” D “When I got to the top, I shouted, and flashed a small mirror.”

Talk

3 Think of a how or why question about the story. Ask your partner the question. Together, find the answer in the story and discuss why it is important.

Write

4 Short Response Read this sentence from the story. HINT Review the sentence in the I was about to give up, when a light flashed back. story to use to write the question. Write a question that the sentence could answer. Then choose another sentence and write a question for that sentence. Write your answer in the space on page 99.

©Curriculum Associates, LLC Copying is not permitted. Lesson 6 Ask and Answer Questions About Stories 97 Modeled and Guided Instruction

Write Use the space below to write your answer to the question on page 95.

SAVING the TRAIN HINT Reread the first 3 Short Response Why does Amy make the warning sign? part of the story What happens in the first part of the story that helps you before you write your answer this question? answer.

Don’t forget to check your writing.

98 Lesson 6 Ask and Answer Questions About Stories ©Curriculum Associates, LLC Copying is not permitted. Guided Practice

Write Use the space below to write your answer to the question on page 97. e h T L II M CC L M HINT Review the 4 Short Response Read this sentence from the story. sentence in the story to use to write the I was about to give up, when a light flashed back. question. Write a question that the sentence could answer. Then choose another sentence and write a question for that sentence.

Check Your Writing Did you read the question carefully? Can you say the question in your own words? Did you use proof from the text in your answer? Are your ideas in a good, clear order? Did you answer in full sentences? Did you check your spelling, capital letters, and periods?

©Curriculum Associates, LLC Copying is not permitted. Lesson 6 Ask and Answer Questions About Stories 99 Independent Practice Read Genre: Realistic Fiction

WORDS TO KNOW OPERATION As you read, look inside, around, and beyond these words to figure out RESCUE what they mean. • operation • platform POSSUM • harness by Charnan Simon, Click

1 One day Jakey found a possum in the window well. 2 “Hello, possum,” Jakey said. “You look stuck. How did you get down there, anyhow?” 3 The possum hissed at Jakey. 4 Jakey’s big brothers came around the corner of the house. “Whatcha got there, Jakey?” they said. 5 “A stuck possum,” Jakey said. 6 “We’ve got to get that possum out!” Artie and Danny said. “Time for Operation: Rescue Possum!” They hurried to their workshop in the barn. 7 When Jakey followed, Artie and Danny were already hard at work drawing up plans. 8 “We don’t want to touch the possum,” Artie said. “It might Copying is not permitted. Copying

bite. Besides, it looks too big to just lift.” 9 Artie showed Jakey their plan.

10 “How will you get the possum to stay on that platform?” Jakey asked. ©Curriculum Associates, LLC Associates, ©Curriculum

100 Lesson 6 Ask and Answer Questions About Stories Ask and Answer Questions About Stories Lesson 6

11 Artie and Danny looked at each other. “We’ll have to make a harness,” Artie decided. 12 “We’ll clip the harness to a hook,” Danny said. “Then we’ll lower something possums like to eat on a pole, and use it as bait.” 13 “Right!” said Artie. 14 Jakey poked around the barn until he found a nice long board. Artie and Danny were so busy with their plans, they didn’t even notice. 15 Jakey dragged the board around the house. He slid it into the window well. 16 Now Jakey waited. 17 The possum sniffed the board, then poked it with one foot. Then it waddled up the board and out of the window well and into the woods behind the barn. 18 Operation: Rescue Possum was a success. ©Curriculum Associates, LLC

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Lesson 6 Ask and Answer Questions About Stories 101 Independent Practice

Think Use what you learned by reading “Operation: Rescue Possum” to respond to the following questions.

1 Where does Jakey find the “stuck possum”?

A by the house B in the workshop C by the barn D in the woods

2 This question has two parts. First, answer Part A. Then answer Part B.

Part A What did Jakey think of Artie and Danny’s plan?

A He didn’t understand it. B He thought it was a great idea. C He didn’t think it would work. D He was afraid it would hurt the possum.

Part B Write a sentence from the story that helped you answer the question in Part A.

102 Lesson 6 Ask and Answer Questions About Stories ©Curriculum Associates, LLC Copying is not permitted. Ask and Answer Questions About Stories Lesson 6

3 Read the sentences from the story.

Jakey dragged the board around the house. He slid it into the window well.

Which question do these sentences answer?

A Who went to the workshop in the barn? B Why were Danny and Artie planning to make a harness? C Where did Jakey find the board he dragged around the house? D How did Jakey plan to get the possum out of the window well?

4 This question has two parts. First, answer Part A. Then answer Part B.

Part A Read these sentences from the story.

“We’ve got to get that possum out!” Artie and Danny said. “Time for Operation: Rescue Possum!”

What does “Rescue” mean in the sentence?

A trick B find C save D catch

Part B Underline the words in the sentences in Part A that helped you answer the question.

©Curriculum Associates, LLC Copying is not permitted. Lesson 6 Ask and Answer Questions About Stories 103 Independent Practice

5 Read the sentence from the story.

Then it waddled up the board and out of the window well and into the woods behind the barn.

What do you think “waddled” means in the sentence?

A The possum ran quickly. B The possum walked quickly. C The possum slid like a snake. D The possum moved slowly.

Write How was the possum finally rescued?

6 Plan Your Response List key details from the story that tell how the possum was rescued.

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7 Short Response How was the possum finally rescued? Use the key details from your list in your answer.

Learning Target How does asking questions as you read and finding answers to those questions help you understand what happens in a story?

©Curriculum Associates, LLC Copying is not permitted. Lesson 6 Ask and Answer Questions About Stories 105 Lesson #21 X.#.#: LessonCompound Title Words

Introduction A word that is made up of two smaller words is called a compound word. Often you can figure out what a compound word means by thinking about the meanings of the two smaller words.

house 1 fly 5 housefly

A housefly is a fly that gets into your house.

Guided Practice Put the two words together to make a compound word. Write the new word on the line. Then circle the correct meaning.

1 1 5 HINT Sometimes black bird the second word in a bird with black feathers the compound word a black feather shaped like a bird is a big clue to the word’s meaning. For example, 2 sword 1 fish 5 a “doghouse” is a sword shaped like a fish a house for a dog, a fish with a jaw like a sword not a dog that looks like a house. 3 rattle 1 snake 5 a rattle shaped like a snake a snake with a tail like a rattle

440 Language Handbook Lesson 21 Compound Words ©Curriculum Associates, LLC Copying is not permitted. Independent Practice Conventions of Standard English

Read the compound word in each sentence. Choose one word from the box to Then choose the correct meaning for complete the second sentence. Write the the word. correct word on the line.

1 A catfish uses its whiskers to find food earthquake earthworm wormhole in the sea. A a fish that eats bugs 4 The worm digs deep into the soil. B a cat that looks like a bird This C a fish with whiskers like a cat crawls up out of the ground when D a cat that likes boats it rains. Knowledge of Language Knowledge of Language

2 A sheepdog helps keep farm animals safe. A a sheep used for its wool B a dog that takes care of sheep C a sheep that plays with birds D a dog that looks like a goat

3 A seahorse has fins and swims in the ocean. Vocabulary Acquisition and Use A an ocean shaped like a horse B a sea animal that looks like a snake C a horse that lives in a barn D a sea animal whose head looks like a horse’s

©Curriculum Associates, LLC Copying is not permitted. Language Handbook Lesson 21 Compound Words 441 Introduction

Lesson 2 Finding the Main Topic

Knowing how to figure out the main topic of a Learning Target text will help you understand what you read.

Read Everything you read has a main topic. The main topic is what the passage is mostly about. Some passages have more than one paragraph, or group of sentences. Each paragraph includes key details that tell you about the main topic. When you put all of the details together, you will know more about the topic. Read the passage and think about its main topic.

Home Sweet Home Many early settlers in America lived in log cabins. They lived, ate, and slept in their log cabins. Log cabins were built from the trees. Trees were cut into parts to make logs. Curved notches were made at the ends of the logs. The logs were put together to make the walls of the cabin. A roof was made from rough boards cut from the logs.

24 Lesson 2 Finding the Main Topic ©Curriculum Associates, LLC Copying is not permitted. Theme: The First Americans Lesson 2

Think Reread the passage and look at the picture. Now look at the chart. Add words to tell about the key details of each paragraph. Then write what you think is the main topic of the passage.

What is the Main Topic?

Key Details from Paragraph 1

Key Details from Paragraph 2

Talk Take turns with your partner telling why log cabins were good homes for early settlers.

Academic Talk Use these words and phrases to talk about the text. • main topic • key details • paragraph

©Curriculum Associates, LLC Copying is not permitted. Lesson 2 Finding the Main Topic 25 Modeled and Guided Instruction Read Genre: History Article

Bering Strait land bridge

Asia

Walking to the North America New World by Kathryn Thomas

1 Long ago, ice covered much of North America. At that time, a bridge of land connected Asia and North America. People walked over this strip of dry land into Alaska. They were following herds of animals. The people settled in different places. Some slowly went south. Over time, they made different nations in the Americas.

2 Some scientists think people came to America even earlier. They think people reached the West Coast by boat. Ancient tools have been found there. These tools might show that people arrived before there was a land bridge. But people who study the past have not found much proof of this idea.

3 These people were the first Americans. All Native Americans are related to them. Scientists Close Reader Habits discovered they first came from Asia. They split Underline the key into many groups as they settled America. They details of each paragraph. made ways of life we are still learning about today.

26 Lesson 2 Finding the Main Topic ©Curriculum Associates, LLC Copying is not permitted. Finding the Main Topic Lesson 2

Explore What details in each paragraph can help you figure out the main topic of the article?

Think Look for key details in each 1 Complete the chart below with details from the passage. paragraph. Then write the main topic.

Main Topic

Key Details from People crossed from Asia into Paragraph 1 North America on a bridge of land.

Key Details from Paragraph 2

Talk

2 Talk to your partner about the key details that help you figure out the main topic of "Walking to the New World." HINT Change the main topic into a Write question. How does each paragraph 3 How do the key details from each paragraph help explain the give part of the main topic? Write your answer in the space on page 30. answer to the question?

©Curriculum Associates, LLC Copying is not permitted. Lesson 2 Finding the Main Topic 27 Guided Practice Read Genre: History Article

Who Were the Mound Builders? by Bea Marron

1 Long ago, Native Americans lived near the Ohio and Mississippi Rivers. These people are known as the Mound Builders. They carried earth in baskets. Then they piled it up with their hands. Over time, they made huge earth mounds. Some mounds were used to bury the dead.

2 The mounds have different shapes. Some people built mounds shaped like cones. One of the highest mounds is almost 70 feet tall.

3 Some people built mounds shaped like circles or squares. They made some of the largest mounds in the world. These mounds were built about 2,000 years ago.

4 Other people built mounds shaped like animals. Close Reader Habits

One mound looks like a winding snake. It is about How does each 1,300 feet long. paragraph help you identify the main topic 5 Still other people made mounds with flat tops. The of the article? people built homes on top of the mounds. These mounds Underline the key details in each were once part of a large, powerful city. paragraph.

28 Lesson 2 Finding the Main Topic ©Curriculum Associates, LLC Copying is not permitted. Finding the Main Topic Lesson 2

Think

1 This question has two parts. Answer Part A. Then answer Part B. Sometimes the first Part A sentence in a What kind of mounds are talked about in paragraph 3? paragraph tells me a key detail about A mounds like cones the main topic. I’ll B mounds like circles or squares reread all of them. C mounds like animals D mounds like a city

Part B Write two details you learned about the answer you chose in Part A.

•

•

Talk

2 Talk to your partner about how the key details in the paragraphs work together. What do they all tell about the main topic?

Write

3 Short Response How does each paragraph add to what you know about the main topic? Write your answer in the space on HINT Use what page 31. you underlined in each paragraph to help you write your answer.

©Curriculum Associates, LLC Copying is not permitted. Lesson 2 Finding the Main Topic 29 Modeled and Guided Instruction

Write Use the space below to write your answer to the question on page 27. Walking to the HINT Change the New World main topic into a question. How does 3 How do the key details from each paragraph help each paragraph give explain the main topic? part of the answer?

Don’t forget to check your writing.

30 Lesson 2 Finding the Main Topic ©Curriculum Associates, LLC Copying is not permitted. Guided Practice

Write Use the space below to write your answer to the question on page 29. Who Were the Mound Builders? HINT Use what you 3 Short Response How does each paragraph add to underlined in each what you know about the main topic? paragraph to help you write your answer.

Check Your Writing Did you read the question carefully? Can you say the question in your own words? Did you use proof from the text in your answer? Are your ideas in a good, clear order? Did you answer in full sentences? Did you check your spelling, capital letters, and periods?

©Curriculum Associates, LLC Copying is not permitted. Lesson 2 Finding the Main Topic 31 Independent Practice

Read Genre: Social Studies Article

WORDS TO KNOW Native American As you read, look inside, around, and beyond these from Scholastic News words to figure out Inventions what they mean. • inventions • sap • syrup 1 Tere are many diferent groups of Native Americans. Look at all the things they invented! Native Americans Invented It! 2 Have you seen a coat like this before? It is a parka. It has a warm, furry hood. Native Americans were the frst to make parkas. What else did they invent? Maple Syrup 3 Native Americans were the frst to get syrup from maple trees. Tey let the sap of the maple tree drip into pails. Ten, they boiled the sap until it turned into syrup. opying is not permitted. opying C

32 Lesson 2 Finding the Main Topic LLC Associates, ©Curriculum Finding the Main Topic Lesson 2

Hammocks 4 Te Native Americans who invented hammocks lived on hot islands. It is easy to keep cool on a hammock. Lacrosse 5 Have you ever seen people play lacrosse? Native Americans invented this sport. It is played all over the world. Players throw and catch a ball with special sticks. Kayaks 6 Te Native Americans who invented ©Curriculum Associates, LLC kayaks lived by the water. Kayaks are a great way to travel over water. Today, people love to race kayaks. It is even a sport in the Olympics!

C opying is not permitted.

Lesson 2 Finding the Main Topic 33 Independent Practice

Think Use what you learned from reading “Native American Inventions” to answer the following questions.

1 What is paragraph 2 about?

A types of warm coats B where Native Americans live C how to invent things D what a parka is

2 Reread paragraph 4 and look at the picture. Find clues for the meaning of the word “hammock.” What is a “hammock”?

A a sandy beach B a straw mat C a bed hung with ropes D a pillow made from leaves

3 What is paragraph 5 mostly about?

A the rules of lacrosse B what lacrosse is C how lacrosse was invented D the meaning of the word “lacrosse”

34 Lesson 2 Finding the Main Topic ©Curriculum Associates, LLC Copying is not permitted. Finding the Main Topic Lesson 2

4 Paragraphs 2–6 are like each other in one important way. Which sentence best describes how they are alike?

A Each describes something made in America. B Each describes a Native American invention. C Each describes something used outdoors. D Each describes how something is made.

5 This question has two parts. First, answer Part A. Then answer Part B.

Part A Think about what the article tells about kayaks. What is a “kayak”?

Part B Look at the answer you wrote for Part A. Write two details from the article that helped you figure out the meaning of the word “kayak.”

•

•

©Curriculum Associates, LLC Copying is not permitted. Lesson 2 Finding the Main Topic 35 Independent Practice

Write Based on what you read, what is the main topic of the article?

6 Plan Your Response What is the main topic of the article?

A things that Native Americans invented B where hammocks were first made C how to get maple syrup from a tree D what kayaks have been used for

7 Short Response Write about the main topic of “Native American Inventions.” Tell what you learned about the topic. Use details from the article in your answer.

36 Lesson 2 Finding the Main Topic ©Curriculum Associates, LLC Copying is not permitted. Finding the Main Topic Lesson 2

Learning Target How does knowing the main topic of a text and the key details of paragraphs help you better understand what you read?

©Curriculum Associates, LLC Copying is not permitted. Lesson 2 Finding the Main Topic 37 Lesson #7 X.#.#: LessonPast Tense Title of Irregular Verbs

Introduction A verb tells what someone or something does or is. A past-tense verb shows an action that happened in the past. • The letters -ed at the end of a verb show an action that happened in the past.

Today, I walk to the pool. Yesterday, I walked to the pool.

• Some verbs are irregular. They change in special ways to show an action that happened in the past. You just have to remember these.

Today, I go to the pool. Yesterday, I went to the pool.

Now sit come get see tell run In the Past sat came got saw told ran

Guided Practice Circle the correct past-tense verb to complete each sentence.

1 HINT Use the Last week, I Aldo at the pool. sees saw chart to find the correct spelling of 2 We by the side of the pool. sat sits each irregular past-tense verb. 3 Then we into the water. jumps jumped

4 Aldo me he was cold. told telled

5 We out of the cold water. getted got

412 Language Handbook Lesson 7 Past Tense of Irregular Verbs ©Curriculum Associates, LLC Copying is not permitted. Independent Practice Conventions of Standard English

Choose the correct past-tense verb.

1 Yesterday, Shia to the beach. 3 The lifeguard in a tall chair. A go A sit B goes B sited C went C sate D goed D sat

2 Tommy to the beach with me 4 Mom me to be careful in last week. the water. Knowledge of Language Knowledge of Language A came A told B come B toll C comed C tell D camed D teld Vocabulary Acquisition and Use

©Curriculum Associates, LLC Copying is not permitted. Language Handbook Lesson 7 Past Tense of Irregular Verbs 413 Introduction

Lesson 8 Determining the Central Message

Knowing which events are most important in a story Learning Target will help you figure out the story’s lesson or central message.

Read The central message of a story is the big idea or lesson the story teaches. Important events in a story help you figure out the central message. Look at the cartoon. Think about a lesson that it teaches.

Come play with us.

120 Lesson 8 Determining the Central Message ©Curriculum Associates, LLC Copying is not permitted. Theme: Learning from Each Other Lesson 8

Think The events in the cartoon tell a story. In the chart below, answer the questions to tell about the most important event in each picture.

What Are the Most Important Events?

First picture Why does the boy look sad?

Second picture What does the girl say to the boy?

Third picture What is the boy doing?

Talk What lesson do you think the events in the cartoon teach? Use the chart above and the cartoon to talk about the lesson the cartoon teaches.

Academic Talk Use this phrase and word to talk about the text. • central message • lesson

©Curriculum Associates, LLC Copying is not permitted. Lesson 8 Determining the Central Message 121 Modeled and Guided Instruction Read Genre: Fable

The Blue Coyote

from a Native American fable

1 Long ago, there lived a hungry coyote. One day, he found a juicy bone! He grabbed it and ran away.

2 When he jumped over a fence, he landed in a big tub filled with blue ink. Now his fur was bright blue!

3 The coyote went to the forest. The animals had never seen such a strange blue creature. They were scared and ran away. The sneaky coyote thought of a plan to make the animals give him all the food he wanted.

4 He told the animals he was their new king. They believed him! They also brought him all the food he wanted.

5 One night, he heard coyotes howling at the moon. He could not stop himself. He started howling, too! Close Reader Habits 6 When the other animals heard him, they knew he was really just another coyote. They were angry Underline words or sentences that tell at being tricked! They chased the blue coyote right why the animals out of the woods. become angry at the blue coyote.

122 Lesson 8 DetDeterminingermining the Central Message ©Curriculum Associates, LLC CopyingCopying is not perpermitted.mitted. Determining the Central Message Lesson 8

Explore How do the events in the story help you figure out its central message?

Think I wonder what lesson the coyote 1 Answer the questions in the chart to tell about the most learns. I’ll find the important events in the story. most important events in the story. What Are the Most Important Events?

How does the blue coyote become blue?

Why do the animals bring the blue coyote food?

Why does the blue coyote start howling?

Talk HINT Think about how the animals 2 What happens after the animals hear the blue coyote howling? feel about the trick Talk about the answer with your partner. the blue coyote has played on Write them.

3 Short Response What lesson do you think the blue coyote learns? Write about an event from the story to explain your answer. Write your answer in the space on page 126.

©Curriculum Associates, LLC Copying is not permitted. Lesson 8 Determining the Central Message 123 Guided Practice Read Genre: Fable The Boy Who Cried Wolf an Aesop fable

1 Long ago, a boy sat watching a farmer’s sheep. He was bored, so he decided to play a trick. “Wolf! Wolf!” he shouted. “A wolf is chasing the sheep!”

2 The villagers came running, but instead of a wolf, they found the boy laughing. “There really isn’t any wolf! I just wanted to fool you,” he said.

3 The angry villagers returned to the village.

4 However, the boy quickly grew bored again. “Wolf!” he shouted. “A wolf is chasing the sheep!”

5 Again, the villagers came running, and they were furious to find that the boy had tricked them a second time.

6 At the end of the day, the boy saw a real wolf. “Wolf!” he shouted. “There’s a wolf after the sheep!” But no Close Reader Habits one came, and the boy ran to the village crying. Which events help you 7 “There was a wolf, and no one came!” he said. figure out the central message of the story? “We didn’t believe you,” the villagers said. “No Underline words and one believes a liar, even when he tells the truth.” sentences that tell what the villagers do each time the boy cries “Wolf!”

124 Lesson 8 Determining the Central Message ©Curriculum Associates, LLC Copying is not permitted. Determining the Central Message Lesson 8

Think

1 Why does the boy shout “Wolf!” the first time? Rereading the A He thinks he sees a wolf chasing the sheep. story will help you B He hopes he can get a real wolf to come. figure out the C He wants to play a joke on the villagers. lesson the character learns. D He feels afraid watching the sheep by himself.

2 What do the villagers do when the boy shouts “Wolf!” the second time?

A They get angry at the boy for tricking them again. B They laugh at being fooled twice by the boy’s trick. C They look all over for a wolf but cannot find it. D They don’t come because they don’t believe him.

Talk

3 Reread the story. Why don’t the villagers believe the boy at the end? Talk about the answer with your partner and look at the important events you underlined in the story.

Write HINT Look for the important event 4 Short Response Use details from the story to answer the that happens at question below. Write your answer in the space on page 127. the end of the What is the central message of the story? story.

©Curriculum Associates, LLC Copying is not permitted. Lesson 8 Determining the Central Message 125 Modeled and Guided Instruction

Write Use the space below to write your answer to the question on page 123.

The Blue Coyote

3 Short Response What lesson do you think the blue coyote learns? Write about an event from the story to explain your answer.

Don’t forget to check your writing.

126 Lesson 8 Determining the Central Message ©Curriculum Associates, LLC Copying is not permitted. Guided Practice

Write Use the space below to write your answer to the question on page 125. The Boy Who Cried Wolf

HINT Look for the 4 Short Response Use details from the story to answer important event the question below. that happens at the What is the central message of the story? end of the story.

Check Your Writing Did you read the question carefully? Can you say the question in your own words? Did you use proof from the text in your answer? Are your ideas in a good, clear order? Did you answer in full sentences? Did you check your spelling, capital letters, and periods?

©Curriculum Associates, LLC Copying is not permitted. Lesson 8 Determining the Central Message 127 • gain • sights what they mean. words to figure out and beyond these inside, around, youAs read, look WORDS TO KNOW TO WORDS 128 IndependentPractice Read Lesson 8 Lesson

D etermining the Central Message Central the etermining 3 2 1

k hungry, soldiers so the fed them peas. setup they to acamp rest. tired, The horsesbecame were horses another new strange When through they land. otherin lands. He thought more that sights could only beautiful be seen travel. But he didn’t to visit places own country. like his in peas forpeas dinner. his he So peas. jumped down from to tree the get some of the ing’s men tree. He from ahigh saw horses the eating A O O monkey who forest lived the in watching was the n ne day, were army and his their riding king the ce upon who thereloved aking atime, was to and the h t d n a Monkey The ©Curriculum Associates, LLC

Peas a folktalefrom India

C opying isnotpermitted. Genre: Folktale

©Curriculum Associates, LLC Copying is not permitted. 129 esson 8 esson L

termining the Central Message De

Lesson 8 Determining the Central Message Central the Determining opying is not permitted. opying C

peas. uickly filled hands and with his mouth peas. e ate the peas, one pea fell from his hand to the his to hand from fell pea the peas, one e ate he king and his army rode back to their country. their king country. to he back his and army rode e king was watching the monkey from the camp. the camp. e king from the monkey was watching e monkey could not find the one lost pea. The lost find the not one could e monkey e q s h h h o t S T T A H The king found many beautiful many in kingThe his land. sights own found go back to my own country. I will enjoy what I already what I will country. own enjoy my to back go have.” He said to himself, “To get one pea, that monkey threw pea, that monkey one get himself, “To said to He like be this monkey. not foolish I would the rest. away everything lost He while trying gain to little. so I will climbed up the tree again and lay on its trunk, its the on tree againclimbed up lay and looking was very disappointed. sad. monkey The hands. He ran down to look for the lost pea. the lost for look ran to hands. down He He away. rolled dropped had peas the monkey other to eat the eat to all in dropped had his the monkey peas The he ground. down sat he the There tree. up climbed back he Then ©Curriculum Associates, LLC Associates, ©Curriculum

8 7 6 5 4

©Curriculum Associates, LLC Copying is not permitted. Independent Practice

Think Use what you learned from reading “The Monkey and the Peas” to answer the following questions.

1 This question has two parts. First, answer Part A. Then answer Part B.

Part A Why does the king visit another country at the beginning of the story?

A to find more beautiful sights in other lands B to make sure his soldiers and his horses are safe C to see monkeys in his own country D to be king of more than one country

Part B Write the sentence from the story that helped you answer the question in Part A.

2 Read the following sentences from paragraph 7 of the story.

I would not be like this foolish monkey. He lost everything while trying to gain so little.

What does the word “foolish” mean in the sentence?

A helpful B clumsy C silly D careless

130 Lesson 8 Determining the Central Message ©Curriculum Associates, LLC Copying is not permitted. Determining the Central Message Lesson 8

3 Read paragraph 6 of the story.

The monkey could not find the one lost pea. The other peas the monkey had dropped rolled away. He climbed up the tree again and lay on its trunk, looking sad. The monkey was very disappointed.

Circle the word in paragraph 6 that best helps you know what “disappointed” means.

4 Which event from the story is most important to understanding the central message?

A The king rides his horse through a new land. B The soldiers give the horses peas to eat. C The monkey watches the king’s men from a high tree. D The monkey drops all the peas to look for the lost one.

5 Which sentence from the story best tells why the king goes back to his own country after watching the monkey?

A “As he ate the peas, one pea fell from his hand to the ground.” B “The monkey could not find the one lost pea.” C “The other peas the monkey had dropped rolled away.” D “‘He lost everything while trying to gain so little.’”

©Curriculum Associates, LLC Copying is not permitted. Lesson 8 Determining the Central Message 131 Independent Practice

Write What is the central message of the story?

6 Plan Your Response Answer the questions in the chart to tell about the most important events in the story. Important Events in “The Monkey and the Peas”

Why does the monkey climb down the tree the frst time?

Why does the monkey climb down from the tree the second time?

What does the king think about the monkey?

Why does the king go back to his own country?

7 Short Response The king learns an important lesson from watching the monkey. What is this lesson or central message of the story? Use information from the chart above in your answer.

132 Lesson 8 Determining the Central Message ©Curriculum Associates, LLC Copying is not permitted. Determining the Central Message Lesson 8

Learning Target LearningHow do the target important text events in a story help you figure out its central message or lesson?

©Curriculum Associates, LLC Copying is not permitted. Lesson 8 Determining the Central Message 133 Lesson #19 X.#.#: LessonPrefixes Title

Introduction You can use word parts to figure out what a word means. A prefix is a word part added to the beginning of a word. It changes the meaning of the word.

Prefix Meaning Prefix 1 Word New Word Meaning un- “not” un 1 fair unfair not fair re- “again” re 1 tell retell tell again pre- “before” pre 1 pay prepay pay before

Guided Practice Look at the prefix in each underlined word. Then circle the correct meaning of the word.

1 HINT When you Dad and I are unhappy with our tree fort. see a long word happy again not happy with a prefix, first look for a word you 2 know in it. Then We will rebuild it. cover that word build again not build with your finger and look at the 3 prefix. Think about The roof is broken and unsafe. what the prefix not safe safe again means and add the meaning to the 4 word you know. This time we will preplan how to build it. not plan plan before

5 We buy precut boards for the walls and roof.

cut before not cut

436 Language Handbook Lesson 19 Prefixes ©Curriculum Associates, LLC Copying is not permitted. Independent Practice Conventions of Standard English

Look at the prefix in each underlined word. Then choose the correct meaning of the word.

1 We redo the walls of our fort. 3 We pretest the old boards to be sure they are strong. A do again A test again and again B not do B do not test C do before C test before D do wrong D test later

2 We save the unbroken boards. Knowledge of Language 4 We repaint the whole fort. Knowledge of Language A broken again A not paint B broken before B paint again C very broken C paint quickly D not broken D paint before Vocabulary Acquisition and Use

©Curriculum Associates, LLC Copying is not permitted. Language Handbook Lesson 19 Prefixes 437 Introduction

Lesson 3 Describing Connections Between Historical Events

Describing or telling about the connections Learning Target between historical events in a text will help you understand how and why events in history happen.

Read Some texts tell about historical events, which are important events that happened in the past. Sometimes these events are connected. “To connect” means to fit two or more things together. Events in a history text can follow each other in the order they happened—first, next, and last. They can also show how one event caused another. Look at the pictures. Think about how the events are connected.

38 Lesson 3 Describing Connections Between Historical Events ©Curriculum Associates, LLC Copying is not permitted. Theme: Two Worlds Meet Lesson 3

Think Look again at the pictures that show what the girl is doing. How are the events connected? Fill in the chart below to tell how the pictures are connected.

First Next Last

The girl is making something.

Talk How are the three pictures connected? Use the pictures to talk about what the girl did first, next, and last. Why did she do it in that order?

Academic Talk Use this phrase and words to talk about the text. • historical events • first • last • connected • next

©Curriculum Associates, LLC Copying is not permitted. Lesson 3 Describing Connections Between Historical Events 39 Modeled and Guided Instruction Read Genre: History Article

A New Flag for a New Nation

by Teresa Roberts

1 A long time ago, in the 1700s, the United States was not a country yet. People lived in thirteen colonies. The colonies belonged to England. The people in the colonies wanted to be free. They decided to fight for freedom. The people needed a flag that would stand for all thirteen colonies. General George Washington wanted a flag that everyone would recognize. It would unite the thirteen colonies. Where would this flag come from?

2 One story says that first General George Washington went to see Betsy Ross. She had a sewing shop in Pennsylvania. He asked Betsy Ross if she would make a flag for the thirteen colonies. She said yes. Betsy Ross made a flag with thirteen stars and thirteen stripes. Each star and stripe stood for a colony. Close Reader Habits

3 The flag that Betsy Ross made was an Underline the important symbol in the fight for freedom. It sentences that tell why Betsy Ross made helped the colonists feel proud. Soon, the colonies a flag. Think about would become one country. This new flag would how the events are connected. stand for the United States of America.

40 Lesson 3 Describing Connections Between Historical Events ©Curriculum Associates, LLC Copying is not permitted. Describing Connections Between Historical Events Lesson 3

Explore How did the United States get its first flag?

I’m going to Think think about how the ideas in my 1 Reread paragraphs 1 and 2. Fill in the chart by writing what chart are happened first, next, and last. connected.

First Next Last

General Washington went General Washington asked Betsy Ross to see Betsy Ross to

Talk

2 With a partner, discuss how Betsy Ross designed the flag.

Write HINT Use first, next, and last in 3 Short Response Tell how the United States got its first flag. your writing to Use details from the article in your answer. Write your answer in show how events the space on page 44. are connected.

©Curriculum Associates, LLC Copying is not permitted. Lesson 3 Describing Connections Between Historical Events 41 Guided Practice Read Genre: History Article

Voyage of the Mayflower by Stephen Krensky

1 The Mayflower was a sailing ship. It left England in September 1620. The ship was carrying 102 passengers. The passengers were later known as Pilgrims. They were looking for a new place to live.

2 The voyage across the Atlantic Ocean took 66 days. Many of the people got seasick as they traveled. There were many storms and leaky cabins. Their dogs and sheep and chickens were not very happy, either.

3 The Mayflower had been sailing for Virginia. But when the ship reached Massachusetts, the Pilgrims thought they had gone far enough. They stopped where some Native Americans had cleared some land but had moved away. The Pilgrims called the place Plymouth.

4 The Pilgrims started building a town. The cold weather slowed their progress. Most of the Pilgrims Close Reader Habits lived on the ship for the winter. Many Why did the Pilgrims wondered if they could survive in this new land. choose to stay in Massachusetts? 5 The coming of spring raised the hopes of the Underline the Pilgrims. Their future looked better. Maybe sentence that tells why. they could build a home here, after all.

42 Lesson 3 Describing Connections Between Historical Events ©Curriculum Associates, LLC Copying is not permitted. Describing Connections Between Historical Events Lesson 3

Think

1 Why did most of the Pilgrims live on the Mayflower for the winter? The events in this article happened A They liked living on the ship more than on land. long ago. Look for B It was too cold to build a town to live in. clues about how C They were afraid of the Native Americans. these events go together. D They were still trying to get to Virginia.

2 Choose an answer from the box to finish the sentence. Write your choice on the line to finish the sentence.

became hopeful decided to leave became gloomy returned to the ship

When spring came, the Pilgrims

Talk

3 Tell your partner the information in the passage that supports your answer to what the Pilgrims did when spring came.

Write

4 Short Response Why did the Pilgrims settle in Massachusetts? HINT Check the Write to tell what caused this to happen. Write your answer in third paragraph of the space on page 45. the article to find the cause.

©Curriculum Associates, LLC Copying is not permitted. Lesson 3 Describing Connections Between Historical Events 43 Modeled and Guided Instruction

Write Use the space below to write your answer to the question on page 41. A New Flag for a New Nation HINT Use first, next, and last in your writing to 3 Tell how the United States got its first flag. Use details from show how events the article in your answer. are connected.

Don’tDon’t forget forget to to check check your your writing. writing.

44 Lesson 3 Describing Connections Between Historical Events ©Curriculum Associates, LLC Copying is not permitted. Guided Practice

Write Use the space below to write your answer to the question on page 43. Voyage of the Mayflower

4 Short Response Why did the Pilgrims settle in HINT Check the Massachusetts? Write to tell what caused this third paragraph of to happen. the article to find the cause.

Check Your Writing Did you read the question carefully? Can you say the question in your own words? Did you use proof from the text in your answer? Are your ideas in a good, clear order? Did you answer in full sentences? Did you check your spelling, capital letters, and periods?

©Curriculum Associates, LLC Copying is not permitted. Lesson 3 Describing Connections Between Historical Events 45 Independent Practice Read Genre: History Article

WORDS TO KNOW As you read, look inside, around, and beyond these words to figure out what they mean. • treaty • harvest • survive Squanto and the Pilgrims from Scholastic News

1 Long ago, there lived a man named Squanto. He was a Native American. He made a big difference in the lives of the Pilgrims.

2 Squanto was a member of the Wampanoag (wam-puh-NOH-ag) tribe. When he was young, Squanto was taken away by sailors. He learned to speak English.

3 Later, Squanto went back to his tribe’s home in Massachusetts. He learned that the Pilgrims were living there. Squanto went to meet them. They were happy he could speak English.

4 The Pilgrims wanted to talk with other Wampanoag people. opying is not permitted. opying Squanto helped them speak to each other. They signed a treaty. C

The treaty said they would keep each other safe from harm.

5 Squanto saw that the Pilgrims needed his help. They were having a hard time living in their new home. ©Curriculum Associates, LLC Associates, ©Curriculum

46 Lesson 3 Describing Connections Between Historical Events Describing Connections Between Historical Events Lesson 3

6 He became a generous teacher. He taught them how to fish and plant corn. He showed them how to get ready for the long winter.

7 Because of Squanto, the Pilgrims had a good harvest. They would have enough food to survive the winter. ©Curriculum Associates, LLC 8 They decided to have a feast. The Wampanoag came. Everyone shared the food and ate together.

9 Squanto made it possible for the Pilgrims to live in

C opying is not permitted. their new home. He also helped the Wampanoag and the Pilgrims live together in peace. The Pilgrims were lucky to have met him!

Lesson 3 Describing Connections Between Historical Events 47 Independent Practice

Think Use what you learned from reading “Squanto and the Pilgrims” to answer the following questions.

1 The following question has two parts. First, answer Part A. Then answer Part B.

Part A When did Squanto learn to speak English?

A after he was taken away by sailors B after he returned to his tribe’s home C after he met the Pilgrims D after he became a teacher

Part B Write two sentences from the passage that helped you answer the question in Part A.

2 Reread paragraph 6. Which of these dictionary definitions for the word “generous” matches the meaning of the word in this selection?

A large, plentiful B not mean C willing to share with others D rich and strong

48 Lesson 3 Describing Connections Between Historical Events ©Curriculum Associates, LLC Copying is not permitted. Describing Connections Between Historical Events Lesson 3

3 Why did the Pilgrims first ask for Squanto’s help?

A They wanted to speak to the Wampanoag people. B They needed someone to take them home. C They did not know how to fish or plant corn. D They wanted to live with the Wampanoag.

4 Why did the Pilgrims decide to have a feast?

A They were happy that it was spring. B They were happy about having a good harvest. C They wanted to meet the Wampanoag people. D They felt sorry that sailors had taken Squanto.

5 Put the events in the order they happened. Write the numbers 1 to 4 to show the order.

Squanto helped the Pilgrims talk to his people.

Squanto helped the Pilgrims learn to fish and plant corn.

They decided to have a feast.

Squanto went to meet the Pilgrims.

6 Write one sentence from the passage that tells why the Pilgrims were lucky they met Squanto.

©Curriculum Associates, LLC Copying is not permitted. Lesson 3 Describing Connections Between Historical Events 49 Independent Practice

Write How and why did Squanto help the Pilgrims?

7 Plan Your Response List two details from the text that tell how Squanto helped the Pilgrims. Then write a detail from the text that tells why he helped them.

How Squanto Helped Why Squanto Helped the Pilgrims the Pilgrims

8 Write an Extended Response How and why did Squanto help the Pilgrims? Use the details you found in the article in your answer.

50 Lesson 3 Describing Connections Between Historical Events ©Curriculum Associates, LLC Copying is not permitted. Describing Connections Between Historical Events Lesson 3

Learning Target How does describing the connections between historical events in a text help you understand how and why events in history happen?

©Curriculum Associates, LLC Copying is not permitted. Lesson 3 DescDescribingribing Connections Between Historical Events 51 Lesson #20 X.#.#: LessonRoot Words Title

Introduction Some words can be broken into parts. The main part of the word is called a root word. The root word will help you figure out the meaning of the whole word.

For example, to help means to make it easier for someone to do something.

help Ann will help us learn about weather. helper She is a great helper. helpful She is a very helpful person. helping She is helping us learn about clouds.

Guided Practice Circle the root word in each underlined word. Then draw a line from the sentence to the meaning of the word.

1 HINT If a word Weather watchers study people who look at has an ending such clouds. something as -er or -y, cover the ending with 2 Clouds give useful hints getting dark your finger, and about weather. read the smaller word. Think about what that word 3 Puffy clouds mean the helpful means. day will be nice.

4 Darkening clouds mean soft and light it might rain.

438 Language Handbook Lesson 20 Root Words ©Curriculum Associates, LLC Copying is not permitted. Independent Practice Conventions of Standard English

Look for the root word in each underlined word. Use this smaller word to help you answer the questions.

1 Read the sentence below. 3 Read the sentence below.

Be careful when you see big, Bad weather can move quickly. dark clouds. What does the word “quickly” mean What does the word “careful” mean in in the sentence? the sentence? A fast A quiet B soon B safe C slowly Knowledge of Language C noisy Knowledge of Language D loudly D silly

4 Read the sentence below. 2 Read the sentence below. Don’t get caught in stormy Dangerous weather may be coming. weather!

What does the word “Dangerous” What does the word “stormy” mean mean in the sentence? in the sentence? A good A having lots of sunshine

B sunny B without clouds or rain Vocabulary Acquisition and Use C cold C with a lot of wind and rain D harmful D with clear, blue skies

©Curriculum Associates, LLC Copying is not permitted. Language Handbook Lesson 20 Root Words 439 Introduction RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Lesson 10 Unfamiliar Words

Figuring out the meanings of important Learning Target words in a text will help you better understand the topic.

Read Readers have many ways to figure out a new word. One way is to look for clues in the words and phrases around the new word. You can also ask yourself what you may already know about the subject or topic. Look at the photo and read the sentences below it. Then find clues about the meaning of the word “extinguish.”

Firefighters work together to extinguish a fire. After they put out the fire, they search for hot spots.

160 Lesson 10 Unfamiliar Words ©Curriculum Associates, LLC Copying is not permitted. Theme: How People Work Together Lesson 10

Think Use the chart to write the clues in the picture for the word “extinguish.” Write the word on the top line. Write the clues. Then write what you think the word means.

Word:

What is a clue from the sentences? The second sentence says “they put out

What is a clue from the picture?

What does the word “extinguish” mean?

Talk Look at the picture again. Talk to your partner about what a firefighter does to extinguish a fire.

Academic Talk Use these words to talk about the text. • phrases • subject • clues

©Curriculum Associates, LLC Copying is not permitted. Lesson 10 Unfamiliar Words 161 Modeled and Guided Instruction Read Genre: Social Studies Article

Taking Flight on a Jumbo Jet

by Kathryn Thomas

1 Airplanes carry people all over the world. Flying safely from place to place is a big job. It takes a whole team of people to do it. The team is called an aircrew. It is headed by a captain.

2 The captain of an airplane is also the pilot. The pilot controls how high and fast the plane flies. The first officer is the co-pilot. That person takes over if the captain needs to rest. There is also a flight engineer who controls the engines to make sure everything is working.

3 Passengers ride in the cabin of the plane. The cabin crew is made up of flight attendants. Their main job is to help passengers travel safely. They show passengers what to do if there is trouble with the plane. They help passengers store their baggage. They also serve passengers food Close Reader Habits and drinks. Underline key 4 Aircrews take people on thousands of flights sentences that help each day. Though passengers may not notice, you understand the meaning of the word the crews are always hard at work. “aircrew.”

162 Lesson 10 Unfamiliar Words ©Curriculum Associates, LLC Copying is not permitted. Unfamiliar Words Lesson 10

Explore How can you use clues in the sentences to figure out what a word means?

Think I’ll reread paragraph 2 to see what kinds 1 Circle the word “controls” in the article, and write the word of clues I can find. in the top box of the chart. Then write clues that help you understand what the word “controls” means. Write what you think the word means.

Word:

First Clue

Second Clue

Meaning

Talk

2 Work with a partner to figure out the meaning of the word “baggage” in the article.

Write

3 Short Response What are two clues from the article that help HINT Look for the you know the meaning of “attendants”? Write your answer in word “attendants” the space on page 166. to find how it is used and what it means.

©Curriculum Associates, LLC Copying is not permitted. Lesson 10 Unfamiliar Words 163 Guided Practice Read Genre: Social Studies Article

An Amazing Rescue

by Rebekah Cohen

1 On August 5, 2010, a mine in the country of Chile caved in. Thirty-three men were trapped inside. They were deep below the earth’s surface. Finding a way to rescue the workers took a long time. The men were trapped for 69 days.

2 The men say that working together saved them. They voted on all the important decisions. They also took turns doing different tasks. On one day, a miner might be in charge of looking for a way out. On another day, he might keep the underground area clean. They also worked together to make their food last as long as they could.

3 Many people asked how the men stayed so cheerful during their time underground. They took turns keeping Close Reader Habits each other’s spirits up. If they hadn’t worked together, the men might have lost hope. But the 33 What made this rescue “amazing”? miners from Chile supported each other to the end. Underline the clues On October 13, 2010, they were saved at last! from the passage that tell why it is amazing.

164 Lesson 10 Unfamiliar Words ©Curriculum Associates, LLC Copying is not permitted. Unfamiliar Words Lesson 10

Think

1 Read this sentence from the article. If I don’t know a They were deep below the earth’s surface. word, I look for clues in the words What is the meaning of “earth’s surface” in this sentence? around it. This A body of water helps me figure out what the word B highest point means. C deep tunnel D outside part

2 In paragraph 2, what is the meaning of the word “tasks”?

A rest B jobs C turns D days

Talk

3 Talk with a partner about how the men “supported” each other. Use clues from the passage in your discussion.

Write

4 Short Response In paragraph 3, the author says that “the 33 HINT Review the miners from Chile supported each other to the end.” Write a passage to find the sentence from the article that gives a clue about the meaning text clues for the of the word “supported.” Now tell what the word “supported” word “supported.” means. Write your answer in the space on page 167.

©Curriculum Associates, LLC Copying is not permitted. Lesson 10 Unfamiliar Words 165 Modeled and Guided Instruction

Write Use the space below to write your answer to the question on page 163.

Taking Flight on a Jumbo Jet HINT Look for the word “attendants” 3 Short Response What are two clues from the article to find how it is that help you know the meaning of “attendants”? used and what it means.

Don’t forget to check your writing.

166 Lesson 10 Unfamiliar Words ©Curriculum Associates, LLC Copying is not permitted. Guided Practice

Write Use the space below to write your answer to the question on page 165. An Amazing Rescue

4 Short Response In paragraph 3, the author says that HINT Review the “the 33 miners from Chile supported each other to the passage to find the end.” Write a sentence from the article that gives a clue text clues for the about the meaning of the word “supported.” Now tell word “supported.” what the word “supported” means.

Check Your Writing Did you read the question carefully? Can you say the question in your own words? Did you use proof from the text in your answer? Are your ideas in a good, clear order? Did you answer in full sentences? Did you check your spelling, capital letters, and periods?

©Curriculum Associates, LLC Copying is not permitted. Lesson 10 Unfamiliar Words 167 Independent Practice Read Genre: Social Studies Article

WORDS TO KNOW As you read, look inside, around, and beyond these words to figure out what they mean. • temperature • heartbeat • operation • medicine Who Works in a Hospital? by Tiffany Gibson

1 A hospital is a busy place! It may even seem confusing at first. Many patients, the people who need to see a doctor, come in every day. Visitors come to see their sick family member or friend. Doctors, nurses, and other hospital workers move calmly from job to job. They know just what to do. They want to give sick or hurt patients the care they need.

168 Lesson 10 Unfamiliar Words ©Curriculum Associates, LLC Copying is not permitted. Unfamiliar Words Lesson 10

2 The hospital medical staff is made up of teams of doctors and nurses. Doctors must examine patients to find the best way to make them better. They check each patient’s temperature and heartbeat. They also ask lots of questions. Then doctors think up plans to make each patient better. Some patients will need special medicine. Other patients may need to have an operation. A person who is sick or hurt must stay in the hospital for a few days.

3 Nurses take care of patients who are in the hospital. Some nurses help doctors with operations or special tests. They make sure patients improve each day. They check that the patients are getting better with the right medicine.

4 There are other workers who help the hospital run smoothly. Some workers give X-rays to find out if someone has a broken bone. Others carry out tests to find out why a patient is sick. Some workers make healthy meals or keep hospital rooms clean.

5 Hospital workers do many different jobs, but they all work together. And they work hard! Their goal is to give all patients the care they need to get better.

©Curriculum Associates, LLC Copying is not permitted. Lesson 10 Unfamiliar Words 169 Independent Practice

Think Using what you learned by reading “Who Works in a Hospital?,” respond to the following questions.

1 What is the meaning of the word “patients”? Write what “patients” means based on the clues in the sentence.

Many patients, the people who need to see a doctor, come in every day.

2 What is the meaning of the phrase “medical staff” in paragraph 2?

A people who keep files of plans B people who treat the sick C people who keep things clean D people who prepare meals

3 Read these sentences from paragraph 2 of the passage.

Doctors must examine patients to find the best way to make them better. They check each patient’s temperature and heartbeat. They also ask lots of questions.

What does the word “examine” mean?

A make plans for B do surgery on C give medicine to D check over carefully

170 Lesson 10 Unfamiliar Words ©Curriculum Associates, LLC Copying is not permitted. Unfamiliar Words Lesson 10

4 The following question has two parts. First, answer Part A. Then answer Part B.

Part A Use the chart to write the clues for the phrase “hospital workers.” Write the phrase in the first box. After you write the clues, write what you think the phrase means.

Phrase:

Clue

Meaning

Part B What is the goal of all the hospital workers?

A to check that the patients are getting better B to give the patients the care they need to get better C to check each patient’s temperature and heartbeat D to keep files about the doctors’ plans

©Curriculum Associates, LLC Copying is not permitted. Lesson 10 Unfamiliar Words 171 Independent Practice

5 In paragraph 3, the author says, “They make sure patients improve each day.” What does the word “improve” mean? Write a sentence from the passage that gives a clue about the meaning of the word “improve.”

Write what you think the word “improve” means.

Write Why is a hospital a busy place?

6 Plan Your Response The title of the passage is “Who Works in a Hospital?” It begins with the sentence “A hospital is a busy place!” Find clues in the passage that tell why it is a busy place. Busy Place

Clue One Clue Two Clue Three

7 Write an Extended Response Write about the information you found to tell why a hospital is a busy place.

172 Lesson 10 Unfamiliar Words ©Curriculum Associates, LLC Copying is not permitted. Unfamiliar Words Lesson 10

Learning Target Now that you know how to figure out the meanings of important words in a text, how does this help you better understand the topic?

©Curriculum Associates, LLC Copying is not permitted. Lesson 10 Unfamiliar Words 173 Lesson #13 X.#.#: LessonContractions Title

Introduction A contraction is a short way of putting two words together. • When you write a contraction, you leave one or more letters out. I 1 am 5 I’m I’m strong and healthy.

• An apostrophe (’) takes the place of the missing letters.

she 1 is 5 she’s do 1 not 5 don’t we 1 will 5 we’ll does 1 not 5 doesn’t is 1 not 5 isn’t did 1 not 5 didn’t cannot 5 can’t are 1 not 5 aren’t

Guided Practice Read each sentence. Write a contraction for the underlined word or words.

1 HINT To form I am making muffins with my sister. most contractions, drop only the vowel 2 She is a good baker. of the second word. But for cannot and 3 We will use butter and eggs. contractions with will, drop the 4 consonant before We cannot forget the flour! the vowel, too. 5 cannot 5 can’t I do not want nuts in the muffins. we will 5 we’ll 6 My brother does not like nuts either.

424 Language Handbook Lesson 13 Contractions ©Curriculum Associates, LLC Copying is not permitted. Independent Practice Conventions of Standard English

Read each question. Choose the correct Read the sentences. Circle the answer. contraction that is not written correctly.

1 Which contraction for “did not” is 4 Dad can’t find the box of raisins. written correctly? It is’nt on the shelf. A didnt’ B di’dnt C didn’t D did’not Knowledge of Language 2 Which contraction for “we will” is Knowledge of Language written correctly? A we’ll B we’ill C well’ D we’l

3 Which contraction for “she is” is written correctly?

A she’is Vocabulary Acquisition and Use B she’s C shes’ D shes

©Curriculum Associates, LLC Copying is not permitted. Language Handbook Lesson 13 Contractions 425 Introduction

Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings)

Using text features to find information in nonfiction Learning Target text will help you better understand what you read.

Read Stores use signs and pictures to help you find what you need. Writers use special signs called text features to help you find important ideas and details in a text. Captions, bold print, and subheadings are types of text features to look for when you read. Read the passage below about igloos. What text features do you see?

House of Snow An igloo is a house made of snow. Some people in snowy areas still make igloos today.

Making an Igloo Igloos are built with large blocks of packed snow. The snow is cut with a saw or knife. The blocks are then stacked tightly together in the shape of a dome.

The window in this igloo is made of sea ice.

174 Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) ©Curriculum Associates, LLC Copying is not permitted. Theme: Homes, Past and Present Lesson 11

Think Look again at the article about igloos. Then fill in the chart below to tell about three text features.

Text Feature Purpose

caption

bold print

subheading

Talk Using the information in your chart, talk to your partner about how text features help you find information as you read.

Academic Talk Use these words and phrases to talk about the text. • text features • bold print • subheadings • captions

©Curriculum Associates, LLC Copying is not permitted. Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) 175 Modeled and Guided Instruction Read Genre: History Article Sod Houses by Henry Wallace

1 Have you ever heard of a sod house? Sod is a layer of dirt. It has grass growing on it. Long ago, pioneers used sod to build houses all across the American prairie. Why People Built Sod Houses

2 The prairie looked like a sea of grass. There were not many trees that pioneers could use to build houses. So they cut bricks out of sod instead. A family and their sod Building a Sod House house in Nebraska

3 Making sod bricks was not easy. The roots from prairie grasses were tough. They were hard to cut through. Pioneers stacked up sod bricks while the roots were still growing. After a while, the bricks would grow together to make a strong wall.

4 Sod houses kept pioneers cool in the summer Close Reader Habits

and warm in the winter. They also protected Circle text features them from storms. that help you find information in the article.

176 Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) ©Curriculum Associates, LLC Copying is not permitted. Text Features, Part 1 (Captions, Bold Print, Subheadings) Lesson 11

Explore How do the text features in “Sod Houses” help you find information?

Think I’ll look at all the text features in 1 Fill in the answers in the chart to tell about the text features in the article and the passage. think about what they tell me.

Text Feature Purpose Examples from Article

bold print

tells about the topic of the text that comes after it

A family and their sod house in Nebraska

Talk

2 Which text feature helped you the most as you read the article on sod houses?

HINT Use the Write details from your chart to help you 3 Short Response Which text features helped you find out what answer the sod is and how to build a house from it? Write your answer in question. the space on page 180.

©Curriculum Associates, LLC Copying is not permitted. Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) 177 Guided Practice Read Genre: Magazine Article Homes Around theW rld by Coriander Singh

1 People have all kinds of homes, or places where they live. Some families live in houses. Other families live in apartments in large buildings. People around the world live in homes like these. They also live in homes you may never have heard about. A Home People Can Take Apart 2 Some people live in huts. Huts are small, simple homes. They are made from branches that are covered with cloth. These homes are easy to put up and take apart. If it’s time to

move, people can take their homes with them. Eight people can live on this houseboat. A Home That Floats on Water 3 Some people live on houseboats. Houseboats are homes that float on water and can travel on rivers Close Reader Habits and lakes. Some houseboats have many rooms, just like houses do on land. How do text features help you find How All Homes Are Alike information in a passage? Put a box 4 No matter where they are, all homes are the same around each in some ways. They protect us from the rain and the subheading. Circle the words in bold sun. They give us a safe place to live, work, sleep, print, and underline and eat. their meanings.

178 Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) ©Curriculum Associates, LLC Copying is not permitted. Text Features, Part 1 (Captions, Bold Print, Subheadings) Lesson 11

Think

1 Why is the word “Huts” in bold print? Rereading the A to help you know what huts look like subheadings will B to show that it is an important word in the passage remind me what is C to tell about the topic of the text that comes after it in the article. D to help you find information about apartments

2 Which text feature helps you find information about homes that can travel on rivers?

A the bold print word “homes” B the bold print word “Huts” C the subheading “A Home People Can Take Apart” D the subheading “A Home That Floats on Water”

Talk

3 How can the text features in the article help you understand the information you read about houseboats?

Write

4 Short Response How do subheadings help make the facts HINT Reread the in this article easier to find? Write your answer in the space on subheadings. What page 181. kinds of details would you find under each one?

©Curriculum Associates, LLC Copying is not permitted. Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) 179 Modeled and Guided Instruction

Write Use the space below to write your answer to the question on page 177. Sod Houses HINT Use the details 3 Short Response Which text features helped you find from your chart to help out what sod is and how to build a house from it? you answer the question.

Don’t forget to check your writing.

180 Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) ©Curriculum Associates, LLC Copying is not permitted. Guided Practice

Write Use the space below to write your answer to the question on page 179. Homes Around the HINT Reread the W rld subheadings. What kinds 4 Short Response How do subheadings help make the of details would you find facts in this article easier to find? under each one?

Check Your Writing Did you read the question carefully? Can you say the question in your own words? Did you use proof from the text in your answer? Are your ideas in a good, clear order? Did you answer in full sentences? Did you check your spelling, capital letters, and periods?

©Curriculum Associates, LLC Copying is not permitted. Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) 181 Independent Practice Read Genre: History Article

WORDS TO KNOW As you read, look Abe inside, around, and beyond these words to figure out Lincoln’s what they mean. • chores • ax • chalkboard from Scholastic News

1 Long ago, Abraham Lincoln was President of the United States. He was born in a small, one- room log cabin. His family built it themselves. Let’s go inside and see what it was like. Water Bucket and Ax

2 Young Abe had many chores to do. He had to This picture shows what Abe Lincoln’s first get water for his family because they needed water log cabin looked like. for washing, drinking, Lincoln was born in and watering plants. Kentucky in 1809. Abe used a bucket to get water from a stream.

3 Abe had another job. He chopped wood with an ax, and his family

used the wood for is not permitted. opying C fences and firewood.

182 Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) LLC Associates, ©Curriculum Text Features, Part 1 (Captions, Bold Print, Subheadings) Lesson 11

Abe’s cabin

Spinning Wheel

4 In Abe’s time, people made their own clothes. This picture shows a Abe’s mother used a spinning wheel. She put cotton spinning wheel from on the wheel and turned the wheel. The cotton Lincoln’s time. stretched out and became thread. She used the thread to make clothes for the whole family. Slate and Books

5 Abe learned how to read and write in the cabin. He wrote on a small chalkboard called a slate, and he wrote with chalk.

6 Abe loved to read. He would walk miles to borrow books. When he carried his books back to the cabin, he tied them together using ©Curriculum Associates, LLC leather straps. One of his favorite books was about George Washington. Games

C opying is not permitted. 7 Have you ever heard of jacks? Some people play jacks today, and children also played it in Abe’s time. They played a game called cup and ball too. They would try to swing the ball into the cup.

Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) 183 Independent Practice

Think Use what you learned by reading “Abe Lincoln’s Cabin” to respond to the following questions.

1 This question has two parts. First, answer Part A. Then answer Part B.

Part A Which information can you find under the subheading “Spinning Wheel”?

A what kind of clothes people wore in Abe’s time B how Abe’s mother used a spinning wheel to make thread C how many times Abe’s mother used a spinning wheel D why people made their own clothes in Abe’s time

Part B Write two details from the text that show why you chose your answer in Part A.

•

•

2 What do you learn from the caption under the illustration on page 182?

A how a spinning wheel works B how Abe gathered water C when Abe was born D what chores Abe had

184 Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) ©Curriculum Associates, LLC Copying is not permitted. Text Features, Part 1 (Captions, Bold Print, Subheadings) Lesson 11

3 Which subheading came above information about the chores Abe did?

A “Water Bucket and Ax” B “Spinning Wheel” C “Slate and Books” D “Games”

4 Which facts are found under each subheading in the passage? Write the letter of the fact in the correct box in the chart.

A One favorite game was cup and ball. B Abe chopped wood for the fire. C Spinning wheels turned cotton into thread. D Abe would walk miles to borrow books. E Abe got water from a stream. F Abe wrote on a slate with chalk. G Abe’s mom made clothes for the whole family.

Water Bucket Spinning Slate and Games and Ax Wheel Books

©Curriculum Associates, LLC Copying is not permitted. Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) 185 Independent Practice

5 Read this sentence from paragraph 1.

He was born in a small, one-room log cabin.

What does “cabin” mean in this sentence?

A a room on a ship B a baby’s room C a hospital D a small house

6 Which text feature would help you find facts about how Abe learned to read and write?

A the subheading “Slate and Books” B the subheading “Games” C the caption “This picture shows a spinning wheel from Lincoln’s time.” D the caption “Abe’s cabin”

Write What did Young Abe do?

7 Plan Your Response Make a list of chores, games, and other things.

Chores Games Other

186 Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) ©Curriculum Associates, LLC Copying is not permitted. Text Features, Part 1 (Captions, Bold Print, Subheadings) Lesson 11

8 Short Response What is something you found out about Young Abe? Choose a chore, game, or other activity. Write what it is and what Abe did.

Learning Target How does knowing about text features help you find information in a nonfiction text?

©Curriculum Associates, LLC Copying is not permitted. Lesson 11 Text Features, Part 1 (Captions, Bold Print, Subheadings) 187 Lesson #14 X.#.#: LessonPossessive Title Nouns

Introduction A possessive noun names a person or thing that something belongs to.

a tail belonging to a whale 5 a whale’s tail

A possessive noun has an apostrophe (’). • If a noun is singular, add an apostrophe and -s to the end of the word.

whale 1 ’s 5 A whale’s tail is very strong.

• If a noun is plural and already ends with -s, just add the apostrophe after the -s.

whales 1 ’ 5 Look at those whales’ tails!

Guided Practice Add an apostrophe and -s or just an apostrophe to make the correct possessive noun in each sentence.

1 HINT A plural A whale baby is called a calf. noun names more than one person, 2 The two babies faces are very cute. place, or thing, and usually ends with -s. 3 The three scientists job is to study whales.

4 Special fat keeps these animals bodies warm.

5 A whale does not have teeth like a shark teeth.

426 Language Handbook Lesson 14 Possessive Nouns ©Curriculum Associates, LLC Copying is not permitted. Independent Practice Conventions of Standard English

Choose the correct way to write each Write the correct word from the box to underlined noun. complete the sentence.

1 Lindas teacher told the class Jason’s’ about whales. Jason’s A Lindas’ B Linda’s Jasons’s

C Lindas’s Jasons D Linda’s’ Knowledge of Language

4 mother studies Knowledge of Language 2 The teachers photos of whales sharks. were amazing. A teachers’s B teache’rs C teachers D teacher’s

3 Many students reports had drawings of whales.

A students’ Vocabulary Acquisition and Use B students’s C student’s D students

©Curriculum Associates, LLC Copying is not permitted. Language Handbook Lesson 14 Possessive Nouns 427 Introduction

Lesson 13 Author’s Purpose

Understanding what an author wants to Learning Target explain or describe will help you find the main purpose of a text.

Read Authors write for different reasons. They write to describe what something is like or give details to explain something. As you read, use details from the text to figure out the author’s main purpose for writing. Read the passage below. Think about what the author wants the reader to know.

Three months ago, our garden was just a patch of dirt. Now it’s a rainbow of colors! There are smooth, red tomatoes, bright green cucumbers, shiny red and orange peppers, and snowy white cauliflower.

Underline four details that name what’s growing in the garden.

202 Lesson 13 Author’s Purpose ©Curriculum Associates, LLC Copying is not permitted. Theme: The Food We Eat Lesson 13

Think Complete the chart to learn about the author’s main purpose for writing this passage.

What is the topic What does the Why did the of the passage? author tell about author write this the topic? passage?

Talk What is the main purpose of this passage? Talk with your partner about the details that help you understand why the author wrote it.

Academic Talk Use this phrase and these words to talk about the text. • main purpose • details • explain • describe

©Curriculum Associates, LLC Copying is not permitted. Lesson 13 Author’s Purpose 203 Modeled and Guided Instruction Read Genre: History Article George Crum: Inventor

by Otto Klein

1 You may love crunchy, salty potato chips. But do you know who first made them? A man named George Crum did in 1853. He invented them by accident.

2 Crum was a cook who made delicious French fries. But one day, a man complained. He said the fries were too thick.

3 Crum made the fries thinner, but the fussy man still wasn’t happy. So Crum made the fries so thin and crunchy that the man couldn’t eat them with his fork.

4 Instead of being angry, the man loved them! Other people who tried Crum’s treat also loved them.

5 A few years later, George Crum opened his Close Reader Habits own restaurant. A big basket of potato chips Underline two details was placed on every table. that tell why Crum made the fries thinner. 6 In 1895, the first potato chip factory was built. Now people could buy potato chips at the store and put them on their own tables.

204 Lesson 13 Author’s Purpose ©Curriculum Associates, LLC Copying is not permitted. Author’s Purpose Lesson 13

Explore What is the author’s main purpose for writing this passage?

Think Remember, the author’s main 1 Complete the chart to help you understand the main purpose purpose for writing of the passage. the text is what the author wants you to know.

What is the topic What does the Why did the of the passage? author tell about author write this the topic? passage?

Talk

2 Why does the author tell about French fries? Talk about it with a partner.

Write

3 Short Response Why did the author write this passage? HINT Use details Use the information in the chart to explain the author’s main from the passage purpose. Write your answer in the space on page 208. in your answer.

©Curriculum Associates, LLC Copying is not permitted. Lesson 13 Author’s Purpose 205 Guided Practice Read Genre: Science Article Bananas Are Best

by Julian Green

1 Americans eat many kinds of fruit. Apples and oranges are popular. But when it comes to your health, bananas are one of the best. And here’s why.

2 Bananas are made mostly of sugars and fiber. Eating a banana can give you a boost of energy. The fiber helps that energy to last. Bananas are also great sources of vitamins. For example, vitamin C helps you fight a cold. Bananas have more sugars and vitamins than apples or oranges.

3 One important fact is that bananas are high in potassium. Potassium helps your stomach digest food, and it helps your brain stay healthy. Bananas can help keep your eyes and bones strong.

4 It doesn’t hurt that bananas taste great! You can slice one up and put it on your cereal. You can bake it into bread or even a pie. Eat a banana every day, Close Reader Habits and you will be healthier and happier. After all, How do bananas help everyone knows a banana has appeal, your stomach and and a peel, too! brain? Underline the words that tell you.

206 Lesson 13 Author’s Purpose ©Curriculum Associates, LLC Copying is not permitted. Author’s Purpose Lesson 13

Think

1 This question has two parts. Answer Part A. Then answer Part B. This article tells me Part A why bananas are a What is the author’s main purpose for writing “Bananas healthy food. Are Best”? Knowing this helps me figure out the A to tell why bananas are good for you author’s main B to tell what bananas are made of purpose for writing. C to tell how bananas help you fight colds D to tell what you can do with bananas

Part B How do details in the article help you figure out the author’s main purpose for writing it?

A They explain why bananas have so much sugar. B They answer questions about bananas. C They describe what bananas look, taste, and smell like. D They explain how eating bananas helps your body.

Talk

2 What does the author explain in the article?

Write HINT What idea is 3 Short Response Write about details in the article that help found in every you understand the author’s main purpose for writing it. Write paragraph? your answer in the space on page 209.

©Curriculum Associates, LLC Copying is not permitted. Lesson 13 Author’s Purpose 207 Modeled and Guided Instruction

Write Use the space below to write your answer to the question on page 205. George Crum: Inventor HINT Use details 3 Short Response Why did the author write this from the passage in passage? Use the information in the chart on page 205 your answer. to explain the author’s main purpose.

Don’t forget to check your writing.

208 Lesson 13 Author’s Purpose ©Curriculum Associates, LLC Copying is not permitted. Guided Practice

Write Use the space below to write your answer to the question on page 207. Bananas Are Best 3 Short Response Write about details in the article that HINT What idea is help you understand the author’s main purpose for found in every writing it. paragraph?

Check Your Writing Did you read the question carefully? Can you say the question in your own words? Did you use proof from the text in your answer? Are your ideas in a good, clear order? Did you answer in full sentences? Did you check your spelling, capital letters, and periods?

©Curriculum Associates, LLC Copying is not permitted. Lesson 13 Author’s Purpose 209 Independent Practice Read Genre: Magazine Article

WORDS TO KNOW As you read, look inside, around, and beyond these words to figure out what they mean. • ripe • orchards • bins • warehouse from Weekly Reader

1 How does the fruit get to our stores? From the Tree to You

2 Follow an apple from the tree to the store.

3 Fall is apple season! That is when most apples are ripe. Ripe apples are fully grown. They are ready to be picked.

4 Apples grow in orchards. An orchard is a kind of farm. It has rows and rows of apple trees. How does the fruit make its way to you? opying is not permitted. opying C

210 Lesson 13 Author’s Purpose LLC Associates, ©Curriculum Author’s Purpose Lesson 13

5 Workers pick apples. They put the apples into bags. Workers climb ladders to reach apples in tall trees.

6 The apples are put into large bins. Trucks take the bins to a warehouse. That is a building where things are stored. The rooms are kept cold so the apples stay crunchy.

7 The apples are sorted by color and size. Rotten apples are thrown out. The good apples are packed in boxes. 8 Trucks take the apples to grocery Eating Healthy stores across the country. The apples Junk food move over! Many schools are unloaded and placed on shelves. across the country are getting 9 People go to grocery stores to buy students to eat healthy foods. apples. They bring them home and eat University Heights Elementary School them. Crunch! in Jonesboro, Arkansas, takes part in a healthy foods program. The students eat all kinds of fruits and vegetables. ©Curriculum Associates, LLC “I think it’s good that we’re trying new things,” says Justin Livingston, age 7. “I’m crazy about the fruits!”

C opying is not permitted.

Lesson 13 Author’s Purpose 211 Independent Practice

Think Use what you learned from reading “Apple Picking Time” to respond to these questions.

1 Which sentence from the article best shows what the author wants to explain?

A “Ripe apples are fully grown.” B “The rooms are kept cold so the apples stay crunchy.” C “How does the fruit make its way to you?” D “The students eat all kinds of fruits and vegetables.”

2 Number each sentence to tell the correct order of events in the article.

Apples are sorted and packed in boxes.

People shop at the store and take apples home.

Apples are taken to the store and put on shelves.

Workers pick the apples.

Apples are taken to the warehouse.

3 What best explains why the author wrote “Apple Picking Time”?

A to describe how workers pick apples B to explain how apples get from trees to stores C to answer questions about a school in Arkansas D to explain when apples are ready to be picked

212 Lesson 13 Author’s Purpose ©Curriculum Associates, LLC Copying is not permitted. Author’s Purpose Lesson 13

4 How do details in the article help you figure out the author’s main purpose for writing it?

A They answer questions about where apples grow and who grows them. B They explain the steps taken to get apples from an orchard to a store. C They describe different kinds of apples. D They describe different kinds of junk food.

5 Tell the author’s main purpose for writing the information in the box “Eating Healthy.” Then give two details that helped you figure out why the author wrote it.

Author’s main purpose for writing “Eating Healthy”:

Two details that helped me understand the main purpose:

•

•

©Curriculum Associates, LLC Copying is not permitted. Lesson 13 Author’s Purpose 213 Independent Practice

6 Read the sentence from the passage.

The apples are unloaded and placed on shelves.

To “load” means to move an object into something. What does the word “unloaded” mean in this sentence?

A taken out of B placed on C put behind D pushed away from

Write How do the details in “Apple Picking Time” help you find its main purpose?

7 Plan Your Response Write three details from the passage that help you understand its main purpose.

8 Short Response Explain the author’s main purpose for writing “Apple Picking Time.” Use details from the passage in your answer.

214 Lesson 13 Author’s Purpose ©Curriculum Associates, LLC Copying is not permitted. Author’s Purpose Lesson 13

Learning Target How does understanding what the author wants to explain or describe help you find the main purpose of the text?

©Curriculum Associates, LLC Copying is not permitted. Lesson 13 Author’s Purpose 215 Lesson #26 X.#.#: LessonUsing Adjectives Title and Adverbs to Describe Introduction When you write, choose adjectives and adverbs that make your ideas clear and interesting. • Use the best adjective you know to tell about a noun. An adjective can tell how something looks, smells, tastes, sounds, or feels.

Sue heard a squeaky noise. She smelled sweet muffins baking. Bright light came through the window.

• Use the best adverb you know to tell about a verb. An adverb can tell about how, where, or when something happens.

Sue woke up late. She dressed quickly. She ran downstairs.

Guided Practice Choose the adjective or adverb in parentheses ( ) that best completes each sentence. Write the word on the line.

1 HINT Try each Sue hears a horn. answer choice in (loud happy) the sentence. Does the sentence make 2 The bus came ! sense? (tomorrow early)

3 Sue grabs her backpack. (warm heavy)

4 Dad says, “We have to run !” (quickly slowly)

450 Language Handbook Lesson 26 Using Adjectives and Adverbs to Describe ©Curriculum Associates, LLC Copying is not permitted. Independent Practice Conventions of Standard English

Choose the correct word to complete each sentence.

1 The school bus stops. 3 She finds an seat. A hungry A excited B yellow B angry C round C unhappy D sleepy D empty

2 Sue climbs . 4 She smiles and waves to her dad.

A inside Knowledge of Language Knowledge of Language A meanly B after B noisily C down C happily D outside D badly Vocabulary Acquisition and Use

©Curriculum Associates, LLC Copying is not permitted. Language Handbook Lesson 26 Using Adjectives and Adverbs to Describe 451