Systematic, Multimedia Vocabulary Instruction
Level Purple
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TEACHER’S ANNOTATED EDITION
tfotebulery
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a
Level Purple
Enriched Edition
with iWords^ Audio Program
Jerry L. Johns, Ph.D.
Distinguished Teaching Professor Emeritus
Department of Literacy Education
Northern Illinois University
Consultants
Joseph Czarnecki, Ph.D.
Christine Gialamas-Antonucci
Faculty Associate, School of Education
Johns Hopkins University
Baltimore, MD
Reading Specialist
Chicago Public Schools
Chicago, IL
Lucy Lugones
Helen Wood Turner, Ed.D.
Technology Consultant
St. Luke’s School
New York, NY
Reading Specialist
Turning Point Academy
Lanham, MD
Sadlier
TEACHER S ANNOTATED EDITION
Vocabulary
Enriched Edition
Audio Program
with iWords
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Advisers
The publisher wishes to thank the following teachers and administrators, who read portions
of the series prior to publication, for their comments and suggestions.
I
Khawla Asmar
Assistant Principal
Milwaukee, Wl
Veronica D.W. Coleman
Principal
Mobile, AL
Ann Jennings
English Specialist
Rustburg, VA
Megan Mayfield
Teacher
Woodstock, GA
iiiiiiii
Carolyn Branch
Lead Charter Administrator
Kansas City, MO
Amy Cristina
Teacher
Panama City, FL
Cora M. Kirby
Reading Specialist
Washington, DC
Julie Cambonga
Assistant Principal/Teacher
Sierra Madré, CA
Tara M. Gaiss
Literacy Specialist
Kings Park, NY
Lisa Mayer
Teacher
Houston, TX
Nancy Wahl
Elementary School Teacher
New York, NY
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Photo Credits: Cover: pencil: Used under license from Shutterstock.com/Pedro Nogueria; wood grain on pencil: Used
under license from Shutterstock.com/Christophe Testi. Agefoto/Topic Photo Agency: T29, Alamy/Big Cheese Photo LLC: T42;
dreamstime: T17; Getty Images/Mel Yates: T5; Yellow Dog Productions: T7; Photo Edit/Bob Daemmrich: T41 ; Shutterstock
Images LLC/iofoto: T12; StockLite: T37.
For additional online resources, go to vocabularyworkshop.com and enter the
Teacher Access Code VWL11TXM72EN.
Copyright © 2011 by William H Sadlier, Inc All rights reserved
3 is a registered trademark of William H Sadlier Inc
This publication, or any part thereof, may not be reproduced in any form,
or by any means, including electronic, photographic, or mechanical, or by
any sound recording system, or by any device for storage and retrieval of
information, without the written permission of the publisher.
Printed in the United States of America
ISBN 978-0-8215-8022-6
123456789 BRR 15 14 13 12 11
Address inquiries to Permissions Department, William H Sadlier, Inc ,
9 Pine Street, New York, New York 10005-1002
Contents
I
TEACHER'S EDITION
F
Introducing Vocabulary Workshop Level Purple...........
T4
A Research-Based Program..............................................
Assessment.............................................................................
T6
T8
T10
T12
Sample Unit and Review...................................................
T14
Supporting English Language Learners.........................
Tl 7
Common Core State Standards new!.............................
T18
Planning and Pacing Guide..............................................
T19
Developing Vocabulary Through Literature..............
T20
Teaching The Unit................................................................
Introducing the Words (Passage) new!...............................
Word Meanings.....................................................................
Match the Meaning...............................................................
Completing the Sentence.....................................................
Words in Context..................................................................
Word Games.........................................................................
The Review...............................................................
Synonyms and Antonyms.......................................
Classifying...............................................................
Word Associations..................................................
Completing the Idea...............................................
Word Study new!..................................................
Shades of Meaning new!.......................................
T21
T22
T24
T25
T26
T27
T28
T29
T30
T31
T32
T33
T34
T38
Midyear Review and Final Mastery Test.......
T42
Glossary.......................................................................
T43
Answer Key to Test Booklets Forms A and B
T44
A Blend of Print and Mixed Media for the Student
A Blend of Print and Mixed Media for the Teacher
Additional Resources
9 vocabularyworkshop.com/purple
Student Resources Online new!
• Audio of Unit Passages
• iWords' Audio Program
• Visuals of Unit Words
• Audio Glossary
•
•
•
•
Teacher Resources Online new!
Assessment Online new!
•
•
•
•
Common Core State Standards
Planning and Pacing Guide
Graphic Organizers
Family Games
Supplemental Components
*Test Booklet Forms A and B
‘Optional purchase
Flash Cards
Interactive Games
Practice Unit Worksheets
Interactive Word Map
• Beginning-of-Year Diagnostic Assessment
• Interactive Unit Quizzes
• Test-Taking Strategies
Introducing
I L_
_
“
T—.
—
7 wj7ïl7.I w
Enriched Edition
with iWords
Audio Program
ocabulary Workshop is an engaging, multimedia program with a systematic approach
to direct vocabulary instruction. Its blend of print and mixed media components helps
to enrich and support instruction for all learners. Vocabulary Workshop Level Purple is
part of a comprehensive elementary-through-high-school series.
Level Purple is:
■ Aligned with the Grade 2 Common Core State Standards, Language Standards K-5,
Vocabulary Acquisition and Use. (See page T18.)
■ Enriched with audio and visual resources to support all learners including English
Language Learners. (See pages T8-T11 and T17.)
■ Supported by best practices in current research. (See pages T6-T7.)
■ Complete with opportunities to practice for vocabulary and writing-related
sections of standardized tests.
■ Designed to build vocabulary and word learning strategies to develop literacy
competencies as measured by given performance indicators. (See page T13.)
vocabularyworkshop.com/purple----------------Visit this Web site for an introduction to the program, including a preview of
print and digital components for a sample Unit.
Instructional Approach
Vocabulary Workshop implements best practices in the areas of vocabulary
development and vocabulary skills. The program provides both contextual learning
and direct instruction of specific vocabulary words, and it explicitly teaches
vocabulary building strategies. Vocabulary Workshop features:
• Contextual learning All Unit words are introduced through Lexiled passages
that represent a variety of genres.
• Systematic, direct instruction Each Unit features direct instruction essential
to help children learn words that are not part of the children's everyday experience.
• Multiple exposures Each core word appears at least five times per Unit, so
children encounter words repeatedly in different and multiple contexts.
• Writing exercises Activities, including Completing the Idea and Write Your
Own, ask children to demonstrate their understanding of the words.
• Vocabulary building strategies Word Study lessons teach how to
implement strategies, such as using context clues.
• Word relationships and meanings Shades of Meaning lessons teach
children about the nuances in word meanings.
• Reviews Synonyms and Antonyms, Classifying, Word Associations, Completing
the Idea, and Vocabulary for Comprehension appear frequently and provide review.
T4
Assessment
Vocabulary Workshop Level Purple provides several comprehensive ways to assess
children's knowledge of Unit words. Multiple assessment tools available for
formative and summative assessments can provide insight into children's
understanding of the words. These assessments include:
• Beginning-of-Year Diagnostic Assessment Benchmark assessment of
words to be taught provides insight into children's prior knowledge of words.
• Interactive Unit Quizzes and Worksheets Printable practice worksheets
provide differentiated follow-up as needed based on results of the Unit Quiz.
• Ongoing Assessment Systematic observation helps to provide insight into
children's understanding of Unit words.
• *Test Booklets Two forms of Unit, Midyear, and Final Mastery Tests provide
opportunities for retesting.
Word List
At the heart of Vocabulary Workshop Level Purple are the 140 core Unit words.
The list includes words that:
• Appear in a wide variety of texts, both academic and trade publications.
• Appear in written and verbal interactions with more mature language users.
• Pertain to a broad spectrum of content areas.
• Apply to standardized tests.
The list of core Unit words for Level Purple has been developed from many sources,
including spelling and vocabulary lists; current content-area textbooks, glossaries,
and ancillary materials (especially for general,
nontechnical terms); and classic and
contemporary fiction and nonfiction.
University-level scholars and classroom
teachers also played an integral role in
generating this list. Both contributed to
and approved the selection of words for
the grade.
* Optional purchase
T5
A Researched-Based Program
Vocabulary Workshop Level Purple is designed to promote language acquisition
with an instructional approach that is supported by research and best practices as
prescribed by vocabulary scholars. Research shows that vocabulary plays a critical
role in learning to read and comprehend text (Biemiller, 2003; Stahl & Stahl, 2004).
It also shows that a child's vocabulary is one of the best predictors in how well
that child will understand text and be able to communicate in writing (Stahl, &
Nagy 2006).
Vocabulary Workshop
Research Shows:
The Value of Direct Instruction
Researchers agree that although extensive read­
ing is important to vocabulary growth, direct
instruction is more effective and more efficient
than incidental learning in achieving deeper,
richer levels of lasting vocabulary understanding
(McKeown & Beck, 1988). Stahl and Fairbanks
(1986) recommend using a definitional and
contextual approach to direct instruction, and
Nagy (1988) recommends including integra­
tion, repetition, and meaningful use. Beck and
McKeown (2004) suggest that for direct instruc­
tion to be most effective, it should focus on useful
words that children are most likely to encounter.
Level Purple provides direct instruction for 140
carefully selected words. These words are intro­
duced in Units that give concise definitions and
examples of usage and then provide exercise sets
in which children see and use the words in a vari­
ety of contexts. To promote repetition, children
must interact with each word five times over the
course of a Unit.
The Value of Contextual Learning of Vocabulary
Research has shown that for vocabulary instruc­
tion to be effective, it must not only provide
definitions, but also demonstrate how words are
used in natural contexts (Nagy, 1988). Many
researchers also agree that much of vocabulary
growth occurs indirectly through language
exposure (Cunningham & Stanovich, 1998).
Vocabulary development is increased when
students are exposed to print-rich environments.
Level Purple introduces the 10 taught words of
each Unit in the natural context of a passage
before children learn the meanings of the words.
In the Midyear Review and Final Mastery Test,
children read additional passages with taught
words in context. Here, the words are from previ­
ous units. Children answer questions assessing
word meaning and general comprehension.
The Value of Providing Multiple Exposures to Words
If children are truly to gain ownership of new
words, vocabulary instruction must provide
multiple and varied encounters with those words
(Daniels, 1996; Leung, 1992; Senechai, 1997;
Stahl & Fairbanks, 1986). Research (National
Reading Panel, 2000) also suggests other practices
that should inform the way vocabulary is taught in
the classroom; these include using multiple meth­
ods of instruction and actively engaging children in
word learning. Any word that is introduced should
continue to be provided in a variety of contexts
to reinforce and enrich children's understanding
(Beck & McKeown, 2004).
T6
Level Purple presents a variety of contexts that
represent as fully as possible each word's seman­
tic range and application. Level Purple also
provides activities in which children are active
participants. They are encouraged to complete
sentence starters with their own ideas and
engage with words in writing and speaking
activities.
Research Shows:
(Vocabulary Workshop]
The Value of Building Vocabulary Through Word Study
According to Put Reading First (Armbruster, Lehr,
& Osborn, 2001), children need to develop
strategies that include using word parts to figure
out the meaning of words in text and using
context clues. According to Aranoff (1994),
word structure helps to determine the meaning
of an unfamiliar word that is derived from the
same stem as a familiar word. Many researchers
promote teaching strategies to enable chil­
dren to access the words they will encounter
in school texts, including teaching morphemic
and contextual cues in tandem (Baumann,
Kame'enui, & Ash, 2003).
Level Purple teaches word learning strate­
gies such as analyzing word parts (affixes and
inflected endings) and using context clues. Level
Purple also provides instruction on topics such as
homophones and multiple-meaning words that
can help children to build their vocabularies.
The Value of Exposing Students to Nuances of Language
According to Beck, McKeown, and Kucan
(2002), instruction that offers rich information
about words and their uses enhances children's
language comprehension and production.
Effective instruction should integrate instructed
words with other knowledge, including how
words relate to one another and how words
relate to real-world and personal experiences
(Nagy, 1988).
Level Purple provides children with opportunities
to interact with word meanings on a deeper level
in Shades of Meaning. Each Shades of Meaning
page focuses on a specific strategy, including
analyzing analogies and word families. Pages also
explore the nuances between word meanings,
enabling children to recognize the importance of
word choice.
For a Bibliography of References, go to vocabularyworkshop.com/purple.
A fuller discussion of current research in vocabulary instruction and practices can
be found in the Sadlier Professional Development Paper Unlocking Word Meanings at
the Middle Grades at vocabularyworkshop.com.
»,
-
■
77
Vocabulary Workshop Level Purple combines print, audio, and visual media to
motivate children and enrich their vocabulary. This integrated approach delivers
vocabulary instruction in a way that reaches a diversity of learners and helps all
children truly "own" words in their growing vocabulary.
Student Book and Audio Components
town ,
UNIT 12
4»«l»rvw»«k *l>ep.c«ni
Introducing the Mords
•k
Listen to this passage about a working guide dog.
Pay attention to the words in the color boxes.
These are the words you will be learning in this unit.
® JjoA
A_ ©Rig'
(Informational Fiction)
y name is Penny, and I work as a guide
dog. The label "guide dog" means that I
help a person who is blind. I was bom at Guide
Dogs for the Blind in San Rafael, California.
This is a place that trains puppies to be guide
dogs. Years ago, the company had only one
i I dog. The modem company of today trains
z*
**
hundreds of dogs every year.
When I was eight weeks old, Guide Dogs for the Blind had
to select a family for me. The family gave me love and a stable
home. The family members taught me
good manners and how to obey
<■
commands, like sit and lie down.
I
They took me to many different
j
places, and they played with
9H
me. Some types of play were
not proper for me and were not
Introducing the
Words
14 Units, 10 words
each are provided.
When I was eighteen months old, I went back to Guide Dogs
for the Blind to begin a special training program. To be honest,
1 was sad to leave my family. During my training, 1 wore a
harness. I learned how to guide a person through a busy city.
I even learned fun skills like how
to ride on a steep escalator. I also
learned how to take a trip on
a train.
Three months later, 1 was ready
to be a guide dog. I was matched
with a partner, a woman who
was blind. When we met, I took a
minute to sniff her hand so that
I could always identify her. We
trained together for three weeks.
Now I have a job to do. 1 spend
my days guiding her anywhere
she wants to go. On weekends,
we escape to the country, and
I spend lots of
time playing.
I love my job.
Introductory passages
provide contextual
learning in a variety
of genres.
Audios of Unit Passages
are available online.
Dogs for the Blind.
j
allowed. The family members
could not pitch a ball or other object
for me to catch and carry back to them.
s?
when tnoy arc gc
different peoplei ;and places.
128
Vlord Meanings
pitch
(verb)
You heard the words below in the passage on pages 128-129.
Read each word and its meaning. Write the word on the line
to complete the sentence.
I. escape
(verb)
You escape to get away.
2. honest
(adjective)
If you are honest, you tell the truth.
3. label
(noun)
EX
The dog tried to
through the open gate.
I wos
I lost his pen.
I tried to
the baseball right into the
catcher's glove.
select
(verb)
and told Dad that
A label is a slicker or tagg fastened to
JOUt it.
something to tell more abc
8. sniff
(verb)
When you sniff something, you take in air through
your nose in short, quick breoths.
9. stable
(noun)
A stable is a building where horses are kept
(adjective)
4. modern
(adjective)
clothes
its food.
My rabbit likes to
When you
'u label somethir
hing, you write
something
ig on a slicker or
o. tag to
tell more> about
i
it.
We should
we know what is in each one.
When you select something, you
pick it out.
At night, I
to wear the next day.
The
on the
can says there is enough soup
for two people.
(verb)
Word Meanings
• Explanations of the
words and example
sentences are featured.
When you pitch something, you
throw it.
all our boxes so
Mom fixed the chair leg Io make
it more
When something is modern, it has to do with
the present time.
In
times, people write
more e-mails than letters.
Six horses live in the
Something that is stable is strong
and not easily moved.
10. steep
(adjective)
A steep hill has a sharp slope that
is difficult to go up.
We had to walk our bikes up
5. object
(noun)
An object is a thing that you can see or touch.
A ball is a round.
the
_
of the trail.
part
UO ■ Unit 12
9,vocabularyworkshop.com/purple
Preview print and digital components for a sample unit.
T8
Engaging visuals depict
words and provide
context.
iWords’ Audio Program
and Audio Glossary,
available online,
support all learners,
including English
Language Learners
(ELL) and striving
learners.
Word Study • Dictionary: Multiple-Meaning Words
A multlple-meoning word is a word with mort
one meaning.
Shades of Meaning . Words That Describe Food
board I. (noun) a long, flot |piece of wood o;
2. (verb) Io get on o vehiclei such os o ship,
plane, or train
Word Study
The word lean can mean “thin" or “without fat.” It is often
used to describe meal. Look at the chart for other words
that can be used to tell about food. Think about how lhe
words help you to imagine what a food is like
This sentence shows lhe second meaning (meat
of board.
• Vocabulary strategies, such
as using context clues and
analyzing prefixes and suffixes,
support word learning.
We board the bus ot 12 noon.
hi
Lean meat does not have much tot
spicy
Write the word that completer each sentence. Then wt
I or 2 to show which meaning of the word is used.
t Juicy
VI I
z
beam I. (noun) a long, strong piece of wooc
holds up part of a building 2. (verb) to send
Eat
2. We need another
Juicy foods ore full of juice and flavor
5
<
Write the name of each food next to the word that best
describes it.
I. Use a flashlight to
UJ
Spicy foods have a strong
g flavor because there ore mony
spices in lhem. They con moke
m
your moulh feel Ihoi.
to
Chili
hot pepper
peach
orange
m
C
z
odd I. (adjeclive) not what yyou ore used to
cannot be divided evenly byy two
vx
spicy
3. The number II is an
juicy
4. I find it
that you ore
6. The
5.
Shades of Meaning
6.
Complete each sentence so that it makes sense. Use the word
lean, spicy, or juicy in your answer.
steer I. (verb) to move something
tg in a ceria
2. (noun) a bull that is raised for imeat
5. Mom will
• Integrated speaking and
writing activities expand word
knowledge.
S
skinless chicken
sliced turkey
bJ
• Words that have shadings of
meaning and relationships to
other words are explored.
7. My hands were a sweet, sticky mess after
.. the car aro
8. My mouth was on fire after
won first prize c
140 ■ Units 11-12 • Review
9. When my brother wonted to lose weight, he exercised and
Review • Units 11-12 • 141
I
I
Additional Online Components
Use online components to support and extend the instruction in the student
book. They are interactive whiteboard (IWB) compatible and available to students,
teachers, and families. Students will enjoy these engaging activities while they learn
and review vocabulary words.
vocabularyworkshop.com/purple
Online Component
Audio of Unit Passages
Words’ Audio Program
Purpose
Provides a recording of each Unit's introductory passage.
English Language Learners can hear the passage being read
as they follow along in their student books.
Brings each vocabulary word to life with a recording of its
definition and illustrative sentence. iWords™ provide oral
models and oral practice for ELL children.
Visuals of Unit Words
Appear in the iWords™ Audio Program to provide visual
context for the words and support for ELL children.
Audio Glossary
Lists all vocabulary words, by alphabetical order and by Unit.
The Audio Glossary models pronunciation for ELL children.
Interactive Games
Review the content of each Unit.
Interactive Word Map
Enables children to build a printable vocabulary concept
map for each Unit word.
Interactive Unit Quizzes
Review definitions of each Unit's words and mirror the format
of standardized tests. Quizzes are automatically scored.
Practice Unit Worksheets
Review each Unit's words in multiple-choice format and
in passage-based critical reading multiple-choice format.
They can also be used as a reteaching tool for ELL children.
Family Games
Presents the content of each Unit in a game-like setting.
79
A Blend of Print and Mixed Media for the Teacher
Vocabulary Workshop Level Purple presents systematic, direct instruction of
vocabulary through an integration of print and online audio and visual media tools
for helping children "own" words in their growing vocabularies and enrich their
understanding.
The Teacher's Edition contains resources to promote successful vocabulary
instruction. These include Research, tips for supporting English Language Learners,
alignment with Common Core State Standards, a Planning and Pacing Guide, as
well as teaching notes for the Student Book pages (see pages T6-T7, T17-T43).
Teacher's Edition and Audio Components
Wbrdl Meanings
TEACH
■ Explain tilt' structure and content of the Word Meaning* page to children.
Introduce each Unit word, its pants) ot speech, meaning!*). lhe picture that clarifies
the meaning (if applicable) and the simple sentence
■lor example discuss the first word in Unit 1
MODEL The first word in dark print Is branch. I see that branch is a
noun—a person, place, or thing. The sentences next to branch tell Its
meaning: A branch iso port of o tree. Il grows out from the trunk of lhe
tree. Below lhe meaning is a sample sentence, which I'll write on the
board I’ll write branch on the line to complete it:
Match the Meaning
j
,
|
1
TEACH
j
■ With a Word Web, engage children in learningj words and using then
Hem m different
nSk questions to
contests. Write brave (Unit I) in the center circle1 <of the Word Web Ask
hose responses
elicit responses that have almost the same meaning as brave. Write thos
in the surrounding circles lor example, discuss whatt a brave person might do
Red and yellow leaves fell from each branch of the tree.
The sentence makes sense when I reread it. Writing branch and
rereading the sentence help me learn lhe meaning ol the word and
how to spell it.
MODEL Would a brave person be afraid? No. a brave person would
not be afraid. I’ll write rs not airaid in one of the circles.
■ Model the multiple
'Hole-meaning word pus* (Unit li similarly. Explain that tn lhe firs
sentence, the woid
:d pass
pa shows action. In the second sentence, pass is a piece of papc
that lets someone: do
d something.
■ Continue to complete the Word Web with children's responses. A completed Web
might look like this:
PRACTICE/APPLY
Word Web
mpletcd sentences
assign the twoi page*
p
for completion. Have children read lhe ccmj
cntcnccs aloud conveys how words can be effective!
vely used in
aloud heading sen
speaking and wnti
Hing
FOLLOW-UP
a English Language Learners (ELL) Multiple-meaning words may be
challenging. Children m.iy have difficulty recognizing that words with the same
spelling and/or pronunciation can have different meanings Explain that the other
word is
is used
used.
words in the sentence can provide clues to which meaning ol the: word
PRACTICE/APPLY
In Unit 1. for example. two definitions are provided tor each ot the words dash, pass
and present. On the board, write phrases that define lhe words, fcllowcd by sentence
with lire words in context. Efave children decide which meaning is used for lhe
underlined words. Ecu example, write the following for the word slush
A. to move quickly
Teacher Support
• Consistent instructional
routines with teacher
modeling.
■Distribute the Word Web. available online al vocahularyworkshop.com . purple
Have children work in pairs or small groups to complete Word Webs for some of theUnit words Have children share their completed Wells.
■Assign the Match the Meaning page, and read the directions aloud. Point out the
live vocabulary words in dark print in the top box. Pronounce each word and have
children repeat the pronunciation
B. a small amount
■ Explain that each ot the sentences from exercises I -S describes one of the words in
the top box and each of the sentences from exereives 6-10 describes one of the
words in the second box. Have children read each sentence and write on the line the
word that matches lhe meaning.
1. \dd a dash of salt to this gravy . .,B1
2. Let's ifiuh to the store before it closes.
vocabularyworkshop.com/puzplc
• Follow-up activity choices to
support and extend learning.
■After children complete- the page have them read each sentence aloud, followed
by the word they matched it with
' Interactive Audio Program children can view and hear Unit words,
meanings, and visuals, and then practice pronouncing Unit words
Audio Glossary Children can listen to Unit words and see illustrated sentences.
FOLLOW-UP
~iOr.il lasngi
inguage To enhance vocabulary Instruction, read aloud to children as
asslble.
Oral reading is critical for developing children’s listening and
often as pos
'
ocabularles. Select texts that contain concepts related to the words
speaking vo
g. Read Aloud* are most effective when you discuss the selection
children aie learning,
before, during, and afi
after reading.
T24
■ ELL Help children relate new concepts and idiomatic expressions to prior
experiences and knowledge Explain idioms when necessary.
9) vocabularyworkihop.com/purple
Interactive Game Match It* Children san mulch Unit word* to
ttierr meanings
T2S
Word! Study/
Unite 9-10 - Suffixe*, i i that a suffix is a wordI part
p? that is added to lhe end of a word. PPoint out that like
trd part that can change
prefixes,
s, >»<>*
suffixes are not words
ds by
I themselves. Instead, a suffix is a word
the meaning <
Explain that the suffix iW means Tun of" and that the suffix less means "without." Write pom twicr I
on lhe board, and remind children that pom is "a feeling of hurt." Add lhe suffixes fu! and fess to I
the end ol pom Read the new words, pa nful and punie». Discuss that painful means "full of pain,
and pamless means "without pain " Provide additional examples, such as: coreiUZcore/ess, coforfulf
colorless, and llKughtluHll-oughlless.
Mt Md*-
Units 11-12 • Dictionary: Multiple Meaning Words. < ■
;f ■
Remind children whal they learned about the importance of word choice on page 71. Review that
good writers choose words carefully. They use words that tell exactly what they mean. Write chilly,
cold, and freezing on the board Elicit from children (hat these three words have almost the same
meaning. Discuss how lhe meanings are alike and different. Leave the words on the board.
Write the following sentence on the board: "We were
after walking two blocks in the blizzard."
FOLLOW-UP
Oral Language Have children write sentences that tell about the words with suffixes in
exercises 1-4, and then have them read those sentences aloud For example: "This word could
describe a shot that a doctor gives you." (painful) "This is how you might feel walking into a
haunted house." (fearful) "This word can describe a little kitten." (harmless)
Model making the best word choice to complete lhe sentence: Say. "I know a blizzard is a strong
winter storm with lots of wind and snow. So walking in a blizzard could make me very, very cold.
Chilly means 'cold,' but not 'very cold.' freezing means 'so cold that water turns to ice ' freezing is the
best choke." Have children discuss why freezing is lhe best word choice for the sentence.
PRACTICE/APPLY
Before assigning exercises 1-5, read aloud the words and meanings in the chart at lhe top of thpage Discuss how the meanings of lhe words are alike and different. After children complete
the exercises, have them identify lhe words In each sentence that helped them decide whether
io use hop, jump, or leap. For exercises 6-8, let volunteers share their answers with (he class and
explain their reasoning.
1
Draw simple pictures of a tree trunk, an elephant’s trunk, and a storage trunk. Ask children to
name one word that could be used to tell about the drawings (trunk) As you point to each
picture, explain that trunk can mean "the large stem part of a tree," "the long snout of an
elephant," or "a large, strong box used for carrying and storing things." Trunk has more than
one meaning; it is a multiple-meaning word.
FOLLOW-UP
Writing Write this sentence: "I am lhe winner,' he said " Work with children
ch
to brainstorm a
list ol words that reflect various shades of meaning for the word said,, such
su as explained, joked,
teased, warned, screamed, and whined. Have children write dialogue tha
:hal1 illustrates lhe different
’ ned." "'You always
meanings. For example: "‘You have a bigger slice of pizza,' my sister whine
want what I have,' I leased "
Direct children to the dictionary entry lor boardon the student page-------. Point out that meaning I
is for the noun board and meaning 2 is for the verb board. Read aloud* the
th- sentence
<■
that shows
meaning 2, and discuss how it shows the meaning. Work with children1 to vwrite an example
' floor."
sentence for meaning 1 —for example, "He nailed a wooden boo'd to the
Hr
Units 11-12 ■ Word* That Describe Food.
PRACTICE/APPLY
Before children complete lhe exercises, read aloud the dictionary entries for each ot lhe
multiple-meaning words. Discuss how each meaning for beam and steer is for a different part
Write the word sweet on lhe board Point out that sweet is a word that is often used to tell what
a food is like. Ask children to name some sweet foods they like. Next, invite children to name
some favorite foods and to suggest words that describe lhe foods. Children should note that
more than one word can sometimes be used to describe the same food. For example, children
might use both su/tyand crunchy to describe popcorn
FOLLOW-UP
Expanding Vocabulary Have children use a beginning print or digital dictionary to find two
meanings for screen check, and model. Ask partners to write sentences that show the two
meanings ol each word. Let volunteers share their sentences with lhe group.
Read aloud the three words in the chart on the student page that describe food, and discuss the
explanations. Ask children to act out what it would be like to eat a spicy food or a juicy food.
PRACTICE/APPLY
Read aloud the food names in the box before assigning exercises 1-6. If children do not
recognize lhe foods or need support, show photos or draw pictures of lhe foods. After children
complete exercises 7-9, allow time for them to share their completed sentences with lhe class
Encourage children to tell what words in the sentence starters helped them to decide how to
complete the sentences.
Ti6
FOLLOW-UP
•s of
Oral Language Distribute copies
< lhe weekly school lunch menu to partners. Ask one partner
to use the> words lean, spicy,
spies’, and ju
juicy to tell about foods on the menu. Then ask the other
i use words such as sweet, crunchy, and tender to tell about the same foods. Make a
partner ton
classroomi chart
c
of the food and all lhe words that describe them.
140
T10
• Audio Glossary, available
online, can be accessed by
alphabetical order of words
or by Unit.
Shadiest of Meaning
Unitt 9-10 • Word Choice 2,
PRACTICE/APPLY
After children complete exercises 1-4, discuss the meanings of the new words. For exercises
5-10, talk about finding words in the sentences that can help children complete lhe sentences,
let volunteers read aloud their completed sentences and tell how they decided upon their
• iWords Audio Program,
available online, includes a
recording of each vocabulary
word, its definition, and an
illustrative sentence.
/
j
I
• Printable Graphic Organizers
available online: Concept
Circle, Word Square,
Word Web.
Curriculum Mapping
As you develop or execute curriculum maps that address Vocabulary Acquisition
and Use Common Core State Standards, you can integrate the taught words
through a variety of activities.
• Index Card File Have children keep on ongoing card file of new words with
both literal and figurative meanings. Children can use them to analyze word
relationships, and sort them by prefix, suffix, meaning, and so on.
• Semantic Word Maps By using a semantic map, children can conceptually
explore a new word. Graphic organizers, available online, may be used to create
individual or class webs that develop organically.
Sample 1
flowing water
I
stream
brook
(Unit 1)
not too wide or deep
zzrz:
small river
Sample 2
pale
(Unit 5)
T'
Examples
What Is It Like?
Nonexamples
watercolor paints
moon
person who is sick
faded
washed out
light color
neon light
hot pink
stop sign
Additional Online Components
Use online components to complement, extend, and enrich instruction in the
Student Book. For interactive whiteboard (IWB) compatible components, see page T9.
vocabularyworkshop.com/purple
Online Component
Purpose
Common Core State Standards,
Language Standards K-5
Aligns the Vocabulary Acquisition and Use standards to
Vocabulary Workshop.
Planning and Pacing Guide
Details how to implement Level Purple over an academic year.
Beginning-of-Year Diagnostic Assessment
Assesses children's vocabulary knowledge of words to be taught.
Graphic Organizers
Provide a visual format for vocabulary development.
Test-Taking Strategies
Provides a printable list of test-taking tips.
vocabularyworkshop.com/purple
Preview print and digital components for a sample unit.
Til
Assessment
Vocabulary Workshop Level Purple provides several comprehensive ways to assess
children's knowledge of words. Multiple assessment tools available for formative
and summative assessments can provide insight into children's understanding of
the Unit words. Formative assessment tools can inform instruction and provide
feedback to children, while summative assessment tools can provide a snapshot of
children's understanding of unit words at a given time. A classroom list of TestTaking Strategies can be found online at vocabularyworkshop.com/purple .
Beginning-of-Year-Diagnostic Assessment
Begin the school year with a benchmark assessment of children's vocabulary
knowledge of Level Purple words to be taught. The printable Beginning-of-Year
Diagnostic Assessment is available at vocabularyworkshop.com/purple. This
assessment can also serve as a before-and-after comparison when combined with
the end-of-year Final Mastery Test in the *Test Booklet.
Interactive Unit Quiz and Practice Worksheet
Interactive Unit Quizzes assess children's knowledge of vocabulary words within a
given unit. These quizzes are administered at the end of each Unit. Teachers can
send children to appropriate follow-up for additional experiences with the Unit
words. Depending on their needs, children can use any of a number of sources,
including the Practice Worksheet for the Unit (see below), interactive games, and
the audio components, available online.
Each Interactive Unit Quiz has these additional unique features:
• Standardized-test format
• Automatic scoring and student feedback
• Student self-assessment
• Printable version also available online
An online printable Practice Unit Worksheet can be used after the Interactive
Unit Quiz to provide differentiated instruction and practice as well as extension,
as needed. These worksheets can be a valuable reteaching tool for English
Language Learners.
* Optional purchase
T12
Ongoing Assessment
There are many ways to assess children's knowledge of the words in Level Purple.
The suggestions below for systematic observation can provide insight into
children's understanding. See instructional routines on pages T24-T33.
• Follow-Up Activities Observe the level of word knowledge demonstrated by
children in Follow-Up Activities in the instructional routines.
• Oral Language Listen for children's use of taught words in conversations,
classroom discussions, and oral reports.
• Children's Writing Note children's attempts to use taught words in their
writing, including keeping a portfolio of children's writing.
• Daily Use Observe whether children recognize taught words when they
hear them or see them in print.
Midyear Review and Final Mastery Test
The Level Purple Student Book provides a Midyear Review and a Final Mastery Test.
Both apply vocabulary learning and give insight into children's word knowledge to
date. They also serve to prepare children for vocabulary sections of standardized tests.
Additional Assessment Component
*Test Booklet Forms A and B provide Unit, Midyear, and Final Mastery Tests.
Unit Tests assess each Unit word twice. Midyear and Final Mastery Tests are in
standardized-test format. The Answer Key can be found on pages T44-T48 of this
Teacher's Edition.
Developing Literacy Competencies
Level Purple is designed to prepare children to acquire the literacy competencies
(new vocabulary and word learning strategies) necessary to become successful
speakers, readers, and writers. As literacy competencies develop, children will
begin to incorporate the new words in everyday speaking and writing. See below
for examples of literacy competencies and performance indicators.
Literacy Competencies
Performance Indicators
• Study synonyms, antonyms, and homonyms to
learn new vocabulary
• Study categories of words to learn new
vocabulary
• Study prefixes, suffixes, endings, and compound
words to learn new vocabulary
• Connect spoken language vocabulary and prior
knowledge to words and ideas in books
• Learn new words indirectly from reading
• Determine the meaning of unfamiliar words by
using context clues
• Determine the meaning of words by using a
dictionary
• Use age-appropriate vocabulary
• Use varied vocabulary
• Locate and use library media resources,
with assistance
• Read unfamiliar informational texts
with assistance
• With assistance, relate new information
to prior knowledge or experience
• Make predictions and inferences based
on context with assistance
* Optional purchase
T13
The Vocabulary Workshop program is designed to be used with any Reading or
Language Arts program. The teaching approach of Vocabulary Workshop is one of
direct instruction. The program provides multiple exposures to words in a variety of
contexts to help deepen meaning. It also provides a blend of print and mixed media
to support and meet all children's needs.
The Planning and Pacing Guide on page T19, or at vocabularyworkshop.com/purple,
shows how the entire program can be taught over an academic year.
À
Sample Unit
i«o;
When 1 was eighteen months old, I went back to Guide Dogs
for the Blind to begin a special training program. To be honest,
I was sad to leave my family. During my training, 1 wore a
harness. I learned how to guide a person through a busy city.
I even learned fun skills like how
Introducing the Viords
Listen to this passage about a working guide
juide deg.
dog.
*
Pay attention to the words in the color boxes.
These are the words you will be learning in this unit.
Introducing the
Words
Introduces 10 Unit
words in context.
Word Meanings
You heard the words below in the passage on pages 128-129.
pitch
When you pitch something, you
Read each word and its meaning. Write the word on the line
(verb)
throw it.
Presents contextual
learning of Unit words.
to complete the sentence.
I tried to
I. escape
(verb)
You escape to get away.
the baseball right into the
catcher's glove.
The dog tried to
Word Meanings
Provides explanations
of words and illustrative
sentences.
through the open gate.
honest
(adjective)
Whe
to selec
home,
good m
comma
They to
places,
me. Sor
not pro
allowes
could n
for me
If you are honest, you tell the truth.
7. select
(verb)
When you select something, you
pick it out.
and told Dad that
I was
clothes
At night, I----------------------
I lost his pen.
to wear the next day.
label
A label is a sticker or tag fastened to
8. sniff
something to tell more about it.
(verb)
The
on the
When you sniff something, you lake in air through
your nose in short, quick breaths.
My rabbit likes to
can says there is enough soup
its food.
for two people.
9. stable
(verb)
'u label something,
When you
(noun)
ig on a sticker or ta
something
A stable is a building where horses are kept.
Six horses live in the
tell morej iabout it.
(adjective)
all our boxes so
We should
and not eas
jsily moved.
we know what is in each one.
Mom fixed the chair leg to make
12»
H. modern
(adjective)
SomethingI ithat is stable is strong
it more
When something is modern, it has to do vzith
the present time.
times, people write
In
10. steep
(adjective)
more e-mails than letters.
A steep h
hill has a sharp slope lhat
is difficult
.it to go up.
We had fo walk our bikes up
object
(noun)
An object is a thing that you can see or touch.
the
part
of the trail.
A ball is a round
130 ■ Unit 12
Match the Meaning
Completing the Sentence
Choose the word from the box that matches the meaning
Choose the word front the box that best completes the
escape
honest
Match the Meaning
Asks children to
process and apply
word meanings.
sentence. Write the word on the line.
in the clue. Write the word on the line.
object
pitch
sniff
'
escape
honest
label
modern
object
1
pitch
select
sniff
stable
steep
i
I. You would probably want a friend who is like this.
to ride a horse for the first time.
I. I went to a
2. You might do this to a beautiful flower in the garden.
The — .
on the trainer’s shirt said, “Sue."
3. Sue helped me
3. You might want to do this when you watch a boring movie.
a horse to ride.
Completing the
Sentence
Uses context clues
to figure out word
meanings.
my hand.
H. She told me to let the horse
We closed the door so the horses would not
H. You could do this with a baseball.
6. Some parts of the riding path were ...
You might be able to hold this in your hand.
7. If the horses sow an
on the path, they
walked around it.
label
modern
select
stable
steep
8. Horseback riding is not a
6. This kind of mountain would be hard to climb.
This might tell you what is in your cereal.
8. This word might describe a well-built bridge.
thing to do,
but it is fun.
9. After riding, I helped
. hay to feed the horses.
10. Riding is herd work. This is the
9. This word could describe a brand new car.
10. This is what you do when you pick the best apples from a
big pile.
132 • Unit 12
T14
J
o
Mords in Context
rd Games
Read the travel brochure. Then write a
sentence to answer each question below.
Find the word in the box that matches the clue.
Write the word in the puttie.
Visit the Red Horse Inn
escape
How would you like to escape to the mountains?
If you need a place to stay, look no further than the
Red Horse Inn. We re being honest when we say you’ll
have a fun time here. All of our rooms are modern and
clean If you need a toothbrush or a towel, just let us
know We can bring you the object you need. As you
may have guessed from our name, we have a stable on
our grounds. You can go riding every day if you want!
We also have flat and steep hiking trails. Just select
what you like best!
pitch
label
sniff
honest
select
ACROSS
modern
object
stable
steep
Words in Context
Promotes contextual
learning.
DOWN
I. lo take breaths through your
nose
I. strong and not easily moved
4. what o hill might be like
Applies vocabulary to
writing.
2. a tag that gives the shirt size
8. to choose
3. to get awoy
9. not lying
5. not old
Word Cames
Uses puzzles and
word play activities to
develop awareness and
an interest in words.
6. something you
con pick up
I. What do you think it means to have modern rooms?
7. to toss
2. Why is this place called the Red Horse Inn?
3. What is one object the workers at the inn could bring to you?
4. Which is harder to hike, a flat trail or a steep frail?
label
Write Your Own
pitch
sniff
D
5. Write a sentence using a word in the box.
134 ■ Unit 12
Unit 12 ■ 13S
Sample Review
If you need help with a word, look il up
in the Glossary al the bock of this book.
Synonyms
Classifying
Circle the word that has almost the same meaning as
the word in dark print. Write the word on the line.
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
Synonyms/Antonyms
• Broaden understanding
of unit words.
I. It would be strange to have a bear os a pet.
A. tense
C. odd
B. honest
den
escape
honest
lean
pitch
proper
stable
tender
Can you toss the ball to me?
A. beam
(X
C. carve
B. pitch
/"—'X z~x
oo
3. You con pick the pen you like best.
A. scrape
B. select
C. sniff
Places Where
Animals Live
4. We saw o young bull al the farm.
A. steer
B. label
C. den
5. We cooked the potatoes until they were soft.
?
3
A. honest
B. tense
C. tender
Antonyms
Circle the word that has almost the opposite meaning as
the word in dark print. Write the word on the line.
s
Associations
Words That Tell
About Meat
I
Classifying
• Asks children to analyze
word relationships.
s
c
z
Relates words to prior
knowledge.
d
Word Associations
Promotes interaction
with words and word
relationships.
Completing the Idea
Choose the answer that best cony
mpletes the sentence
or answers the question. Pay atte
tention to the word
in dark print. Fill in the circle inext to the answer.
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print.
I. The label on the can said that
I. Why might you label your
notebook?
O because it’s blue
O so people know it’s yours
O because you don’t like it
6. Which of these is a modern
thing?
O a horse
O the Internet
O a tree
When I see the sun beam through my window, I ..
3. My favorite object in my room is
2. What is an odd thing to do
with your hand?
O draw o picture
O score o goal in soccer
O play piano
3. Where might you find a beam?
O in o house
O in o bowl of cereal
O in o baseball game
4. To make sure a pet mouse
doesn’t escape, you should
O clean out its cage.
O make sure it takes naps.
O close the door lo its cage.
5. Which of these is something
you steer?
O a farm
O an apple
O a bike
138 ■ Units 11-12 • Review
7. What might you find in a
den?
O a baseball field
O a whale
O a sleeping wolf
<
4. It was odd to find
5. I felt tense when
C I
6. If I lean my head back, I can see
3
8. What might cause you to
scrape your elbow?
O falling on the sidewalk
O watching TV
O wearing a sweatshirt
73
z
Promotes connections
between vocabulary
words and real-life
experiences.
7. It is not proper to
9. If you feel tense, you
O are great at sports.
O are not calm.
O own more than nine things.
10. If a house is stable, it will
O stand for a long time.
O fall over
O have to be painted red.
1
Completing the Idea
• Asks children to
complete
sentence
?
starters that contain
taught words.
8. At the supermarket, I select
9. I got a scrape when I
10. I like to sniff
Review • Units 11-12 • 1391
T15
Sample Unit and Review (continued)
Study • Dictionary: Multiple-Meaning Words
A multiple-meaning word Is a word with more than
one meaning.
board I. (noun) a long, flat piece of wood or plastic
2. (verb) to get on a vehicle such as a ship,
plane, or train
This sentence shows lhe second meaning (meaning 2)
of board.
We board the bus at 12 noon.
Word Study
<3
The word lean can mean "thin" or “without fat " It is often
used to describe meat Look at the chorl for other words
ihot can be used to tell about food Think about how the
words help you to imagine what o food is like
lean
spicy
Write the word that completes each sentence. Then write
1 or 2 to show which meaning of the word is used.
beam I. (noun) a long, strong piece of wood or metal tthat
holds up part of a building 2. (verb) to send somethingj out
?
I. Use a flashlight to
3
number
3. The number II is on
..
that you are here so early
steer I. (verb) to move something inn a certain direction
îat
2. (noun) a bull that Is raised for mea
Lean moot does not hove much fat
Builds word study skills, including
using affixes as clues to meaning.
Spicy foods hove a strong flavor because there ore many
spices in them. They con make your mouth feel hot.
Juicy foods are full of juice and flavor
5
Write the name of each food next to the word that best
describes it.
to hold up the roof.
are used to 2. (adjective)
odd I. (adjective) not what you
y
cannot be divided evenly by/ two
4. I find it
i. Juicy
the light on the pa
2. We need another
5
• Presents topics such as multiple­
meaning words to expand
children's vocabularies.
Shades of Meaning • Words That Describe Food
chili
hot pepper
skinless chicken
peach
orange
sliced turkey
Teaches how to use context clues
to figure out word meaning.
I
1à
spicy
juicy
Complete each sentence so that it makes sense. Use the word
lean, spicy, otJuicy in your answer.
Shades of Meaning
Teaches how to distinguish shades
of meaning among related words.
Develops skills in analyzing word
relationships and nuances in
word meanings.
7. My hands were a sweet, sticky mess after
. the cor around the bus
5. Mom will
8. My mouth was on fire after
won first prize at the state fair
6. The
HO • Units 11-12 • Rmes.
9. When my brother wonted to lose weight, he exercised ond
Rwlen • Units 11-12
—J
Midyear Review / Final Mastery Test
FEMatch the Meaning
■
Completing the Sentence
Choose the word that best completes the sentence.
Fill in the circle next to the word.
Choose the word that best matches the meaning.
I Fill in the circle next to the word.
I. a path
O forest
O feast
trail
O flour
O branch
O stack
12. We plan to
2. the middle
'f
O rainbow
O center
O search
O dash
i
O float
O travel
at the movie on time.
O warn
O cross
_ waits on the ticket line.
O seashell
O rainbow
O crowd
O arrive
2
O island
>73
O nibble
2
<
14. There aren't many seats left, so I start to
4. for down
O bare
O bright
*
O float
Match the Meaning
Asks children to recall
word meanings.
O center
Completing the
Sentence
Uses context clues to
figure out word meanings
in cloze sentences.
13. A large
3. to take a trip
?
On Sunday, I can
sleep late.
O clear
O finally
O exactly
O enormous
O deep
O worry
O pass
O chew
15. After eating all of the popcorn by myself, I feel
5. to go by
O pass
O arrive
O cross
O stack
O tiny
O greedy
O pale
O brove
rn
$
UJ
16. During the movie, I must
6. a small body of water
when I talk.
c£
s
Bit.
7. somel
Oevl
i
Vocabulary for Comprehension
>
! Read
Read this
this pa
passage about a popular hobby, stamp collecting.
Then answer the questions on page 167.
EI
8. some I
Owe
9. when
Choose the answer that best completes
es the sentence or
answers the question. Fill in the circle rnext to the answer.
21. This passage is mostly about
O the history of stamps.
O the year 1847.
O stamp collecting.
26. The word admire means
O to collect something.
O to think highly of.
O to arrive somewhere.
22. In this passage, the word
stamp means
27. What is another word for
select?
Obe
10. easy
Olin
■ Units 1-6
7
£
O to mark something
with ink.
O to push your foot down
hard.
O a piece of paper put on
mail.
2.
3
S
LU
ÈLU
23. The first U.S. stamps
pictured
U.S. stomps from Iho post
A Fun Hobby
s
«
z
Do you know what a philatelist is? It's a stamp collector.
Stamp collecting has been around as long as there have been
stamps. In the United States, the first stamps were sold in 1847.
One had a picture of Benjamin Franklin. Another had a picture
of George Washington. Modern stamps have all kinds of
pictures, from movie stars to cartoons.
You do not have to be an expert to become a stamp
collector. You can start by saving stamps you find on your
family's mail. Then you can put them in a binder. You may
pick a stamp because you admire the person or place shown
on it. You can select stamps that you think are odd, or
unusual. Each stamp is special in its own way. That is what
makes collecting stamps such a fun hobby.
[_
T16
O cartoons.
O movie stars.
O famous leaders.
24. What does the word
modern mean?
O past time
O present time
O future time
25. What is an expert?
O someone who knows a lot
O someone who makes
stamps
O someone who collects
stamps
O pick
O cross
O stack
28. You can figure
re out that
the author thir
inks stamp
collecting is
O only for adults.
O fun and easy.
O a difficult job.
29. In this passage, the word
odd means
O bright.
O normal.
O different.
30. The author most likely wrote
this to
O explain lhe reason we use
stamps.
o give facts about stamp
collecting.
O tell which stamps are
the best.
Final Mastery Test • Units l-H ■
22
z
>
2
so
stq
c
z
Vocabulary for
Comprehension
• Reviews taught words in
the context of a passage.
Provides contextual
learning.
Presents questions that
test word meaning
and comprehension,
similar in format to
standardized tests.
Supporting English Language Learners
In many of today's classrooms, children come from diverse backgrounds with
varying degrees of English proficiency. Vocabulary Workshop Level Purple provides
print materials and also an iWords™ Audio Program with visuals, available online,
to support all learners. Here are more suggestions that will support English
LanguageLearners in their acquisition of vocabulary.
• Real World Connections Use realia, pictures, gestures, and facial expressions
to teach words and clarify meaning.
• Active Participation Encourage active participation by repeating directions
and modeling how to perform tasks. Remember that because of cultural
differences, some children may be reluctant to participate.
• Integrate Vocabulary Daily Focus on vocabulary instruction several times
during the day, integrating vocabulary development with other lessons.
Encourage children to use English as much as possible to gain confidence
over time.
• Model Correct Usage Model proper usage, and correct errors judiciously.
Use corrections to positively reinforce children's use of English.
vocabularyworkshop.com/purple----------------------• Audio of Unit Passages Encourage children to track print as they listen to the unit passage.
• Words’1 Audio Program Guide children as the definition of each Unit vocabulary word comes to
life through oral model and oral practice, along with visuals.
• Visuals of Unit Words Direct children to the visuals in the iWords™ Audio Program to enable
them to see context for the words.
• Audio Glossary Have children use this glossary to read and listen to self-correct pronunciation
and to clarify meaning.
• Interactive Unit Quizzes Give children opportunities to review synonyms and words with
multiple meanings.
• Practice Unit Worksheets Provide needed additional interaction with Unit words.
• Interactive Word Map Help children gain deeper understanding of word meaning as they
build vocabulary concept maps for Unit words.
Common Core State Standards
Vocabulary Workshop Level Purple correlates to the Common Core State Standards,
Language Standards K-5, Vocabulary Acquisition and Use. This correlation is also
available at vocabularyworkshop.com/commoncore.
Language Standards K-5: Vocabulary Acquisition and Use
Standards Grade 2
Vocabulary Workshop Level Purple
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array
of strategies.
a. Use sentence-level context as a clue to the
meaning of a word or phrase.
Introducing the Words Passages, pp. 6-7, 14-15,
28-29, 36-37, 50-51, 58-59, 76-77, 84-85, 98-99,
106-107, 120-121, 128-129, 142-143, 150-151
Word Meanings, pp. 8-9, 16-1 7, 30-31, 38-39, 52-53,
60-61, 78-79, 86-87, 100-101, 108-109, 122-123,
130-131, 144-145, 152-153
Match the Meaning, pp. 10, 18, 32, 40, 54, 62, 80, 88,
102, 110, 124, 132, 146, 154
Completing the Sentence, pp. 11, 19, 33, 41, 55, 63,
81, 89, 103, 111, 125, 133, 147, 155
Words in Context, pp. 12, 20, 34, 42, 56, 64, 82, 104,
112, 134, 148, 156
Synonyms, Antonyms, pp. 22, 44, 66, 92,114, 1 36, 158
Word Associations, pp. 24, 46, 68, 94, 116, 1 38, 160
Completing the Idea, 25, 39, 69, 95, 11 7, 1 39, 161
Word Study, p. 162
Vocabulary for Comprehension pp. 74-75, 166-167
b. Determine the meaning of the new word formed
when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
Word Study, p. 96
c. Use a known root word as a clue to the meaning of
an unknown word that has the same root (e.g.,
addition, additional).
Shades of Meaning, p. 49
Word Study, p. 118
d. Use knowledge of the meaning of individual words
to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
Word Study, p. 48
e. Use glossaries and beginning dictionaries, both
print and digital, to determine or clarify the mean­
ing of words and phrases.
Word Study, p. 140
Glossary, pp. 168-1 75
5. Demonstrate understanding of word relationships
and nuances in word meanings.
T18
a. Identify real-life connections between words and
their use (e.g., describe foods that are spicy or juicy).
Word Associations, pp. 24, 46, 68, 94, 116, 138, 160
Words in Context, pp. 12, 20, 34, 42, 56, 64, 82, 104,
112, 134, 148, 156
Classifying, pp. 23, 45, 67, 93, 115, 1 37, 159
Completing the Idea, pp. 25, 47, 69, 95, 117, 139, 161
Shades of Meaning, p. 141
b. Distinguish shades of meaning among closely related
verbs (e.g., toss, throw, hurl) and closely related
adjectives (e.g., thin, slender, skinny, scrawny).
Synonyms, Antonyms, pp. 22, 44, 66, 92,114, 136, 158
Shades of Meaning, pp. 27, 49, 71, 97, 119, 163
6. Use words and phrases acquired through conversations,
reading and being read to, and responding to texts,
including using adjectives and adverbs to describe (e.g.,
When other kids are happy that makes me happy).
Words in Context, pp. 12, 20, 34, 42, 56, 64, 82, 104,
112, 134, 148, 156
Word Study, pp. 48, 140, 162
Planning and Pacing Guide
The Vocabulary Workshop program is designed to be used with any Reading and
Language Arts program. Its simple format allows for great flexibility. This chart
shows how Level Purple might be taught and assessed over an academic year.
Weeks
Student Book
1-2
Unit 1, pp. 6-13
3-4
5
Unit 2, pp. 14-21
Review Units 1-2,
pp.22-27
6-7
Unit 3, pp. 28-35
8-9
Unit 4, pp. 36-43
10
Review Units 3-4,
pp. 44^49
11-12
Unit 5, pp. 50-57
13-14
Unit 6, pp. 58-65
15-16
Review Units 5-6,
pp. 66-71
Midyear Review,
pp. 72-75
17-18
Unit 7, pp. 76-83
19-20
Unit 8, pp. 84-91
21
Review Units 7-8,
pp. 92-97
22-23
Unit 9, pp. 98-105
24-25
Unit 10, pp. 106-113
26
Review Units 9-10,
pp. 114-119
27-28
Unit 11, pp. 120-127
29-30
31
Unit 12, pp. 128-135
32-33
34-35
36
Review Units 11-12,
pp. 136-141
Unit 13, pp. 142-149
Unit 14, pp. 150-157
Review Units 13-14,
pp. 158-163
Final Mastery Test,
pp^164-167
‘Optional purchase
Resources to Enrich, Support, and Assess
fOnline Beginning-of-Year Diagnostic Assessment
Follow-Up Activities pp. T22-T38
fOnline Resources (audio, visual, interactive) Units 1-2
‘Test Booklet Units 1-2 Tests, pp. 1-4
Follow-Up Activities pp. T22-T38
fOnline Resources (audio, visual, interactive) Units 3-4
‘Test Booklet Units 3-4 Tests, pp. 5-8
Follow-Up Activities pp. T22-T38
fOnline Resources (audio, visual, interactive) Units 5-6
‘Test Booklet Units 5-6 Tests, pp. 9-12
Midyear Review p. T42
‘Test Booklet Midyear Test, pp. 1 3-18
Follow-Up Activities pp. T22-T38
fOnline Resources (audio, visual, interactive) Units 7-8
‘Test Booklet Units 7-8 Tests, pp. 19-22
Follow-Up Activities pp. T22-T38
fOnline Resources (audio, visual, interactive) Units 9-10
‘Test Booklet Units 9-10 Tests, pp. 23-26
Follow-Up Activities pp. T22-T38
fOnline Resources (audio, visual, interactive) Units 11-12
‘Test Booklet Units 11-12 Tests, pp. 27-30
Follow-Up Activities pp. T22-T38
fOnline Resources (audio, visual, interactive) Units 13-14
‘Test Booklet Units 1 3-14 Tests, pp. 31-34
Final Mastery Test p. T42
‘Test Booklet Final Mastery Test, pp. 35-40
fvocabularyworkshop.com/purple
9 vocabularyworkshop.com/purple------------------------------Choose from this menu of online resources to meet the individual needs of your students.
• Audio of Unit Passages
• Words' Audio Program
with Visuals
• Audio Glossary
•
•
•
•
Interactive Games
Interactive Word Map
Interactive Unit Quizzes
Practice Unit Worksheets
• Family Games
• Graphic Organizers
• Test-Taking Strategies
T19
1
-
Developing Vocabulary Through Literature
One of the most important ways of developing vocabulary is through reading and
listening to books read aloud. In the contemporary and classic stories listed below,
children will read and see vocabulary words that they have learned in Vocabulary
Workshop Level Purple. They will also learn new words when they listen to the
Read Alouds.
Literature to Use with Vocabulary Workshop
Books for Independent Reading
City Mouse-Country Mouse and Two More
Mouse Tales from Aesop
Digging Up Dinosaurs
Madeline
Aliki
Bemelmans, Ludwig
Fable
Nonfiction Science
Realistic Fiction
Barretta, Gene
Now & Ben: The Modern Inventions
of Benjamin Franklin
Nonfiction History
Hopkinson, Deborah
Sweet Clara and the Freedom Quilt
Historical Fiction
★ Keats, Ezra Jack
> Pet Show!
Realistic Fiction
★ Kellogg, Steven
Best Friends
Realistic Fiction
Lauber, Patricia
Who Eats What? Food Chains and Food Webs
Nonfiction Science
Levine, Ellen
* Henry's Freedom
Historical Fiction
Lionni, Leo
* Alexander and the Wind-Up Mouse
Animal Fantasy
★ Lobel, Arnold
Frog and Toad Together
Animal Fantasy
Lowell, Susan
The Three Little javelinas
Animal Fantasy
★ Marshall, Edward
Fox on Wheels
Animal Fantasy
★ Penn, Audrey
The Kissing Hand
Animal Fantasy
T Ruby the Copycat
Realistic Fiction
Rathmann, Peggy
Box
★ Rylant, Cynthia
Henry and Mudge in Puddle Trouble
Realistic Fiction
Williams, Vera B.
* A Chair for My Mother
Realistic Fiction
Books to Read Aloud
Title
Author
Type
Baum, Frank L.
Grahame, Kenneth
The Wonderful Wizard of Oz
The Wind in the Willows
Fantasy
Animal Fantasy
Hoban, Russell
A Bargain for Frances
Animal Fantasy
Orr, Wendy
Fantasy /Adventure
Roop, Peter and Connie
Nim's Island
☆ Keep the Lights Burning, Abbie
Scieszka, Jon
The True Story of the Three Little Pigs
Animal Fantasy
Williams, Margery
The Velveteen Rabbit
Fantasy
★ Award-winning Author
T20
Type
Title
Author
Aesop
* Caldecott Honor Book
,Y Reading Rainbow Book
Historical Fiction
9,1 vocabularyworkshop.com/purple
Teacher Center Administer the online Beginning-of-Year Diagnostic
Assessment prior to introducing Unit 1. (See Assessment, pages Tl 2-T13).
Each Unit of Vocabulary Workshop has a unique structure designed to give
maximum coverage to each of the key words within the space available.
Units of the Student Edition include the following lessons.
Unit Overview
Introducing the Words
(Unit Passages)
In Introducing the Words, children read a passage that
incorporates all the words they will be learning in the Unit.
A different genre and theme is presented in each passage.
Word Meanings
In Word Meanings, children are introduced to explanations of the
10 vocabulary words in the Unit along with the parts of speech. For
each word, they complete a sample sentence(s) that shows how it is
used.
Match the Meaning
In Match the Meaning, children choose the taught word indicated
by the clue. These exercises are designed to reinforce children's
understanding and recall of the words' meanings.
Completing the Sentence
In Completing the Sentence, children use context clues to
choose the word that meaningfully completes each sentence. The
sentences are loosely connected by a theme.
Words in Context
In Words in Context, children read a passage that incorporates six or
seven of the Unit words. A different genre and theme is presented in
each passage. After reading, children answer questions based on the
passage. They also write a sentence that demonstrates understanding
of taught words as part of their writing vocabularies.
Word Games
In Word Games, children use clues to solve a fun engaging riddle,
crossword puzzle, or word search that incorporates each unit word.
Because each Unit has a similar structure, the teaching notes on pages T22-T28 can
be used for any given Unit.
T27
Introducing the Words
Each Unit passage introduces the 10 words children will learn in the Unit. When
reading a passage, children will want to pay close attention to the context of these
highlighted Unit words. This will both improve their comprehension of the passage
and help them to begin to figure out the word meanings.
PREPARING TO READ
■ Access Prior Knowledge Ask children prompting questions to help them access
their prior knowledge about the theme or topic of the passage. In a class discussion,
expand on the topic to help children build background knowledge. See page T23.
■ Presenting the Words Introduce the 10 Unit words. Read aloud each word,
emphasizing correct pronunciation. Have children repeat each word after you.
Provide children with a brief explanation of each word that will prepare them for
their encounter with the word within the passage.
DURING READING
Read the passage aloud to children. As you read, pause to point out its key elements,
and ask questions to encourage critical thinking.
■ With children, read the brief introduction. Discuss the genre of the passage, and
encourage children to name other stories and books they have read in the genre.
Discuss any photographs or illustrations, pointing out how children can use the
information in these visuals to help them better appreciate the passage.
■ Depending on the needs of individual children, read the passage together as a
Read Aloud, or have them listen to the audio version of the passage while reading.
■ Guide children's focus and comprehension by having them answer key questions
about the passage.
■ Remind children to pay attention to context clues that can help them figure out
the meanings of the words and develop a better understanding of the passage.
AFTER READING
Invite children to summarize the passage. Then review the answers to the questions
that were asked while they were reading. Encourage children to ask any questions
they may have about the passage or the meanings of the words.
■ Return to each of the highlighted words in the passage. Discuss context clues and
the meanings of the words as they relate to the passage.
■ Remind children that they will be learning more about the words throughout the
Unit. Point out that the more connections children make to the words, the easier it
will be to remember the words and interact with them in other contexts.
vocabulary workshop.com/purple
Audio of Unit Passages Students can read along as they listen to
the passages.
T22
Background Information
Before children listen to each passage, provide them with background information
about the theme or topic they will encounter. Although some themes will be familiar
to children, others will be new. Help children make connections to their own lives,
to people, places, and things from the world, and to information and details from
familiar texts.
• A Summer Storm Unit 1 pp. 6-7: Lightning
causes about 100 deaths each year in the United
States. Florida and the Rocky Mountain region
get the most lightning in the United States. The
National Weather Service advises that "When
Thunder Roars, Go Indoors" to be safe. Hearing
thunder, people should head fora house, a
building, or a hardtop car, but never a tree.
• The Cable Car is Coming! Unit 2 pp. 14-15:
In 1869, Andrew Hallidie saw a terrible accident
when a horse-drawn street car slid down one of
San Francisco's hilly streets. This inspired Hallidie
to lead in the development of the first cable car
system which was opened to San Francisco's
public in 1873.
• What Makes Waves? Unit 3 pp. 28-29: In
the deep ocean, tsunami waves may be about one
foot high. As the motion gets closer to the shore
where the water is shallow, waves become higher.
The tops of the waves move faster than their
bottoms do, which causes them to rise steeply.
• A Midnight Rainbow Unit 4 pp. 36-37: Since
ancient times, people have been fascinated by the
northern lights, sometimes referred to as aurora
borealis, their scientific name. Southern lights near
the South Pole are called aurora australis. This
special phenomenon is caused when gases from
the Sun collide with Earth's magnetic field.
• Pineapple Pancakes Unit 5 pp. 50-51 : A
pineapple is not one fruit, but a cluster or bunch
of 100-200 tiny fruitlets. It gets the English name
pineapple because of its physical resemblance to
a pine cone. Hawaii is one of the world's largest
producers of the pineapple crop. However, the
sweet and sour fruit is not native to the Hawaiian
Islands. It was introduced to Hawaii in the 1800s.
• Why Bears Have Short Tails Unit 6 pp.
58-59: Some folktales attempt to explain how
things in nature came to be. Why Bears Have Short
Tails is generally credited as being an Iroquois tale.
Many Native American legends feature animals.
• Be an Outdoor Detective Unit 7 pp. 76-77:
Smell is important to ants. Every ant in a nest has
the same smell. When a worker ant comes back
with food, all the other ants know the worker ant
belongs there. But if an ant with a different smell
tries to enter, it will be driven away.
• Yellowstone National Park Unit 8 pp. 84-85:
Yellowstone National Park has more than 300
geysers, approximately 290 waterfalls, and an
active volcano.
• Field Day! Unit 9 pp. 98-99: A personal
narrative tells about an event in the author's life.
It may take different forms, such as a story, letter,
blog, or journal entry and is usually recounted in
chronological order.
• The Wright Brothers Unit 10 pp. 106-107:
The Wright Brothers National Memorial in Kill Devil
Hills, North Carolina, honors the achievements of
Wilbur and Orville Wright. Each year, December
17 is designated as Wright Brothers Day, a national
day of observance.
• Margaret Heffernan Borland: Trail Blazer
Unit 11 pp. 120—121 : Margaret Heffernan Borland
was 49 years old when she led a herd of cattle up
the Chisholm Trail from Victoria, Texas. Because
there would be no one at home to care for her
three children and six-year old granddaughter,
Margaret took them with her. It took them two
months to reach Wichita, Kansas.
• A Dog with a Job Unit 12 pp. 128-129:
A guide dog has to learn to lead a blind or
visually impaired person through a variety of
situations, such as revolving doors, airport
security checkpoints, and all kinds of crowded
places. Labrador Retrievers are very smart and are
commonly employed as guide dogs.
• Goldilocks and the Bear Family Unit 13 pp.
142-143: "The Story of the Three Bears," as it was
originally known, is one of the most popular fairy
tales in the English language. It has been retold
and adapted in countless formats. As in other
versions of this classic fairy tale, this adaptation
makes use of the literary rule of three: three bears,
three bowls, three books, and three beds.
• One Great Way to Travel Unit 14 pp.
150-151 : The largest train station in the world
in terms of number of platforms (44) is Grand
Central in New York City. The fastest passenger
train, which can reach speeds of more than 200
miles per hour, can be found in Shanghai, China.
T23
Word Meanings
TEACH
■ Explain the structure and content of the Word Meanings page to children.
Introduce each Unit word, its part(s) of speech, meaning(s), the picture that clarifies
the meaning (if applicable), and the sample sentence.
■ For example, discuss the first word in Unit 1.
MODEL The first word in dark print is branch. I see that branch is a
noun—a person, place, or thing. The sentences next to branch tell its
meaning: A branch is a part of a tree. It grows out from the trunk of the
tree. Below the meaning is a sample sentence, which I'll write on the
board. I'll write branch on the line to complete it:
Red and yellow leaves fell from each branch of the tree.
The sentence makes sense when I reread it. Writing branch and
rereading the sentence help me learn the meaning of the word and
how to spell it.
■ Model the multiple-meaning word pass (Unit 1) similarly. Explain that in the first
sentence, the word pass shows action. In the second sentence, pass is a piece of paper
that lets someone do something.
PRACTICE/APPLY
■ Assign the two pages for completion. Have children read the completed sentences
aloud. Reading sentences aloud conveys how words can be effectively used in
speaking and writing.
FOLLOW-UP
■ English Language Learners (ELL) Multiple-meaning words may be
challenging. Children may have difficulty recognizing that words with the same
spelling and/or pronunciation can have different meanings. Explain that the other
words in the sentence can provide clues to which meaning of the word is used.
In Unit 1, for example, two definitions are provided for each of the words dash, pass,
and present. On the board, write phrases that define the words, followed by sentences
with the words in context. Have children decide which meaning is used for the
underlined words. For example, write the following for the word dash:
A. to move quickly
B. a small amount
1. Add a dash of salt to this gravy—(B)
2. Let's dash to the store before it closes. (A)
9, vocabularyworkshop.com/purple
iWords*^ Interactive Audio Program Children can view and hear Unit words,
meanings, and visuals, and then practice pronouncing Unit words.
Audio Glossary Children can listen to Unit words and see illustrated sentences.
T24
Match the Meaning
TEACH
■ With a Word Web, engage children in learning words and using them in different
contexts. Write brave (Unit 1) in the center circle of the Word Web. Ask questions to
elicit responses that have almost the same meaning as brave. Write those responses
in the surrounding circles. For example, discuss what a brave person might do.
MODEL Would a brave person be afraid? No, a brave person would
not be afraid. I'll write is not afraid in one of the circles.
■ Continue to complete the Word Web with children's responses. A completed Web
might look like this:
helps
people
Word Web
is
strong
brave
is not
afraid
has
courage
■ Distribute the Word Web, available online at vocabularyworkshop.com/purple.
Have children work in pairs or small groups to complete Word Webs for some of the
Unit words. Have children share their completed Webs.
PRACTICE/APPLYj
■ Assign the Match the Meaning page, and read the directions aloud. Point out the
five vocabulary words in dark print in the top box. Pronounce each word and have
children repeat the pronunciation.
■ Explain that each of the sentences from exercises 1-5 describes one of the words in
the top box, and each of the sentences from exercises 6-10 describes one of the
words in the second box. Have children read each sentence and write on the line the
word that matches the meaning.
■ After children complete the page, have them read each sentence aloud, followed
by the word they matched it with.
FOLLOW-UP
■ Oral Language To enhance vocabulary instruction, read aloud to children as
often as possible. Oral reading is critical for developing children's listening and
speaking vocabularies. Select texts that contain concepts related to the words
children are learning. Read Alouds are most effective when you discuss the selection
before, during, and after reading.
■ ELL Help children relate new concepts and idiomatic expressions to prior
experiences and knowledge. Explain idioms when necessary.
? vocabularyworkshop.com/purple------Interactive Game: Match It! Children can match Unit words to
their meanings.
T25
Completing the Sentence
TEACH
■ On the Completing the Sentence page, children use context clues to choose
the word that best completes a sentence. The sentences are loosely connected by
a theme.
■ Explain that context clues are hints about the meaning of a word. Often, other
words in the sentence give clues about the word's meaning. A picture on the page
may give information, too.
■ Provide an example to work through with children. Write the following on the
board for the word evening (Unit 1), and then read aloud the sentence and two
answer choices.
morning
evening
We get ready for bed in the
MODEL The phrase get ready for bed in the sentence tells me that this
is something that happens near bedtime. I know that evening is close
to bedtime. When I use the word evening in the sentence, it makes
sense. This tells me that evening is the correct word.
:
■ Have children use morning in the sentence to see that it doesn't make sense. Then
write evening on the line, and have children read the completed sentence aloud.
PRACTICE/APPLY
■ Read aloud the directions on the Completing the Sentence page. Point out the
10 Unit words in the box at the top of the page. Explain that each sentence can be
completed with one of the words.
■ Before children write a word on the line, suggest that they read the sentence with
the word to be sure that it makes sense. After writing the word on the line, suggest
that they cross out the word in the box, as each word should be used only once.
■ When children finish the page, have them read the completed sentences aloud.
FOLLOW-UP
j
■ Oral Language To encourage daily use of the Unit words, list them on a Word
Wall. Seeing the words may remind children to use them more frequently in their
speaking and writing. Children may also turn to the Word Wall if they need help in
spelling the Unit words.
■ ELL Have children work in small groups. Have them take turns pantomiming a
word from the Word Wall for others to guess.
Ç? vocabulary workshop. com/purple-----------
Interactive Game: Hidden Word Children can identify the letters
of an unknown Unit word given a word list and a hint.
26
Words in Context
TEACH
■ Remind children that context clues are hints about the meaning of a word. If they
cannot understand the word by the way it is used in the sentence, have them check
the sentences before and after for clues about the word's meaning. A picture on a
page can provide more information.
■ On the board, write sentences that provide a context for a Unit word. For example,
provide a context for wise (Unit 1).
Grandma always gives me good advice when 1 have a
problem. She answers all my tough questions, too. She is
a wise woman.
MODEL We can figure out the meaning of wise by what Grandma
does. She gives good advice, and she answers tough questions. We
can tell that Grandma is someone who is smart and shows good
sense. VU/se must mean "smart and showing good sense."
A
J
PRACTICE/APPLY
■ Read aloud the passage on the Words in Context page. Discuss the genre and its
characteristics, as well as the theme, or main idea. Develop oral language and
listening skills by having children talk about the theme. For example, in Unit 2,
generate a discussion about races or other community activities.
■ Assign the page. Explain that many of the Unit words are included in the passage.
Have children answer the questions after they read the passage.
■ In Write Your Own, challenge children to use more than one of the words.
When children finish the page, have volunteers read aloud their original sentences.
FOLLOW-UP
■ Expanding Vocabulary Have children begin a Vocabulary Notebook. Using the
Words in Context page as a model, invite children to write about that theme.
Encourage them to use some unit words, as well as words from previous units.
Suggest that they highlight these words. Then have them read their writing aloud.
■ Word Play Make a set of cards with the Unit words. Have small groups sit in a
circle. Go around the circle, and have a child provide a sentence using one of the
words, saying blank in place of the word. The next child repeats the sentence,
completing it with a Unit word. If the sentence is correctly completed, that word
card is removed, and the child creates the next incomplete sentence. If incorrect, the
next child gets a turn. Continue around the circle until each word has been used.
vocabularyworkshop.com/purple
iWords’ Interactive Audio Program Children can view and hear Unit words,
meanings, and visuals, and then practice pronouncing Unit words.
Audio Glossary Children can listen to Unit words and see illustrated sentences.
27
Word Games
TEACH
■ Have children solve puzzles and do other word play activities to develop awareness
and an interest in words.
■ Riddles Explain that given in each exercise is the word's meaning (or its opposite)
and the number of letters in the word. Tell children to use these hints to figure out
the Unit word. Explain that the shaded vertical boxes form the answer to the riddle.
■ Word Search Discuss the format of the page. Point out the Unit words, the clues,
and the puzzle box. Review how to find a Unit word in the puzzle box.
MODEL Make a 7 x 3 grid showing
o s
9 n a I
signal, cross, and bench (Unit 2). Write
e c r o s s u
random letters in the spaces around
v
b e n c h
those words.
I am looking for the word signal in the puzzle. Signal begins with "s,"
so I'll look for that letter in the puzzle. When I see an "s," I will look to
the right of it to see if an "i" follows. I'll check the spelling of signal to
see what letters come next. When I see signal, I'll circle it.
■ /■I
i
i
r
.1
.
i
. .
*
<■
i
i
a
fl
i
U .
H
■
*1111»
Have children find the words cross and bench in the next two lines of the puzzle.
■ Crossword Puzzle Explain that ACROSS clues are for words going from left to
right. DOWN clues are for words going from top to bottom.
PRACTICE/APPLY
■ Before assigning the Word Games page, review its format. Read the directions
aloud. Be sure children understand how to complete the page.
■ Read the Unit words in the word box with children. Remind them to cross out
each word after they use it.
■ When children have completed the page, have them share their responses.
FOLLOW-UP
■ Unit Assessment Assess children's understanding of the taught words. See pages
T12 and T13 to select appropriate practice and assessment tools, including online
Interactive Unit Quizzes, online Practice Unit Worksheets, and Unit Tests in the Test
Booklet.
■ ELL Have children write the Unit words on cards, and then sort them into groups,
such as parts of speech or phonic elements. Have them explain how they sorted.
9^ vocabularyworkshop.com/purple
Interactive Unit Quiz Children can assess their understanding of Unit words
in standardized-test format.
Practice Unit Worksheet Assign leveled practice based on children's
performance on the Interactive Unit Quiz.
T28
The REVIEW
r
In the Student Book, a Review appears after every two Units and covers only words
taught in those Units. The Reviews are designed to provide additional exposure to
the taught words and to allow children to apply and expand their word knowledge.
Overview of the Review
Synonyms
In Synonyms, children use context clues and their knowledge of word
meanings to choose the synonym for a given word.
Antonyms
In Antonyms, children choose the antonym for a given word.
Classifying
In Classifying, children look for relationships among words and then
group them by category.
Word Associations
In Word Associations, children apply what they have learned about
word meanings to answer questions or complete sentences that
contain Unit words.
Completing the Idea
In Completing the Idea, children apply their knowledge of word
meanings by completing a writing activity. They relate a personal
experience or prior knowledge to each sentence starter that contains
a taught word, and then they complete the sentence.
Word Study
In Word Study, children learn strategies that will help them, as they
read and listen, to discover the meanings of new words. They learn
about homophones and compound words. They also learn how
word parts such as prefixes and suffixes can help them figure out the
meanings of unfamiliar words.
Shades of Meaning
In Shades of Meaning, children deepen their understanding of word
meanings by examining relationships among related words and by
analyzing nuances of meaning.
Because each Review has a similar structure, the teaching
notes on pages T30-T33 can be used for the first four
pages of any given Review. More comprehensive teaching
notes for Word Study and Shades of Meaning can be
found on pages T34-T41.
T29
4
Synonyms & Antonyms
TEACH
■ Explain that synonyms are words that have the same or similar meanings. For
example, sick and ill are synonyms. Ask children to suggest other pairs of synonyms.
■ Explain that antonyms are opposites. For example, cold and hot are antonyms. Ask
children to suggest other pairs of antonyms.
■ Write the following on the board:
Let's make Mom a birthday gift.
branch
present
signal
Read aloud the sentence and the three answer choices.
MODEL Which word means the same as gift? I think present may
mean the same thing. Let's see if that makes sense: Let's make Mom a
birthday present. Yes, gift and present both mean something you give
to someone to be kind.
■ Repeat, using "the opposite of" to model how to figure out the antonym for a
given word.
PRACTICE/APPLY
■ Assign the Synonyms/Antonyms page, and read the directions aloud.
■ Tell children to read each sentence and consider all three choices before recording
their answer. Have them substitute their choice for the word in dark print to be sure
it makes sense.
■ Remind children that they will use their knowledge of word meanings and context
clues to choose the correct responses.
■ Have children refer to the Glossary at the back of the book if they forget the
meaning of a Unit word. (For a lesson on how to use a Glossary, see page T43.)
■ After children complete the page, have them read each sentence aloud,
substituting the correct synonym or antonym.
FOLLOW-UP
J
■ ELL Use Word Webs, available at vocabularyworkshop.com/purple, to reinforce
the Review words. Have children write one of the words in the center of the web.
Have them write words or phrases with similar meanings in the surrounding circles.
■ Informal Assessment Have children write and illustrate pairs of antonyms.
<5. vocabularyworkshop.com/purple
Interactive Word Map Select a taught word. Work with children to determine
the definition, part of speech, synonyms, antonyms, and an example sentence.
Interactive Game: Concentration Children can test their understanding and
memory by matching synonym and antonym pairs.
T30
Classifying
TEACH
■ Explain that words can be classified, or grouped together, according to how they
are alike. For example, dance, hop, and run are all action words, and shirt, pants, and
coat are all pieces of clothing.
■ Tell children that in this activity, they will look for relationships among words and
organize these words by category.
■ Draw two large grouping circles. Label them Pets and Places. Write the words cat,
park, dog, goldfish, school, and store on chart paper.
MODEL Is a cat a pet or a place?
Pets
A cat is a pet. I'll write cat in the
Pets grouping circle. Park . . .
X
cat
that's a place, not a pet, so
I'll write park in the Places
I
dog
grouping circle.
\ goldfish
Places
\
park
\
I
school
J
\
store
J
f
|
J
Have children put the remaining words in the appropriate circle.
PRACTICE/APPLY
■ Assign the Classifying page, and read the directions aloud.
■ Have children read the Review words in the word box and the names of the
groups. Tell children to think about which group each word belongs to and then
write the word in that group. Point out that each Review word can be used only
once. Encourage children to keep track of the words they use by drawing a line
through each word as it is used.
■ After children complete the page, have them read aloud the words they wrote in
each group. They can brainstorm other words that would fit in the group.
FOLLOW-UP
■ ELL List Review words for children to sort into two or more groups. Have them
follow the modeled procedure.
vocabularyworkshop.com/purple--------------------------Graphic Organizer: Concept Circle For informal
assessment or additional practice, provide Concept
Circles that incorporate some of the Review words.
Have children read the words in each circle. Ask
them to decide which word doesn't belong and
draw a line through it. Have them suggest a word or
phrase that tells how the other words in the circle
are alike. Write that name or phrase above the
Concept Circle. Have children replace the word they
eliminated with another word that belongs in that
category. Here is an example for Units 1-2.
Things you
can sit on
chair
bench
sofa
Things that
you cross
bridge
trail
stream
T31
Word Associations
J
TEACH
■ Present children with opportunities to use vocabulary words by providing new
contexts for those words. For example, for the word greedy in Unit 1, ask: What might
a king do to make you think that he is greedy? Have children volunteer answers. Elicit
that someone who is greedy doesn't want to share, so a possible answer is that a
greedy king might not share his wealth.
■ Tell children that in this activity, they will apply what they have learned about
word meanings to answer questions or to complete sentences.
■ Write the following on the board:
What does a bridge go over?
O a hole
O a branch
O a stream
MODEL First, I will read the question, and I will pay attention to the word
bridge. I know that a bridge is a structure built above and across water or
a road. Now I will read each possible answer. Can a hole be considered
water or a road? How about a branch? What about a stream? Yes, a stream
is water, so it makes sense that a bridge might be built over a stream. So
I'll fill in the circle next to the answer choice a stream.
PRACTICE/APPLY
■ Assign the Word Associations page, and read the directions aloud.
■ Have children read each exercise. Point out that the Review word may appear in a
question or in a sentence starter. Tell children to read each of the three answer choices.
Then have them fill in the circle next to the choice that makes the most sense.
■ After children complete the page, have them read aloud each exercise with the
response they chose. Encourage them to explain the reason for their choices.
FOLLOW-UP
)
■ Vocabulary Journal On the board, write questions that use Review words. Have
children choose a question and copy it. Ask them to underline the Review word, and
then write an answer that includes that word or another Review word. For example,
in the Review for Units 1-2, you might write:
1. What might you do at a stream?
2. What might make a tree branch break?
<5, vocabularyworkshop.com/purple-------------------Interactive Game: Crosswords
given definitions for taught words.
Graphic Organizer: Word Web
have them write a Unit word in the
phrases they associate with it. They
T32
Children can complete a crossword puzzle
To help children expand their vocabularies,
center circle and then write other words or
can add as many circles as needed.
Completing the Idea
TEACH
■ Tell children that the more they use words, the more they will make those words a
part of their permanent vocabularies. Explain that in this activity, they will complete
an idea to show what they know about a word.
■ Start a sentence with I frown when. Go around the room and ask children to
complete the idea. Point out that there is more than one way to complete the idea so
that it makes sense. Explain that some people might frown when jumping into a
cold pool; others may not. Many might frown when their team loses a game.
■ Write the following on the board for the word evening (Unit 1), and show how you
might complete the idea.
Every evening,.
MODEL Let's see. In the evening, I eat dinner at 6 o'clock. Then I
sometimes watch TV. On the weekend, I walk my dog right after dinner.
Then I might read or play a game. So the one thing I do every evening is
eat dinner at 6 o'clock. This is the way I would complete the idea.
PRACTICE/APPLY
■ Read aloud the directions on the Completing the Idea page. Have children read
each exercise. Point out that the Review word appears in dark print. Tell children to
think about how to complete the idea so that it makes sense before they begin to
write. Remind them that there is more than one right way to complete each idea.
Also remind them to punctuate their sentences.
■ When children finish the page, have them share their completed sentences.
Provide positive feedback on the variety of acceptable responses.
FOLLOW-UP
■ Oral Language Have children work in small groups to choose one of the
sentence starters and then provide different endings orally.
9 vocabularyworkshop.com/purple
Interactive Unit Quiz Children
can assess their understanding of
Unit words in standardizedtest format.
Practice Unit Worksheet Assign
leveled practice based on children's
performance on the Interactive
Unit Quiz.
Graphic Organizer: Word Square
For informal assessment or additional
practice, have children complete a
Word Square for a Unit word.
Word Square
Word
feast
What It Means
A feast is a very
large meal on a
special day.
My Connection
I enjoy a feast with my
family.
Picture or How It Looks
T33
Word Study
Units 1-2 • Word Endings, page 26
TEACH
Write the word dog on the board. Ask what ending can be added to mean more than one dog.
Explain that word endings do not change the meaning of words. Point out that most nouns add
the s ending to mean more than one, as in dogs or hats. Nouns that end in s, x, ch, or sh add the
es ending to mean "more than one," as in boxes or dishes.
Point out that the ed ending is added to some verbs to tell about actions that happened in the
past. The ing ending is added to some verbs to tell about actions happening now and to follow
helping verbs such as is and was. To illustrate, emphasize the words Last night and now in the
sentences on the student page.
PRACTICE/APPLY
Before assigning exercises 1-4, have children identify the words with endings that mean "more
than one" and words with endings that tell when the action happens.
For exercises 5-10, model how to remove the endings s, es, ed, and ing from the words in dark
print to find a word they know. For example, for branches, say: "If I take off the last two letters—
the 'e' and the 's'—the word that's left is branch. We learned that word in Unit 1Have children
underline the ending in each of the words they wrote in exercises 5-10.
FOLLOW-UP
Informal Assessment Have children create a two-column chart with the headings More Than
One and Tells When Action Happens. Have them copy the six answers they wrote in exercises
5-10 under the correct heading.
Units 3-4 • Compound Words, page 48
TEACH
Explain that a compound word is made up of two smaller words put together. The two smaller
words can often help determine the meaning of the compound word.
Write downstream on the board. Model how using the two smaller words down and stream can help
you figure out the meaning of the compound word. To start, cover the word stream. Have children
read the remaining word and tell what it means. Then cover the word down. Have children read
what remains and tell its meaning. Ask them to put the two words together, and then discuss the
meaning of the compound word downstream. Repeat with workbench and crosstown.
PRACTICE/APPLY
Discuss the meanings of the compound words in exercises 1-5 before assigning the remaining
exercises on the student page. As needed, remind children to use the two smaller words to
help them figure out the meanings of the words in exercises 6-9. After children complete these
exercises, ask them to apply the meanings of the compound words to create additional oral
sentences. Remind them to use the correct meaning for rainbow in their sentences.
FOLLOW-UP
Word Play Have children compose riddles by drawing pictures to illustrate each part of a
compound word—for example, a picture of a foot + a picture of a ball = football. Have children
solve each other's riddles by writing the compound word. You may want to provide the
compound words—for example, backpack, anthill, goldfish, sunflower, starfish, pancake, raincoat,
doghouse, sandbox, hairbrush, basketball.
T34
Word Study
Units 5-6 • Homophones, page 70
TEACH
Explain that homophones are words that sound the same but that are spelled differently and
have different meanings. Write this sentence: "Jake can write with his left or right hand."
Underline the words write and right. Ask children to identify how the two underlined words are
alike and how they are different.
Introduce the homophone example flower and flour on the student page. Explain that a flower is
a part of a plant and that flour is ground wheat or other grain used for baking. Emphasize that
flower and flour are pronounced alike but have different meanings.
PRACTICE/APPLY
To make sure children correctly pronounce the homophones on the student page, lead them
in echo-reading the words in the box above exercises 1-5. Discuss the meaning of each word.
Repeat for the five homophones in exercises 1-5, and then assign the exercises. After children
complete exercises 6-10, ask them to explain their answers.
FOLLOW-UP
Writing Ask each child to "secretly" select a homophone pair from the student page. Tell
children to write two sentences and to use one homophone correctly per sentence. Then have
children rewrite the sentences, substituting a blank for each homophone, and give the sentences
to a partner to complete.
Units 7-8 • Prefixes, page 96
TEACH
Explain that a word part that is added to the beginning of a word is called a prefix. Although
prefixes are not words by themselves, they do change the meanings of the words they are
added to.
Before introducing the student page, explain that the prefix un can mean "not"; the prefix re
can mean "again." Write seal twice on the board, and remind children that one meaning of seal
is "to close up tightly." Add the prefixes un and re to the beginning of seal, and then point out
the new words unseal and reseal. Discuss that unseal means "to open the seal." Reseal means "to
close up tightly again."
PRACTICE/APPLY
For exercises 1-5, you might have children circle the word not or again to help them choose the
correct prefix. Discuss how words in the sentences in exercises 6-10 can help children figure out
which word to use in each sentence. After children complete the exercises, have volunteers read
aloud the sentences and tell how they decided which word best completed each sentence.
FOLLOW-UP
Expanding Vocabulary Ask partners to add the prefix un or re to these words—sure, read,
happy, heat, fair, write, do—and then discuss the meanings of the new words. Have one partner
ask a question that includes a word with a prefix, while the other answers the question and
explains his or her answer. For example: "If you did poorly on a test, would you be unhappy? If
the teacher gave you corrections to make on your report, would you have to rewrite it?"
T35
Word Study
Units 9-10 • Suffixes, page 118
TEACH
Explain that a suffix is a word part that is added to the end of a word. Point out that like
prefixes, suffixes are not words by themselves. Instead, a suffix is a word part that can change
the meaning of a word.
Explain that the suffix ful means "full of" and that the suffix less means "without." Write pain twice
on the board, and remind children that pain is "a feeling of hurt." Add the suffixes ful and less to
the end of pain. Read the new words, painful and painless. Discuss that painful means "full of pain,"
and painless means "without pain." Provide additional examples, such as: careful/careless, colorful/
colorless, and thoughtful/thoughtless.
PRACTICE/APPLY
After children complete exercises 1-4, discuss the meanings of the new words. For exercises
5-10, talk about finding words in the sentences that can help children complete the sentences.
Let volunteers read aloud their completed sentences and tell how they decided upon their
answers.
FOLLOW-UP
Oral Language Have children write sentences that tell about the words with suffixes in
exercises 1-4, and then have them read those sentences aloud. For example: "This word could
describe a shot that a doctor gives you." (painful) "This is how you might feel walking into a
haunted house." (fearful) "This word can describe a little kitten." (harmless)
Units 11-12 • Dictionary: Multiple-Meaning Words, page 140
TEACH
Draw simple pictures of a tree trunk, an elephant's trunk, and a storage trunk. Ask children to
name one word that could be used to tell about the drawings, (trunk) As you point to each
picture, explain that trunk can mean "the large stem part of a tree," "the long snout of an
elephant," or "a large, strong box used for carrying and storing things." Trunk has more than
one meaning; it is a multiple-meaning word.
Direct children to the dictionary entry for board on the student page. Point out that meaning 1
is for the noun board and meaning 2 is for the verb board. Read aloud the sentence that shows
meaning 2, and discuss how it shows the meaning. Work with children to write an example
sentence for meaning 1—for example, "He nailed a wooden board to the floor."
PRACTICE/APPLY
Before children complete the exercises, read aloud the dictionary entries for each of the
multiple-meaning words. Discuss how each meaning for beam and steer is for a different part
of speech.
FOLLOW-UP
Expanding Vocabulary Have children use a beginning print or digital dictionary to find two
meanings for screen, check, and model. Ask partners to write sentences that show the two
meanings of each word. Let volunteers share their sentences with the group.
T36
Word Study
Units 13-14 • Context Clues, page 162
TEACH
Ask children to suggest ways to figure out the meaning of a word they do not know in a
sentence. Lead them to understand that they can sometimes use other words in the sentence as
a clue to figure out the meaning. Sometimes, the clue is one word that means the same thing
as the unknown word. Sometimes, the clue is a group of words that gives the meaning of the
unknown word.
Read aloud the example sentence: "I was absent from school because I was sick." Say: "I am
not sure what the word absent means, so I will use clues from the sentence to help me figure it
out." Point out that the sentence states, "I was sick." Say: "I know that I have to stay home from
school when I am sick. That helps me figure out that absent probably means 'not there.'"
PRACTICE/APPLY
Read exercises 1-5 with children before assigning the exercise set. In each exercise, have children
underline the words that are clues to the meaning of the word in dark print. When they finish,
discuss how children figured out each word meaning. After they complete exercises 6-8, have
partners compare the words they underlined. These are the words that helped them decide which
word in each exercise correctly completes the sentence.
FOLLOW-UP
Writing Give a writing assignment in which children use the words munch, disappear, and cozy
in a paragraph about a friendly dinosaur. Remind children to use other words in the sentences
to help explain the meanings of munch, disappear, and cozy. Have children read their paragraphs
to the class. Ask listeners to tell which words or groups of words were clues for the meanings of
munch, disappear, and cozy.
T37
Shades of Meaning
Units 1-2
Analogies 1, page 27
TEACH
On this Review page, children will begin to figure out how some words are related, or go together.
Remind children that some words have almost the same meaning and some words have opposite
meanings. Children may be able to identify these relationships as synonyms and antonyms.
Write the words big and large on the board. Discuss how the two words go together. Children
should determine that the words big and large have almost the same meaning. Repeat with
morning and evening, this time emphasizing the opposite meanings of the two words. Then ask:
"How do nice and kind go together?" (They have almost the same meaning.') "How do fast and
slow go together?" (They have opposite meanings.) Invite volunteers to name other word pairs
with the same meaning or opposite meanings.
PRACTICE/APPLY
For exercises 1-4, encourage children to picture the words in their minds in order to "see" how
they go together. Complete exercise 5 with children by modeling. Say: "loud, little—Does little
mean the same as loud?" (no) "Does little mean the opposite of loud?" (no) Repeat the
questioning with morning. Then say: "loud, quiet—Does quiet mean the same as loud?" (no)
"Does quiet mean the opposite of loud?" (yes) "So loud and quiet are opposites."
FOLLOW-UP
Word Play Write word pairs on separate index cards: stop/go, high/low, awake/asleep, rush/hurry,
frown/smile, knock/tap, open/close. Ask a child to select a card, read the words silently, and then act
out both words. Engage the class in a discussion about how the actions go together. Then have
children guess the two words. Write the correct responses in lists labeled Same and Opposite.
Units 3-4
Word Families, page 49
TEACH
Write clear, clearly, and clearest on the board. Point out that the words share a basic word part,
clear, but have different endings. Explain that all three words belong to the same word family
and share some meaning. Demonstrate how knowing the meaning of clear can help you figure
out the meanings of clearly and clearest. Help children use these words in oral sentences.
Direct children's attention to the word family on the student page. Note that although children
learned about the verb wonder in Unit 3, the noun wonder is part of this word family. Point out
that wonder has more than one meaning.
PRACTICE/APPLY
Before assigning exercises 1-4, discuss the meaning of each word in the box. In exercise 1, point
out that the sentence involves finding a sum, or adding. The word that correctly completes the
sentence is addition, a word that belongs to the same family as add, a word whose meaning they
are familiar with. Before children complete exercises 5-7, discuss the example in exercise 5.
FOLLOW-UP
Expanding Vocabulary Provide beginning print or digital dictionaries. Have partners find the
meanings of the words in this word family: act (to do something), action (something you do),
active (energetic and busy), activity (an action or movement). Have partners take turns using the
words in oral sentences.
T38
Shades of Meaning
Units 5-6 • Word Choice 1, page 71
TEACH
Explain that writers choose words carefully to get across exact thoughts to readers. Write this
sentence from the passage "Why Bears Have Short Tails" on pages 58-59: "He knew Bear would
come by to search for food." Then write the words look and watch on the board. Explain that
look and watch have almost the same meaning as search. Ask: "How would the meaning of the
sentence change if the writer had used look or watch instead of search?” Discuss the meanings
of search, look, and watch, emphasizing that look and watch do not mean exactly the same thing
as search.
PRACTICE/APPLY
Before assigning exercises 1—6, make sure children completely understand the meanings of the
three words at the top of the page. Discuss how the meanings are alike and how they are
different. As children complete each sentence, suggest that they try using each of the words in
the box and ask themselves: "Which word paints a clear picture in my mind? Which is the best
word choice?" For exercises 7-8, let volunteers share their answers with the class and explain
their reasoning.
FOLLOW-UP
Writing Have children brainstorm to create a list of words that are close in meaning to talk—for
example, whisper, shout, chat, mumble. Have them write sentences that illustrate the different
meanings. Repeat with words that have meanings close to run, such as jog, race, trot.
Units 7-8 • Analogies 2, page 97
TEACH
Review the previously taught ways in which words can go together—when they have almost the
same meaning and when they have opposite meanings. Write bag and sack on the board. Read
the words aloud, and discuss how they can go together. (They have almost the same meaning.)
Do the same with wet and dry. (They have opposite meanings.)
Tell children that two words can also go together when one word is an example of the other
word. Write the following pairs of words on the board: com/vegetable and purple/color. Explain
that corn and vegetable go together because corn is a kind of vegetable. Ask: "How do purple and
color go together?" (Purple is a kind of color.) Have children read aloud and discuss the examples
at the top of page 97.
PRACTICE/APPLY
Before assigning the exercises, remind children of the three ways words can go together, as
shown at the top of the student page. Upon completion of the exercises, let volunteers explain
how they figured out how the words go together.
FOLLOW-UP
Informal Assessment Create a three-column chart with the headings Almost the Same Meaning,
Opposite Meanings, and A Kind of. Have children write the following word pairs under the correct
headings: over/under, ham/meat, quick/fast, sound/noise, baseball/sport, open/close. Lead children
in a brainstorming activity to name at least two more word pairs for each category.
T39
Shades of Meaning
Units 9-10 • Word Choice 2, page 119
TEACH
Remind children what they learned about the importance of word choice on page 71. Review that
good writers choose words carefully. They use words that tell exactly what they mean. Write chilly,
cold, and freezing on the board. Elicit from children that these three words have almost the same
meaning. Discuss how the meanings are alike and different. Leave the words on the board.
Write the following sentence on the board: "We were
after walking two blocks in the blizzard."
Model making the best word choice to complete the sentence: Say: "I know a blizzard is a strong
winter storm with lots of wind and snow. So walking in a blizzard could make me very, very cold.
Chilly means 'cold,' but not 'very cold.' Freezing means 'so cold that water turns to ice.' Freezing is the
best choice." Have children discuss why freezing is the best word choice for the sentence.
PRACTICE/APPLY
Before assigning exercises 1-5, read aloud the words and meanings in the chart at the top of the
page. Discuss how the meanings of the words are alike and different. After children complete
the exercises, have them identify the words in each sentence that helped them decide whether
to use hop, jump, or leap. For exercises 6-8, let volunteers share their answers with the class and
explain their reasoning.
FOLLOW-UP
Writing Write this sentence: "'I am the winner,' he said." Work with children to brainstorm a
list of words that reflect various shades of meaning for the word said, such as explained, joked,
teased, warned, screamed, and whined. Have children write dialogue that illustrates the different
meanings. For example: "'You have a bigger slice of pizza,' my sister whined." "'You always
want what I have,' I teased."
Units 11-12 • Words That Describe Food, page 141
TEACH
Write the word sweet on the board. Point out that sweet is a word that is often used to tell what
a food is like. Ask children to name some sweet foods they like. Next, invite children to name
some favorite foods and to suggest words that describe the foods. Children should note that
more than one word can sometimes be used to describe the same food. For example, children
might use both salty and crunchy to describe popcorn.
Read aloud the three words in the chart on the student page that describe food, and discuss the
explanations. Ask children to act out what it would be like to eat a spicy food or a juicy food.
PRACTICE/APPLY
Read aloud the food names in the box before assigning exercises 1-6. If children do not
recognize the foods or need support, show photos or draw pictures of the foods. After children
complete exercises 7-9, allow time for them to share their completed sentences with the class.
Encourage children to tell what words in the sentence starters helped them to decide how to
complete the sentences.
FOLLOW-UP
Oral Language Distribute copies of the weekly school lunch menu to partners. Ask one partner
to use the words lean, spicy, and juicy to tell about foods on the menu. Then ask the other
partner to use words such as sweet, crunchy, and tender to tell about the same foods. Make a
classroom chart of the food and all the words that describe them.
T40
Shades of Meaning
Unit 13-14 • Word Choice 3, page 163
TEACH
Remind children what they have learned about the importance of word choice on pages 71 and
119. Explain that writers choose words carefully to get across exact thoughts.
On the board, write the following sentence from the story on page 156: "The pilot then pulled
a handle with three slender fingers." Ask: "What are some words the writer could have used
instead of slender?" If children's suggestions do not include skinny or scrawny, write the sentence
two more times, replacing slender with skinny and scrawny. Discuss how the three words are
alike and different. Ask how using skinny or scrawny would change the meaning of the sentence.
PRACTICE/APPLY
After children complete exercises 1-6, have them discuss the context clues in each sentence that
helped them decide which word to use. For exercises 7-9, let volunteers share their answers
with the class and explain how each answer fits the clue.
FOLLOW-UP
Writing Ask prompting questions that let children make additional associations with slender,
skinny, and scrawny. For example, ask: "Which word best describes an old carrot? Which word
best describes a ballerina? Which word best describes a bird's legs? Which word best describes a
marathon runner?" Have children use all three words to write a short paragraph about a fictional
or real event.
T41
MIDYEAR REVIEW
■■ft FINAL MASTERY TEST
Vocabulary Workshop Level Purple provides a 4-page Midyear Review, which reviews
words in Units 1-6, and a 4-page Final Mastery Test upon completion of the 14
Units. These pages both apply vocabulary learning and prepare children for
vocabulary sections of standardized tests.
Explain that for some tests children take, they fill in a circle next to the correct
answer rather than writing the answer. Point out that for the Midyear Review and
Final Mastery Test, children will be filling in a circle next to the best answer for
each item. Demonstrate how to fill in the circle, by darkening it completely and
staying inside the circle outline.
Overview of the Midyear Review and Final Mastery Test
Match the Meaning
In Match the Meaning, children choose the taught word indicated
by the clue. These exercises are designed to reinforce students' recall
of the words' meanings.
Completing the Sentence
In Completing the Sentence, children use context clues to choose
the word that best completes the sentence. The sentences are loosely
connected by a theme.
Vocabulary for
Comprehension
In Vocabulary for Comprehension, children read a passage that
contains six taught words. To fully understand the passage, children
must know the meanings of the key words in the passage or be able
to figure out the meanings. They must also use comprehension skills
to help them understand the meaning of the passage. After reading,
children answer multiple-choice questions that assess both word
meaning and comprehension.
*Test Booklets Two forms of Midyear
and Final Mastery Tests provide
opportunities for retesting.
* Optional purchase
T42
Glossary
The words in the Student Book Glossary can be matched to this pronunciation key.
Pronunciation Key
Vowels
ë
lake
mat
care
bark, bottle
doubt
beat, wordy
ch
g
j
0
child, lecture
give
gentle, bridge
sing
â
a
â
â
aû
Consonants
e
let
kn/fe
ô
ô
flow
all, cord
o/l
s/’t
oi
s
sh
th
th
cellar
shoe
thank
those
u
ü
ù
a
ûr
rug
boot, new
foot, pull
ago, broken
herd, bird, purse
wh
y
z
zh
what
yell
is
measure
All other consonants are sounded as in the alphabet.
Stress
The accent mark follows the syllable receiving the major stress: en rich'.
TEACH
■ Point out the alphabetical order of the Glossary words. Explain that any word
coming between the guide words at the top of a page appears on the same page.
MODEL The first word is accept. The pronunciation key tells me the first
syllable sound, /ak/. The a sounds like a in mat, and the c sounds like /k/.
The second syllable is /sept/. The second c makes the /s/ sound, and the e
sounds like the e in let. The syllable ends in the consonant blend /pt/. The
accent mark tells me to stress the second syllable in the word: /ak sept'/.
The v. in parentheses shows that accept is a verb—an action word. The
phrase below accept tells its meaning.
■ Point out that when a word functions as more than one part of speech or has
multiple meanings, a second entry appears. Call attention to board as an example.
PRACTICE/APPLY
■ Say a Unit word, such as wise. Ask: "Does the word appears at the beginning or end
of the Glossary?" Have children explain their reasoning. Then help them use the
guide words to locate the word. Read the meaning of wise aloud with children.
FOLLOW-UP
■ Name a word in the Glossary. The first child to find it says the word and reads the
meaning. He or she can then choose a volunteer to use the word in a sentence.
<¥ vocabularyworkshop.com/purple
---------------------------
• Words
Interactive Audio Program Children can view and hear Unit words,
meanings, and visuals, and then practice pronouncing Unit words.
• Audio Glossary Children can listen to Unit words and see illustrated sentences.
T43
Answer Key to Level Purple Test Booklet
Form A
UNIT I
1. greedy
2. brave
3. dash
4. present
5. wise
6. branch
7. trail
8. stream
9. evening
10. pass
11. evening
12. dash
13. trail
14. pass
15. stream
16. greedy
17. branch
18. brave
19. wise
20. present
UNIT 2
1. crowd
2. frown
3. worry
4. cross
5. signal
6. travel
7. bench
8. bridge
9. deep
10. fresh
11. fresh
12. bench
13. worry
14. travel
15. crowd
16. bridge
17. deep
18. frown
19. signal
20. cross
UNIT 3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
T44
wave
ocean
finally
stack
wonder
idea
seashell
tiny
center
beach
tiny
stack
center
wonder
15.
16.
17.
18.
19.
20.
beach
wave
ocean
idea
seashell
Finally
UNIT I
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
rainbow
enormous
snowstorm
whisper
float
clear
weekend
midnight
exactly
arrive
weekend
exactly
arrive
whisper
enormous
snowstorm
rainbow
float
clear
midnight
UNIT 5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
flour
nibble
inn
bright
pale
hour
forest
chew
warn
island
forest
flour
island
bright
inn
pale
hour
nibble
warn
chew
UNIT 6
1.
2.
3.
4.
5.
6.
7.
famous
notice
agree
leader
gentle
feast
bare
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
weak
search
hero
hero
gentle
weak
notice
search
agree
famous
leader
feast
bare
Midyear Test
(UNITS 1-6)
1. notice
2. hour
3. float
4. deep
5. center
6. bare
7. bench
8. feast
9. greedy
10. hero
11. center12. trail
13. present
14. tiny
15. weekend
16. clear
17. enormous
18. whisper
19. fresh
20. arrive
21. evening
22. frown
23. worry24. wonder
25. midnight
26. stack
27. seashell
28. finally
29. signal
30. exactly
31. whale sharks.
32. huge.
33. long way down.
34. well known.
35. not rough
36. in warm water
37. a large area of
salt water
38. small fish
39. to break apart
with teeth.
40. give facts about a
real fish.
41. cross over water.
42. were late.
43. miss the
school bus.
44. by plane
45. water running
over rocks.
46. that was lost.
47. at the beach.
48. a leaf
49. share with others.
50. visit friends on
a weekend.
UNIT 7
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
plant
team
alarm
scatter
insect
soil
tool
damp
safe
collect
alarm
collect
tool
safe
scatter
damp
soil
plant
insect
team
UNIT 8
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
enemy
steady
herd
frighten
seal
dive
smooth
pack
prove
soar
pack
soar
frighten
herd
seal
prove
smooth
steady
enemy
dive
Form A continued
UNIT 9
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
shiver
dawn
entire
fair
field
pain
tremble
harm
cheer
calm
dawn
fair
field
harm
pain
entire
shiver
tremble
calm
cheer
UNIT 10
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
screech
village
curious
board
leap
doubt
squeeze
eager
fear
dangerous
eager
curious
board
dangerous
doubt
fear
leap
squeeze
screech
village
UNIT II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
odd
tense
carve
beam
tender
steer
proper
scrape
den
lean
odd
tense
tender
proper
15.
16.
17.
18.
19.
lean
scrape
steer
den
carve
20. beam
UNIT 12
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
select
object
stable
honest
pitch
steep
sniff
label
modern
escape
modern
select
honest
label
stable
steep
sniff
pitch
object
escape
UNIT 13
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
stamp
relax
hollow
whole
excuse
difficult
address
expert
section
accept
expert
accept
address
difficult
excuse
section
whole
hollow
stamp
relax
UNIT m
1.
2.
3.
4.
5.
6.
7.
passenger
slender
similar
attach
prepare
major
separate
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
admire
task
handle
passenger
separate
slender
prepare
task
attach
handle
major
admire
similar
Final Mastery
Test
41. pack a suitcase.
42. it is going to rain.
43. you want to
send a letter.
44. plane.
45. on my birthday
46. clean a basement.
47. at dawn
48. a tube of
toothpaste
49. go on summer
vacation.
50. you are late
for school.
1. team
2. hero
3. screech
4. doubt
5. notice
6. cheer
7. tool
8. calm
9. modern
10. steer
11. tremble
12. leap
13. frighten
14. slender
15. sniff
16. seal
17. pale
18. steady
19. enormous
20. tense
21. island
22. entire
23. bright
24. soil
25. flour
26. field
27. notice
28. smooth
29. village
30. relax
31. how frogs and
toads are alike
and different.
32. alike
33. small animal with
six legs.
34. They eat insects.
35. bumpy
36. wet
37. lean.
38. entire.
39. Frogs have teeth.
40. give facts.
T4S
Answer Key to Level Purple Test Booklet
Form B
UNIT I
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
pass
wise
stream
greedy
brave
evening
trail
dash
present
branch
trail
pass
branch
stream
evening
greedy
present
dash
brave
wise
UNIT 2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
fresh
cross
bench
worry
travel
crowd
frown
bridge
signal
deep
fresh
travel
crowd
worry
bridge
signal
frown
cross
deep
bench
UNIT 3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
T46
seashell
center
wonder
tiny
stack
ocean
finally
wave
idea
beach
stack
finally
wonder
tiny
15.
16.
17.
18.
19.
20.
center
ocean
wave
seashell
beach
idea
UNIT 4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
midnight
snowstorm
arrive
enormous
rainbow
clear
weekend
whisper
exactly
float
weekend
float
clear
snowstorm
enormous
arrive
whisper
rainbow
midnight
exactly
UNIT 5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
bright
hour
warn
chew
flour
island
nibble
forest
inn
pale
inn
hour
flour
forest
bright
warn
pale
nibble
chew
island
UNIT 6
1.
2.
3.
4.
5.
6.
7.
bare
agree
search
notice
hero
gentle
famous
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
weak
feast
leader
weak
bare
leader
search
notice
feast
hero
gentle
agree
famous
Midyear Test
(UNITS 1-6)
1. midnight
2. cross
3. bridge
4. pale
5. dash
6. weak
7. worry
8. wonder
9. exactly
10. leader
11. stream
12. soft
13. idea
14. signal
15. cross
16. frown
17. greedy
18. weekend
19. brave
20. enormous
21. finally
22. snowstorm
23. travel
24. crowd
25. trail
26. wise
27. deep
28. branch
29. pass
30. evening
31. the state of Hawaii.
32. land with waterall around it.
33. eight
34. well known
35. land near the water
36. a long bump
moving in the
ocean
37. big.
38. colors formed
in the sky
39. of the enormous
waves.
40. thinks Hawaii
is a nice place.
41. a nose
42. seat.
43. your fingers.
44. logs or books
45. dinner
46. a clam.
47. work in a library.
48. there.
49. a sailboat
50. in the sky
UNIT 7
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14
15.
16.
17.
18.
19.
20.
tool
collect
safe
insect
team
soil
scatter
alarm
damp
plant
alarm
collect
scatter
safe
team
plant
tool
insect
soil
damp
UNIT 8
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
pack
seal
smooth
soar
herd
frighten
prove
steady
enemy
dive
frighten
prove
pack
seal
steady
smooth
soar
dive
enemy
herd
Form B continued
UNIT 9
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
shiver
tremble
cheer
field
dawn
fair
calm
pain
entire
harm
cheer
dawn
calm
field
shiver
harm
pain
fair
tremble
entire
UNIT 10
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
leap
eager
dangerous
screech
fear
curious
village
board
squeeze
doubt
village
fear
doubt
dangerous
curious
eager
board
leap
screech
squeeze
UNIT II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
lean
den
tense
proper
tender
steer
beam
carve
odd
scrape
proper
tense
den
beam
15.
16.
17.
18.
19.
20.
scrape
odd
lean
steer
tender
carve
UNIT 12
1. honest
2. escape
3. modern
4. select
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
object
steep
pitch
label
sniff
stable
modern
escape
select
steep
stable
sniff
label
pitch
object
honest
UNIT 13
1. whole
2.
3.
4.
5.
6.
expert
hollow
address
relax
excuse
7. section
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
stamp
difficult
accept
difficult
hollow
expert
excuse
stamp
address
relax
section
whole
accept
UNIT m
1.
2.
3.
4.
5.
6.
7.
slender
separate
prepare
handle
major
task
admire
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
passenger
attach
similar
prepare
major
handle
similar
task
slender
separate
attach
admire
passenger
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
All About Pill Bugs
horses
a warm bath
tell you the truth.
fall from a branch.
grass and flowers
by studying.
a smart phone
a hammer
worry on a boat.
pen and pencil
Final Mastery
Test
1. difficult
2. shiver
3. agree
4. prepare
5. hollow
6. select
7. admire
8. pitch
9. herd
10. scrape
11. collect
12. calm
13. frighten
14. whole
15. task
16. harm
17. steady
18. dawn
19. arrive
20. separate
21. forest
22. safe
23. enemy
24. plant
25. fresh
26. chew
27. dangerous
28. branch
29. leap
30. den
31. can roll into
little balls.
32. They have
fourteen legs.
33. harmful.
34. dirt.
35. wet.
36. a living thing that
grows in soil
37. empty inside
38. turn over a rock.
39. a crab
T47
■
T48
Ifocabulary
Workshop
J \ \ / r
laAl r X
Level Purple
Enriched Edition
with iWords
Audio Program
Jerry L. Johns, Ph.D.
Distinguished Teaching Professor Emeritus
Department of Literacy Education
Northern Illinois University
Consultants
Joseph Czarnecki, Ph.D.
Christine Gialamas-Antonucci
Faculty Associate, School of Education
Johns Hopkins University
Baltimore, MD
Reading Specialist
Chicago Public Schools
Chicago, IL
Lucy Lugones
Helen Wood Turner, Ed.D.
Technology Consultant
St. Luke’s School
New York, NY
Reading Specialist
Turning Point Academy
Lanham, MD
jjJ Sadlier
tfecabutary
^Workshop
Enriched Edition
with Words ’ Audio Program
Advisers
The publisher wishes to thank the following teachers and administrators, who read portions
of the series prior to publication, for their comments and suggestions.
Khawla Asmar
Assistant Principal
Milwaukee, Wl
Veronica D.W. Coleman
Principal
Mobile, AL
Carolyn Branch
Lead Charter Administrator
Kansas City, MO
Ann Jennings
English Specialist
Rustburg, VA
Megan Mayfield
Teacher
Woodstock, GA
Amy Cristina
Teacher
Panama City, FL
Cora M. Kirby
Reading Specialist
Washington, DC
Julie Cambonga
Assistant Principal/Teacher
Sierra Madré, CA
Tara M. Gaiss
Literacy Specialist
Kings Park, NY
Lisa Mayer
Teacher
Houston, TX
Nancy Wahl
Elementary School Teacher
New York, NY
i
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Photo Credits: Cover: pencil: Used under license from Shutterstock.
com/Pedro Nogueria; wood grain on pencil: Used under license from
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Chris Harris: 134 top; Cultura/Dave & Les Jacobs: 152; Eagle Visions
Photography/Craig Love: 85 top; David Fleetham: 28-29; Nick Hanna:
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Thomas Sbampato: 126 bottom. The Bridgeman Art Library/ Private
Coliection/”Who’s been eating my porridge?” illustration from ‘Once Upon
a Time’ published by Ernest Mister, c.1900 (color litho), Thompson, G.H.
(20th century): 143. Ron Cohn, Gorilla Foundation/koko.org: 74. Corbis:
100, 170; Bettmann: 15; Carl & Ann Purcell: 150; Premium Stock: 151;
Joseph B. Strauss: 16, 169 top; Ron Watts: 109, 175 bottom. Dreamstime/
Aero17: 166 left; Fambros: 166 center; Kalinn: 166 bottom; Katkov: 51 ;
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Fotolia/Gbuglok: 50. Getty Images/Digital Vision: 21 bottom, 53, 90 left, 90
right, 91 top; Hulton Archive/Taber Photo San Francisco: 14; Photodisc: 9,
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38, 169 bottom; Stone/Mike Powell: 98; Stone/Alan Thornton: 20 bottom;
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The Image Works/ Lebrecht Music and Arts: 142; Syracuse Newspapers/
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Illustrators:: Ken Bowser: 30, 31,33, 60, 61,63, 65, 100, 101, 103,
104, 105, 144,145, 147, 149. Mike Gordon: 58-59. CD Hullinger: 78, 79,
81, 83, 108, 109, 111, 112, 113, 168, 172, 173. Nathan Jarvis: 8, 9, 11,
12, 13, 38, 39, 41,42, 43, 122, 123, 125, 127, 168, 172, 174, 175. Martin
Lemelman: 34, 130,131, 133, 135, 140. Ken Spengler: 120-121. Amy
Wummer: 6-7. Zina Saunders: 16, 17, 19, 52, 53, 55, 56, 57, 86, 87, 89,
152, 153, 155, 156, 157, 162, 169, 170, 173.
For additional online resources, go to vocabularyworkshop.com and enter the
Student Access Code VWL11S9FBQT4.
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Address inquiries to Permissions Department, William H. Sadlier, Inc.,
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efis a registered trademark of William H. Sadlier, Inc.
Printed in the United States of America.
ISBN: 978-0-8215-8002-8
123456789 BRR 15 14 13 12 11
Contents
UNIT 1
brave
brave
present
present
branch
pass
UNIT 2
6
A Sudden Storm (Realistic Fiction).........
dash
stream
greedy
wise
evening
trail
14
The Cable Car Is Coming! (Historical Fiction)
bridge
frown
bench
fresh
crowd
travel
travel
cross
signal
deep
worry
Completing the Idea.................................
22
23
24
25
Word Study: Word Endings s, es, ed, ing
26
Shades of Meaning: Analogies 1...............
27
Synonyms and Antonyms........................
REVIEW UNITS 1-2
Classifying.....................................................
Word Associations.....................................
UNIT 3
center
stack
beach
seashell
UNIT 4
28
What Makes Waves? (Magazine Article)...........
finally
finally
tiny
tiny
idea
wave
ocean
wonder
36
A Midnight Rainbow (Informational Fiction)
arrive
midnight
REVIEW UNITS 3-4
clear
rainbow
enormous
snowstorm
exactly
weekend
float
whisper
Classifying............................................
44
45
Word Associations............................
46
Completing the Idea........................
47
Word Study: Compound Words.....
48
49
Synonyms and Antonyms..............
Shades of Meaning: Word Families
UNIT 5
Pineapple Pancakes (Recipe/How to).....
bright
inn
UNIT 6
chew
chew
island
island
flour
nibble
forest
forest
pale
pale
hour
warn
Why Bears Have Short Tails (Folktale)......
agree
hero
REVIEW UNITS 5-6
bare
bare
leader
leader
famous
notice
feast
feast
search
search
50
58
gentle
weak
Synonyms and Antonyms......................................................
66
Classifying...................................................................................
67
Word Associations...................................................................
68
Completing the Idea...............................................................
69
Word Study: Homophones.....................................................
70
Shades of Meaning: Word Choice 1—look, search, watch
71
72
MIDYEAR REVIEW UNITS 1-6
UNIT 7
Be an Outdoor Detective (Magazine Article)
alarm collect
insect
plant
collect damp
safe
scatter
scatter soil
team
tool
UNIT 8
Yellowstone National Park (Magazine Article)
dive enemy
herd
herd pack
enemy frighten
soar steady
prove seal
smooth
soar
seal
REVIEW UNITS 7-8
UNIT 9
92
93
94
95
96
97
Synonyms and Antonyms
Classifying
Word Associations
Completing the Idea
Word Study: Prefixes un, re
Shades of Meaning: Analogies 2
Field Day! (Persona! Narrative)
calm
cheer
dawn
entire
shiver
field
harm
harm
pain
fair
tremble
UNIT 10 The Wright Brothers (Biography)
board
curious
dangerous
doubt
fear
leap
screech
squeeze
106
eager
village
REVIEW UNITS 9-10 Synonyms and Antonyms
Classifying
....................
Word Associations
Completing the Idea
Word Study: Suffixes ful, less
Shades of Meaning: Word Choice 2—hop, jump, leap
UNIT 11
Margaret Heffernan Borland: Trail Blazer (Biography)
beam
proper
carve
scrape
den
steer
lean
tender
114
115
116
117
118
119
120
odd
tense
UNIT 12 A Dog with a job (Informational Fiction)
escape
honest
label
modern
object
pitch
select
select
sniff
stable
stable
steep
128
REVIEW UNITS 11-12 Synonyms and Antonyms
Classifying
Word Associations
.....................................
Completing the Idea
Word Study: Dictionary: Multiple-Meaning Words
136
137
138
139
140
141
Shades of Meaning: Words That Describe Food
UNIT 13 Goldilocks and the Bear Family (Fairy Tale) .
accept
address
difficult
excuse
expert
hollow relax
section
stamp
stamp
whole
142
UNIT 14 One Great Way to Travel (Magazine Article) ..............
admire
attach
attach
handle
major
passenger
prepare separate
separate similar
slender
task
150
REVIEW UNITS 13-14 Synonyms and Antonyms .....................................................
Classifying................................................................................
Word Associations .................................................................
Completing the Idea ..............................................................
Word Study: Context Clues ...................................................
Shades of Meaning: Word Choice 3—slender, skinny, scrawny
158
159
160
161
162
163
FINAL MASTERY TEST
164
GLOSSARY
168
INDEX
176
ONLINE COMPONENTS
vocabularyworkshop.com/purple
•Audio of Unit Passages
• Interactive Games
• iWords*^ Audio Program
• Interactive Word Map
• Visuals of Unit Words
• Interactive Unit Quizzes
• Audio Glossary
• Practice Unit Worksheets
Introducing the Words
Listen to this story about how a girl and her father
stay safe during a thunderstorm. Pay attention to the
words in the color boxes. These are the words you
will be learning in this unit.
& Suimmer Sjtfojrm
(Realistic Fiction)
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I t started as a beautiful day for a hike. Nicky and her
dad set out on a trail that wound through the woods
behind their house. They were hiking to a farm nearby
to watch the farmers care for the animals. The sun
climbed higher in the sky as Nicky and her father
walked. A nearby stream looked so inviting that they
dipped their feet in to cool off. They got to the farm just
before feeding time for the animals.
Nicky pointed at a goat. "That one is so greedy.
He's eating all the feed!"
"I think it's feeding time for us, too," Dad joked.
The two of them unpacked their sandwiches and sat at
a picnic table to eat. After lunch, they spent some more
time on the farm. Then the sun began to lower in the sky.
“We should leave before it gets too late," Dad said.
"On hot sticky days like this, we often get thunderstorms
by evening."
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Listen to this passage at
vocabularyworkshop.com
Sure enough, dark clouds were present in the sky by
the time they got home. They went inside to wait for the
storm to pass.
“Lightning mostly strikes taller things," Dad explained.
“That's why it's wise to stay away from trees during
a storm."
Outside, the wind howled and lightning lit the
dark sky. A branch snapped off a tree and blew across
the yard.
“I see what you mean," Nicky said.
Loud thunder sounded in the distance, and it made
Nicky jump. Before long, it thundered again, but this
time, she wasn't as scared.
All of a sudden, Nicky saw her dog Button dash under
the couch in a blur of fur.
Dad laughed. “Button isn't quite as brave as you are."
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Mord Meanings
You heard the words below in the passage on pages 6-7.
Read each word and its meaning. Write the word on the
line to complete the sentence.
.O
I. branch
(noun)
A branch is a part of a tree. It grows
out from the trunk of the tree.
i
/
Red and yellow leaves fell from each
branch
of the tree.
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2. brave
(adjective)
A brave person is someone who is not afraid of danger.
When the cat got stuck in the tree, the
brave
3. dash
(verb)
(noun)
When you dash, you move quickly.
Don’t slip if you ___
across the wet grass.
(noun)
dash
A dash is a small amount of something.
The soup needs a
of pepper.
M. evening
boy climbed up to save it.
dash
The evening is the part of the day between late
afternoon and early nighttime.
We eat dinner in the
evening
Mom comes home from work.
after
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5. greedy
(adjective)
A greedy person wants more of something than
what he or she needs.
Kim was
greedy
when she did not
share her big bowl of popcorn.
8 ■ Unit 1
vocabularyworkshop.com
6. pass
(verb)
(noun)
1 Listen to iWords
Refer to the online glossary.
When you go by something, you pass it.
I
pass
by the park on my way home.
A pass is a piece of paper that says
/
the person holding it can do something. A/C.#
Mom has a
Pass______
to park the car in the lot.
!
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7. present
(noun)
A present is something that you give to someone
out of kindness.
present
I drew a picture for Greg as a
(adjective)
If you are present in a place, you are there,
Everyone was
present
on
ciass frjp
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8. stream
(noun)
A stream is a body of flowing water
that is not too wide or deep.
The water in the
stream
only reaches my ankles.
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9. trail
(noun)
A trail is a path for people to follow,
especially in the woods.
I walk along the
to the stream.
trail
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10. wise
(adjective)
A wise person or choice shows good sense
and judgment.
Wearing a raincoat on a wet day is a
wise
thing to do.
Unit 1 ■ 9
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
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branch
dash
present
I. You might get this on your birthday.
stream
trail
present
stream
2. You might see fish swimming in this.
3. You might add this amount of salt to your food.
dash
4. You might see birds sitting on this part of a tree.
branch
5. You might find rocks as you walk along this.
brave
evening
greedy
pass
trail
wise
6. This is the time of the day when it starts to get dark outside.
evening
7. This is how you describe someone who does not share.
greedy
8. This word describes someone who knows and understands
a lot of things.
wise
9. This is how you feel when you are not scared.
10. This piece of paper says you can go into a building.
pass
10 ■ Unit 1
brave
I
(^Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
branch
pass
dash
stream
brave
present
evening
trail
greedy
wise
present
I. Grandpa gave me his old fishing pole as a
stream
2. I want to fish in the
right away.
trail
3. I walk by the big, tall trees along the
4. Two mice quickly
5. I feel
dash
brave
6. Oops! I bumped into a low
by my feet.
even though I hear strange sounds.
branch
wise
7. Maybe going to the stream is not a
8. I know I am close when I
9. I am
greedy
on a tree.
pass
idea.
the big rock.
when I try to catch more fish.
10. By the time I get home, it is 6 o’clock in the
evening
Unit 1 ■ 11
Words in Context
Read the story. Then write a sentence to answer each
question below.
_______ _______ _
All Gone
Once upon a time, Red made a cake for Granny. She mixed
some of this and some of that, a dash of sugar, and lots of
carrots. Then she popped the cake into the oven.
Red was brave to walk through the woods to Granny's that
evening. As she passed the stream, she saw a wolf.
"What's in the basket, dear?" asked the wolf.
"This cake is a present for Granny," Red answered.
"Come closer. I can't hear," said the wolf. Red walked closer.
In a flash, the wolf gobbled up the cake.
"You ate the whole thing!" yelled Red. "You're a greedy wolf!"
"No, I'm a hungry wolf!" he said, dashing off.
I. How much sugar is a dash — a little or a lot? A dash is a little.
2. What did Red do that was brave? Possible answer: Red was brave
because she walked through the woods alone in the evening.
3. Which word in the story means “went by”? The word passed means
“went by.”
4. Why did Red think the wolf was greedy? Red thought the woif was
greedy because he ate the whole cake that she baked.
*Write Your Own
branch
trail
wise
|
5. Write a sentence using a word in the box. Check that children
use the vocabulary correctly.
72 ■ L/n/t 7
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Word Games
I
i
Find the word in the box that matches the clue.
Write each letter of the word on an answer blank.
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branch
pass
evening
trail
dash
stream
brave
present
greedy
wise
x
X
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4
4
4
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I
I
I
I
I
I
I
I
I
I
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I. not afraid
b
r
a
v
e
2. between afternoon and night
e
v
e
n
i
n
3. selfish
g
r
e
e
d
y
r
a
i
w
i
s
t
4. a path
5. smart
g
Qi
I
4
e
4
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6. to go by
b
7. a part of a tree
r
a
n
8. to move fast
c
h
d
a
a
s
s
h
4
s
4
4
4
4
4
I
i
i
i
/
i
x
P
9. when you are here
r
e
s
10. a small body of water
e
n
t
s
t
r
e
a
/
m
Look at the letters you wrote in the shaded column above.
Write them on the answer blanks below to answer the riddle.
sis
$
■^4
What is the biggest ant in the world?
‘S'
7
a
n
e
e
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P
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Unit 1 ■ 13
UNIT 2
^Introducing the Words
Listen to this story about a girl who
rides the first San Francisco cable car.
Pay attention to the words in the color
boxes. These are the words you will be
learning in this unit.
The Cable Car
flsj
(Historical Fiction)
t was August 2, 1873, and Anna stood with her mother on
Clay Street. They were not alone. A crowd of people from all
over San Francisco was waiting, too. Like Anna, they wanted to
ride the city's first cable car. As Anna looked at the people
around her, a frown went across her face. She started to worry
that she would never find a space in the cable car.
A minute later, Anna heard the bell. Clang! Clang! That was
the signal that the cable car was coming! A wire cable buried
deep underground pulled it up the hill. The car would cross
Webster Street, then the "grip," or conductor, would turn a giant
screw to bring the vehicle to a stop.
People started to move, and Anna could see the car for the
first time. The car was bigger than she expected, and it was
shaped like a box with flat sides. It had steps down to the
ground and no wheels. The windows were open to let in fresh
air. Some riders could sit on a bench along the sides or back.
There were poles every few feet for other riders to hold onto as
they stood.
14
Anna and her mother squeezed into the front of the car.
From there, they watched the grip release the brake. Their
ride began.
In all, Anna would travel up and down Clay Street for just
over a half mile and cross about ten city blocks. After the ride,
Anna was so excited that she wanted more adventure. She told
her mother, “Tomorrow, let's hop on a train, walk across a
bridge, or ride a boat!"
Unit 2 ■
15
Vlord Meanings
You heard the words below in the passage on pages 14-15.
Read each word and its meaning. Write the word on the
line to complete the sentence.
I. bench
(noun)
A bench is a long seat for a few people to sit on.
On each side of the picnic table is a wooden
bench
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2. bridge
(noun)
A bridge is something that is built
above and across water. People or cars
can go over it to get to the other side.
A long
bridge
over the boy.
3p
goes
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3. cross
(verb)
(adjective)
When you cross, you go from one side to the other.
cross
Look both ways when you
the street.
A person is cross if he or she is angry or not pleased.
The child was _
grabbed his toy.
cross
when the dog
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M. crowd
(noun)
A crowd is a lot of people all together
in one place.
A large__
for the bus.
crowd
waits
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5. deep
(adjective)
16 ■ Unit 2
If something is deep, it goes a long way down.
The children dug a
in the sand.
deep
hole
vocabularyworkshop.com
6. fresh
(adjective)
(adjective)
Listen to iWords*!?.
Refer to the online glossary.
If something is fresh, it is clean or new.
fresh
I put on a
shirt for the party.
Fresh means that something is cool or refreshing.
fresh
Open the windows so the
air can cool off the room.
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7. frown
(verb)
When you frown, you move your eyebrows
together and wrinkle your forehead.
j
frown
when I have
to go to bed early.
(noun)
A frown is an unhappy look on your face.
When Nate found his lost puppy, his
frown
became a smile.
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8. signal
(noun)
A signal is an action or sign that sends
a message.
The red light is a _
that means “stop. ”
signal
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9. travel
(verb)
When you travel, you go from one place
to another.
I want to
travel
all over the world.
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IO. worry
(verb)
When you worry, you feel that something bad
may happen.
My mom and dad
I don’t eat well.
worry
if
Unit 2 ■ 17
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Hatch the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
|
bridge
cross
deep
fresh
frown
j
frown
I. This is what you might do when you are sad.
2. This is how the water is when it is above your head in a pool,
deep
3. This is how you feel after a bath.
fresh
4. This goes over a stream so you can walk across,
bridge
cross
5. This is what you are like if you are a little angry.
|
bench
crowd
signal
6. You do this when you take a trip.
travel
worry
travel
7. You might do this if you are lost in a crowd.
8. You might sit on this at the park.
worry
bench
9. You nod your head to mean “yes” as an example of this,
signal
10. You are part of this when you are with many people.
crowd
18 ■ Unit 2
^Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
|
bench
fresh
bridge
frown
crowd
travel
cross
signal
deep
worry
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travel
I. Every Sunday, my mom and I
fresh
2. We like the smell of the
sea air.
3. To get to the other side of the bay, visitors
a drawbridge.
signal
6. The boat can pass
bridge
when the
bench
is raised.
crowd
goes over.
and watch the boats.
9. Some people catch fish in the
10. The only time I
I
stops the traffic.
7. Once the bridge goes down, the
8. I sit on a
cross
worry
4. If a tall boat sails near the bridge, don’t
5. A flashing red
to the shore.
frown
deep
waters.
is when we have to leave.
•1b
Unit 2 ■ 19
AW
Words in Context
Read the journal entry. Then write a sentence to answer
■Zeac/i question below.
f■v
Sunday, November 7
Today was the big New York City race. The runners
gathered at the bridge that joins Staten Island and ISrooklyn.
They looked -fresh and ready to go. Then the starting signal
L
J
W
Aft1? '*'*?
went off. The runners began to dash over the bridge.
Crowds stood along the streets to watch. I sat on
a bench with my grandparents. Others watched the
runners travel through the city from their windows.
At last I saw my brother. He looked tired, but
he kept going. V/atching him cross the finish line in
Central Park was the best part of the day!
I. Why were the runners at the bridge? The runners were getting ready
to run the New York City race.
2. How did the runners look at the beginning of the race? The runners
looked fresh and ready to go.
3. What happened when the starting signal went off? When the signal
went off, the runners started to run across the bridge.
M. What does a runner have to cro$s to finish the race? A runner has
to cross the finish line.
|
deep
frown
worry
Write Your Own
5. Write a sentence using a word in the box. Check that children use
the vocabulary correctly.
20 ■ Unit 2
|
Word Games
Find the word in the box that matches the clue.
Write the word on the line.
I
|
bench
fresh
cross
signal
bridge
frown
deep
worry
crowd
travel
'^/lllllllHllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllinilllllllllllllllllllllllllllHIIIIIIIIIIIIIIIIIIIIIUIIIIIIIIIIIlllllllllllllllllllllllllllllllllllllllllllllllllllllllltV
bridge
I. something built above and over water
deep
2. far down
frown
3. not “smile”
4. a lot of people
travel
5. to take a trip
worry
6. to feel uneasy
7. clean
crowd
fresh
8. something to sit on
bench
9. a message or sign
signal
10. angry
cross
Look at the words you wrote. Find
them in the puzzle and circle them.
b
i
m u
S
I
g
n
a
(b e n c h) c (d e e P
r
d
r
f (F^r
g i (c
w (c r o
n t (b r
o
a
e
r
o w dj o w
s
s) u
i
d
a
g
O
e
s
s
p
n (w o r
I
v
jDŒZÏ
p
s
own
r
y) t
Unit 2 ■ 21
If you need help with a word, look it up
in the Glossary at the back of this book.
Synonyms
Circle the word that has almost the same meaning as
the word in dark print. Write the word on the line.
E.
K
HR
CM
I
z
I. The children run out of the house.
A. pass
B.(dash)
C. cross
dash
2. I use pretty ribbons to wrap the gift.
A. crowd
B. trail
C.(present)
present
3. Birds drink water from the fresh brook.
A.(stream)
B. evening
C. frown
stream
4. We will follow the path to the lake.
A. bench
B. branch
C.(trail
trail
5. Add a bit of oil to the pan.
A. pass
B. bridge
dash
C.(dash)
3
Antonyms
ui
>
LU
Circle the word that has almost the opposite meaning as
the word in dark print. Write the word on the line.
I. Jen takes a bath every morning.
A.(evening) B. bench
C. stream
evening
2. The king in the story was very foolish.
C.(wise)
B. brave
A. greedy
wise
3. Put your dirty socks in a pile.
B. (fresh)
C. deep
A. brave
fresh
4. Stan has a big smile on his face.
A. signal
B. branch
C.(frown
frown
5. The person called out my name.
B. (crowd)
C. signal
A. frown
crowd
22 ■ Units 1-2 • Review
Classifying
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
bench
fresh
brave
brave
greedy
cross
cross
trail
trail
deep I
travel j
^llllllllllllllllllllltlllllllllllllllllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllflllllllllllllllllllllllllllllllllll^
Words That Tell
About People
Words That
Show Action
brave
travel
greedy
cross
73
m
<
m
£
C
Z
1
I
Words That Tell
About Water
Words That Name
Things in a Park
deep
bench
fresh
trail
I
Review • Units 1-2 ■ 23
Vlord Associations
Choose the answer that best completes the sentence
or answers the question. Pay attention to the word
in dark print. Fill in the circle next to the answer.
CM
I
Vi
z
3
3LU
■■
>
I. Where would you most likely
find a branch?
• on a tree
O in a crowd
O under a bridge
6. If you use a dash of pepper
on your taco, you use
• a little bit.
O a lot.
O all of it.
2. What might a brave person
do?
O run and hide
O talk to a friend
• fight a fire
7. Where might you see a
crowd?
• at a baseball game
O on a bike
O in a deep pit
3. If you cross a bridge, you
O travel around it.
• travel over it.
O travel under it.
8. When might you frown?
O if you get a present
• if you are lost in a crowd
O if you read a good book
LU
C£
M. In
O
O
•
the evening, you eat
breakfast.
lunch.
dinner.
5. When you worry about
something, you
• think about it a lot.
O joke about it.
O are very brave.
24 ■ Units 1-2 • Review
9. A train pass would let you
O sit by the window.
• ride on the train.
O get off the train.
10. A greedy person does not
like to
O worry.
O frown.
• share.
Completing the Idea
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print.
Accept answers that show an understanding of the vocabulary.
I. On my way to school, I pass
2. I would like to travel to
3. To get fresh air, I
H. I frown when
5. Mom gets cross when our puppy
6. When I see a green signal, I
7. If snow is very deep, I
8. A wise person I know said
9. I always try to be present at
10. I cross the bridge so I
Review • Units 1-2 ■ 25
flli
For teaching suggestions, see page T34.
Word Study • Word Endings
Word endings often do not change the meaning of a word.
The s or es ending on some words can mean “more than one:
The ed or ing ending tells when the action happens.
35
The ending s or es can mean that there is more than one.
crowd + s = crowds
bench + es = benches
The crowds could not all fit on the benches.
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiuiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
The ending ed or ing tells when the action happens.
CM
I
dash + ed = dashed
dash + ing = dashing
P r
Last night, a deer dashed across the yard.
A deer is dashing across the yard now.
z
LU
>
1X1
C£
Write each word without its ending.
I. presents
present
3. traveled
travel
2. worrying
worry
M. benches
bench
Choose the word that best completes the sentence.
Write the word on the line.
5. The tree (branches, bridges) are full of leaves.
branches
6. All of the (trails, evenings) lead to the stream.
trails
7. A man (frowned, crossed) the road to get home.
crossed
8. On the way, he (dashed, passed) some bushes.
passed
9. A girl is (worrying, dashing) to catch up to him.
dashing
10. They see two yellow (signals, crowds) flashing.
signals
26 ■ Units 1-2 • Review
kJi teaching
ini ly Qi
For
suggestions, see page T38.
i
f Shades of Meaning •* Analogies 1
Words can go together in many ways. Some words go
together because they have almost the same meaning.
Think
Fast and quick have
fast / quick
almost the same meaning.
Some words go together because they have opposite
meanings.
Think
Tall is the opposite of short?)
tall / short
Read each pair of words. Write a sentence that tells how the
words go together. Tell whether the words have almost the
same or opposite meanings.
Accept answers that children can justify. Possible answers are given.
I. present ! gift
Present and gift mean almost the same thing.
Dirty is the opposite of clean.
3. frown / smile
Frown is the opposite of smile.
M. trail / path
Trail and path have almost the same meaning.
I
N)
Find the word in the box that has almost the same or opposite
meaning as each word below. Write the word on the line. Then
write same or opposite to tell how the two words go together.
morning
quiet
run
<
»
c
z
2. dirty / clean
little
50
m
talk
|
^/niiiiiniiiiiiiiiiiiiiiiiiiiiiuiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii^
5. loud
quiet
opposite
6. speak
talk
same
morning
opposite
little
same
7. evening
8. small
Review • Units 1-2 ■ 27
UNIT 3
^Introducing the Words
Listen to this article about how waves form. Pay attention
to the words in the color boxes. These are the words you
will be learning in this unit.
(Magazine Article)
S magine walking on the beach. You feel
the warm sand and a seashell beneath
your feet. After a while, you sit and look at
the ocean. A boat on the water rises and
falls. Water rolls in to the shore. It makes you
wonder, "What makes waves?"
A wave is a moving ridge on the surface of a large body of
water. Wind causes most waves. As wind blows over water, it
gives some of its energy to the water. A small amount of wind
makes a tiny wave. A strong wind can make a really big wave.
Try it yourself by blowing over the top of a pan of water.
Because of the way waves seem to stack on each other, you
might get the idea that the water moves forward. In fact, the
water only moves up and down. You can see this motion by
watching a rowboat or buoy. These objects will
bob up and down with a wave, but they do
not move toward or away from the shore.
When a wave near the shore breaks,
*/
the top tips over and finally crashes onto
> the beach.
28
______
Listen to this passage at
vocabularyworkshop.com.
Wind is not the only thing that causes waves to form.
Sometimes earthquakes and volcanoes happen underwater.
These can cause special kinds of very long high waves. These
giant waves rush away from the center of the action of the
earthquake or volcano. You can make a model of these waves
in a tub or pool. Put your arms straight out. Pull them apart
and push them together again quickly. Watch how the water
moves away in waves.
What makes waves? Wind, earthquakes, and volcanoes do.
tff'.
fifes
Word Meanings
You heard the words below in the passage on pages 28-29.
Read each word and its meaning. Write the word on the
line to complete the sentence.
I. beach
(noun)
A beach is land near the water. It is usually sandy.
The children looked for shells along the
beach
Illlllllilllllllilllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllillllillllllllllllllllllllllllllllllllllilillllllllllllllllllllllllllllllllllllllll
2. center
(noun)
A center is a place that is in the middle
of something.
My mom put the flowers in the
center
of the table.
llllllllllllllllllllllllllllilllllllHIIIIIIIIinillllllllllllllllllllllllllllllllllllllllillllllllllllllllllllllllllllllllllim
3. finally
(adverb)
Finally means “at last.”
we
finally
finished our
homework.
illllllllllllllllllillllllllllllllllllllllllllillllllllllllllllllllllllillllllllllllllllllllilllllllllllllllllilllllllllllliu^
>4. idea
(noun)
An idea is a thought or a plan. It is something
that you think of.
Grandma hod a great _
Dad’s birthday present.
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim
5. ocean
(noun)
The ocean is a very large area
of salt water. It covers almost
three quarters of Earth.
Ships sail across the big,
blue
30 ■ Unit 3
ocean
idea
for
vocabularyworkshop.com
6. seashell
(noun)
) Listen to iWords'^.
Refer to the online glossary.
A seashell is the shell of a sea animal
such as an oyster or a clam.
The outside of the large
seashell
feels rough.
HiuiiuniiiiiHiiniiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
7. stack
(noun)
(verb)
A stack is a neat pile of something.
stack
I ate a tall
of pancakes.
When you stack things, you pile them one on
top of another.
Please___
on my desk.
stack
the books neatly
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8. tiny
(adjective)
If something is tiny, it is very small.
a_____
îinr
drop of water dripped
from the bottle.
lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllH
9. wave
(verb)
When you wave, you move your
hand back and forth.
I
(noun)
wave
to my friend.
A wave looks like a long bump moving
through the water in a lake or an ocean.
A huge
wave
onto the beach.
crashed
iiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim
10. wonder
(verb)
When you wonder about something, you are
curious about it. You want to learn about it.
I
wonder
why the sky is blue.
Unit 3 ■ 37
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
beach
idea
ocean
stack
seashell
|
I. This is something that belongs to some sea animals.
seashell
beach
2. This is a sandy place by the water.
3. This is a large body of salt water.
4. This is a tall pile of something.
ocean
stack
idea
5. This is a plan you are thinking about.
I
center
finally
tiny
wave
6. You might do this when you greet a friend.
wonder
|
wave
7. You might stand here so all the children can see what you are
center
doing.
8. You might say this word after you finish cleaning up your room.
finally
9. You might use this word to describe an ant.
tiny
10. You might do this when you want to know why something is
happening.
32 ■ Unit 3
wonder
i
pooB d som joqj, o I
D9P!
■Admd s|iod eqj OAOiu uejpjiqo eqj
■S|iod jo
aqj Admd saqsDM jsow|d oadm eqj_ ’g
>|OD|S
dos
aqj luojj ui S||8L|S eiuos soijjdo
■qooaq aqj uo
■||eqs s(iud|o d
qojo
jo
d soai|
Auij
d
d
punoj os|D i -9
aqj joeu e|oq
jajuao
V 'L
9ADM
Ajjajd
liaqsoas
•si O|DqM
uoaoo
6
AllDUij
d si
ajaqj. g
punoj i ||oqs eqj apisuj
AADeq Moq
I T
japuoM
eqj ui soaii pqj idiuiud oBjdi
d si
apqM v Z
eqj jd puos jjos aqj uo >||dm i • |
qooaq
^\\uiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiniiiiiiiHiiiiiiiiiiiitiiitiiiiiiiiniiiiiiiiiiiniiiiiii!iiiiiiiiiiiiiiiiHiiitiiiiH
JapuoM
uoaoo
8ADM
oapi
AuiJ
A||duij
>|OD|S
jajuao
||0qSD0S
qooaq
ZZ/'HiiiiiiiiiuiiiiiinuHiiiiiiuiiniiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiin^
•au// ai/j uo pjorn at/;
'aiudiuds
at/; saja/diuoa ;yaq ;di/; xoq ai/j u/ojJ pjoM ai/j asooqj
souatuag am Bu^ajduioo
Mords in Context
Read the story. Then write a sentence to answer each
questionbelow.
Jenny loved the winter. But it was summer and here she
was at tjie beach Suddenly she had an idea.
Jenny began to gather seashells and sticks. Dad watched.
“1 wonder what she’s doing,” he said to himself.
Jenny made three different-size balls of sand and stacked
them. She put the biggest ball on the bottom and the smallest
ball on top. Then she stuck two long sticks in the middle ball,
one stick on each side. She put seashells in the top ball to make
the eyes, ears, and nose. Dad laughed. He finally figured out
what Jenny was doing.
Z
rr >
■r
X '
1
I. What did Dad wonder about? Dad wondered what Jenny was making
with the sand.
2. How did Jenny stack the balls of sand? JennV Put rhe biggest ba on
on the bottom and the smallest ball on top.
3. What word in the story means “at last”? fhe word
means
“at last.”
4. What was Jenny’s idea? Jenr|y’s idea was to make a “snowman” out
of sand.
Write Your Own
i
center
ocean
tiny
wave
1
5. Write a sentence using a word in the box. Check that children use the
vocabulary correctly.
34 ■ Unit 3
Vlord Games
Find the word in the box that matches the clue.
Write the word on the puzzle.
beach
seashell
center
center
stack
stack
finally
tiny
I
ocean
wonder
idea
idea
wave
wave
%’'''/JiiiiiiiiiiiiiiiiiillliiiiiiiiiiiiiiiiiiiillllliiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiii
ACROSS
DOWN
2. a sandy place by the ocean
I. a large body of salt water
5. something that you think of
3. very, very small
6. at last
4. the hard shell of a sea animal
7. a pile
8. the middle of something
9. to want to know
9. what you might do to say hello
I.
0
4.
3.
2.
e
b
a
c
h
t
5.
e
i
a
n
S
e
d
a
a
6.
8.
7.
f
i
n
a
y
S
t
h
a
C
k
e
9.
W
o
n
d
e
r
n
a
t
v
e
e
r
Unit 3 .■ 35
râ
;
Introducing the Words
Listen to this story about a family's trip to see the northern
lights. Pay attention to the words in the color boxes. These
are the words you will be learning in this unit.
& OâmâgGtô
*
«
RaiiiniboAM
(Informational Fiction)
■ ily and Jonah could not wait for spring break. All week, they
talked about their trip. In a few days, they would arrive in
Alaska to see the northern lights, a natural display of glowing
colors in the night sky. Even though their parents had shown
them pictures of the northern lights, Lily and Jonah still weren't
sure exactly what to expect.
“How can rainbow colors appear in the dark?" Jonah asked.
“You'll just have to wait and see," Mom answered. “As
long as we have good weather in Alaska, we should get a
great show."
“I think this is the first time I'm not hoping for a snowstorm,"
Lily laughed.
“That's why we're going in March," Dad said. “It's not
summer yet, so the sky still gets dark enough for us to see the
northern lights. However, it won't be as cold and snowy as it
would be in the winter."
That weekend, the family flew to Fairbanks, Alaska.
There was some winter snow still on the ground, but skies
were clear. Even in March, it felt cold to Lily and Jonah,
d)j
Listen to this passage at
vocabularyworkshop.com .
especially at night. They wore winter coats and sipped hot
chocolate as they waited and waited for the northern lights.
It was almost midnight when a faint glow appeared where the
land met the sky.
Slowly, the light grew and rose higher. It seemed to float
right above the trees. Soon, the sky was painted with enormous
swirls of green and yellow. Jonah was so amazed that he could
barely speak.
"Awesome," he said in an excited whisper.
Unit 4 ■ 37
Word Meanings
You heard the words below in the passage on pages 36-37.
Read each word and its meaning. Write the word on the
line to complete the sentence.
I. arrive
(verb)
When you arrive somewhere, you reach the
place you set out for.
I
arrive
at school at 8 o’clock.
llllltllllllltlllllllllllllllllllllllllllltlllllllllllllllllltllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllim
2. clear
(adjective)
When something is clear, it is not cloudy or dark.
There was not one cloud in the
clear
(adjective)
sky.
Clear can also mean that you can
see through something easily.
We could see the rocks at the
bottom of the
clear
lake.
ilililililllilllllltlllllllllilllllllllllllllllllllllllllllltlilllilllllllllltlllllllllllllllllilllllllllllllllliliHIIIIIHIIIIIin^
3. enormous
(adjective)
Anything enormous is very big.
The elephant is
enormous
iiiiiiiiiiiiiitiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiifiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiM
M. exactly
(adverb)
If something looks or happens exactly like something
else, it looks or happens in the same way.
My bike looks
like yours.
exactly
lllllltlllllllllllllllllilllllillilllllllllllllllllltllllllllllllllllllilllllllillllilllllllllltllillllllllllilllllilltillllllllllllHIIIIIIIIIIIIIIIIIIIIililllllllillllilllllililllllllllltll
5. float
(verb)
When things float, they stay on top
of water or in the air.
I let go of the balloon and watched it
float
38 ■ Unit 4
above the tree.
hj
vocabularyworkshop.com
6. midnight
(noun)
Listen to iWords*\
Refer to the online glossary.
Midnight comes at 12 o’clock at night. It is called
midnight because it is in the middle of the night.
midnight
I try to stay up until
I always fall asleep.
but
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7. rainbow
(noun)
A rainbow is made of long
stripes of color in the sky.
If the sun shines after
it rains, you often see a
rainbow.
I can see orange, red, purple, blue, and
other colors in a
rainbow
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiifiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
8. snowstorm A snowstorm happens when a lot of snow falls.
(noun)
Over a foot of snow fell during the
snowstorm
lllllllllllllllllllllllililllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlilllllllllllllllllllllllllltllm
9. weekend
(noun)
The weekend is made up of the two days of
the week called Saturday and Sunday.
I visit and eat lunch with my grandfather
every
weekend
lilllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllillllllllllllllltlllllllllllllllllllllllllllllH^
10. whisper
(verb)
When you whisper, you speak in a
very soft and quiet voice.
l/l/A
whisper
that no one else will hear what
we say.
Unit 4 ■ 39
vocabularyworkshop.com
\ Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
I
midnight
clear
rainbow
weekend
snowstorm
I. This is a time when most people are sleeping.
2. This is a big storm with a lot of snow.
I
midnight
snowstorm
3. This is what we call the two days Saturday and Sunday.
weekend
*4. This is what you might see in the sky after it rains.
rainbow
5. This word describes a blue sky that has no clouds.
clear
arrive
enormous
exactly
6. You do this when you speak softly.
7. You do this when you get to a new place.
8. You see a ball do this on top of the water.
float
whisper
whisper
arrive
float
9. You might use this word to describe something that is very big.
enormous
10. You might use this word to tell how alike twin sisters look,
exactly
40 ■ Unit 4
[
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
arrive
midnight
clear
rainbow
enormous
snowstorm
exactly
exactly
weekend
weekend
float
whisper
^/ninununiiiiiiiiiiiiniiHiiiiHuniiiHiinuiiiuiuiiniiiiuiiiiiiiiiiuiuniiiinuniiiiuiiniiiHuiiuiiiiiiniuiuiuiiiitiiiiiiiniiinninHinniiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiin'^
I. I woke up at
midnight
and saw the snow falling.
weekend
2. Tomorrow is the beginning of the
is no school.
, and there
whisper
3. “We will play in the snow tomorrow,” I
my sister.
clear
H. The snow clouds have gone, and the sky is
5. My two friends finally
6. We make an
arrive
enormous
at 9 o’clock.
snowman.
rainbow
7. His hat has all the colors of the
8. My sister makes a snowman
on it.
exactly
9. Later that afternoon, dark gray clouds
10. Maybe we will have another
to
snowstorm
like ours!
float
in.
tonight.
Unit 4 ■ 41
Vlords in Context
Read the speech balloon. Then write a sentence
to answer each question below.
Hello, summer lovers! Today’s weather is clear
and is almost exactly like the beautiful day we had
yesterday. Around midnight tonight, we expect clouds
to move in. Don't worry, though. By the weekend, it
will be clear and hot again.
So beach lovers, arrive early at the beach for a good
spot. As you lie on the sand, put your hands in the
cool, clear water. If you feel hot, just think about that
enormous snowstorm we had only three months ago.
Until tomorrow, I am your Weatherwoman Wendy,
with summer skies all around!
WENDY THE
WEATHER WOMAN
I. What is today’s weather almost exactly like? ! he wee -er <
is
almost exactly like the weather yesterday.
2. What will the weather be like around midnight? Around midriigh .
clouds may move in.
3. What will the weather be like by the weekend? The weather will be
clear and hot by the weekend.
4. Why should people arrive early at the beach? Possible answer:
People should arrive early because the beach will be crowded.
■<
Write Your Own
i
float
rainbow
whisper
5. Write a sentence using a word in the box. Check that children use the
vocabulary correctly.
42 ■ Un/t4
Miord Games
\
/
I
I
I
I
Find the word in the box that matches the clue.
Write each letter of the word on an answer blank.
/
1
f
\
^\uiiiiiiiHuiiiiiiiiunHiHnHiuiiiuiininniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiïlM^EB|
arrive
midnight
clear
rainbow
enormous
snowstorm
exactly
exactly
weekend
weekend
float
whisper
|
^iinniiiiiiiiiiniiniuiuiiiiiuHinniiiiiiniuuiiiiniiiiiiiiniiniuiiiiiiiininNiiiiiuiniiinnniiuiiiuiiiuiiiniiniiniiniiiinHiHniiiiitiiniiuiiiiiiuinHniiiinniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiinv^
f
I. stay on top of water
0
2. speak softly
a
w h
i
s
e
a
r
c
3. not muddy
t
P
e
r
m
r
t
I
H. something colorful in
the sky
r
a
i
n
b
o
w
n
o
r
m
o
u
s
6. in the very same way
e
x
a
c
t
7. a big snowfall
s
n
o
w
s
8. comes after evening
m
i
d
n
L_g_ Jl_2
e
e
k
e
n
d
a
r
r
i
v
e
e
5. huge
w
9. comes after Friday
10. to reach a place
y
t
o
Look at the letters you wrote in the shaded column above.
Write them on the answer blanks below to answer the riddle.
What side of a bird has the most feathers?
t
h
e
o
u
t
s
i
d
e
Unit 4 ■ 43
If you need help with a word, look it up
in the Glossary at the back of this book.
Synonyms
Circle the word that has almost the same meaning as
the word in dark print. Write the word on the line.
I. The boat sailed across the sea.
A. (ocean)
B. beach
C. seashell
2. I have a plan for a school play.
A. wave
B.(jdea)
C. ocean
ocean
idea
3. The seashore is covered with shells.
B. (beach)
C. snowstorm
A. rainbow
beach
4. There is jelly in the middle of the donut.
C. wave
A. (center
B. idea
center
5. Please pile the newspapers in the corner.
B. (stacl)
C. whisper
A. arrive
stack
3
Antonyms
Ul
>
Ul
C£
Circle the word that has almost the opposite meaning as
the word in dark print. Write the word on the line.
I. I leave home at 8 o’clock.
B.(arrive)
A. wonder
C. wave
arrive
2. What a huge pumpkin!
A.(tiny)
B. enormous
C. clear
tiny
3. Don’t shout so much!
A. float
B. stack
C. (whisper)
4. Will the toy boat sink in the pool?
B.(float)
C. stack
A. arrive
5. The little elephant sprayed water on us.
C. (enormous)
A. clear
B. tiny
44 ■ Units 3-4 • Review
whisper
float
enormous
^Classifying
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
|
|
clear
snowstorm
enormous
enormous
stack
stack
ocean
tiny
seashell
whisper
^/niiHiiiiiiHiiiiiiHinniiHiiiiiiiiifiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiitiiiiiiiiiiiiiiiiiiiiiiii^
73
m
Words That Tell
About Size
Words About
the Beach
<
enormous
ocean
$
tiny
seashell
C
Z
m
kA
w
I
Weather Words
Action Words
i '
clear
stack
snowstorm
whisper
Review • Units 3-4 ■ 45
J
Mord Associations
Choose the answer that best completes the sentence
or answers the question. Pay attention to the word
in dark print. Fill in the circle next to the answer.
z
2
$
LU
>
uu
ce
I. What might you do at the
beach?
O climb a tall mountain
O gather leaves
• dig in the sand
6. When you wonder about
something, you
O don’t care about it.
• want to know more about it.
O are scared of it.
2. Who might stand at the
center of a stage?
O a bird
O a baby
• an actor
7. You have exactly five cents if
you have
O a penny.
• a nickel.
O a dime.
3. When might you see a
rainbow?
O at night
• after it rains
O before it rains
8. What might a wave in the
H. On a snowy day, it’s a good
idea to
• put on a hat and boots.
O swim in the lake.
O wear shorts.
9. What might you finally do at
the end of the day?
O write a story
O play in the park
• go to sleep
5. If you stack blocks, you
O hide them.
O color them.
• pile them.
46 ■ Units 3-4 • Review
ocean do?
O shake your hand
O make you hot
• splash water on you
10. You might find clear water in
O a muddy pond.
O the dirt.
• a swimming pool.
(^Completing the Idea
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print.
Accept answers that show an understanding of the vocabulary.
I. If I arrive late at school, I
2. When it is dark and cloudy, I wonder if
3. After the snowstorm, I
53
m
<
H. On a sunny and clear day, I
M
m
c
5. At the beach, the enormous wave
z
6. When I go to the beach, I
W
•k
7. On the weekend, I
8. When I finally go to the park, I
9. At midnight, I
BP
I
10. The bus arrived at exactly
Review • Units 3-4 ■
s
For teaching suggestions, see page T34.
Vlord Study • Compound Words
A compound word is made up of two smaller words.
Sometimes, the smaller words can help you figure out the
meaning of the compound word.
mail + box = mailbox
A mailbox is a box for your mail.
Put the words together to make a compound word. Write the
new word on the line.
I. snow + storm =
I
cn
Vi
Z
LU
>
snowstorm
2. sea + shell =
seashell
3. rain + bow =
rainbow
4. week + end =
weekend
5. mid + night =
midnight
Read each sentence. Write yes if the sentence gives the meaning
of the word in dark print.
LU
C£
6. A snowstorm is a storm with lots of snow.
yes
7. A seashell is the shell of a sea animal.
yes
8. A rainbow is a bow made from rain.
no
9. A weekend is the days at the end of a week.
yes
One sentence above does not give the correct meaning of the
compound word. Write the correct meaning of the word below.
10. A rainbow is made of long stripes of color in the sky. If the sun
shines after it rains, you can often see a rainbow.
48 ■ Units 3-4 • Review
For teaching suggestions, see page T38.
Shades of Meaning • Word Families
A word family is a group of related words that share
some meaning. If you know one word in a family, you
have an idea about what the other words mean.
wonder
something that amazes
A rainbow is a wonder of nature.
wonderful
very good or amazing
You might say that a wonderful idea is a great idea.
wonderfully
in a great or wonderful way
You might say that a song is wonderfully sung.
73
Read each sentence. The words in dark print are related to words
in the box. Circle the word that best completes the sentence.
add
arrive
fresh
<
wonder
I. When I find a sum, I am doing (arrival,(addition).
2. We had a (fresher,(wonderful)) time at the school play.
z
3. I opened the box as soon as it (arrived,)wondered).
4. Our clothes are all (additionally, (freshly) washed.
UJ
I
Add the ending to form a related word. Then write a sentence
with the new word. The first one has been done for you.
Accept sentences that show the correct meaning.
5. sing + er =singer
The singer has a beautiful voice.
6. quiet + ly =
7. art + ist =
quietly
artist
Review • Units 3-4 ■ 49
UNIT 5
Introducing the Mords
Listen to this passage and recipe to learn how to make
fruity pineapple pancakes. Pay attention to the words in
the color boxes. These are the words you will be learning
in this unit.
E'ajniÇÆifeSSi
(Recipe/How-to)
ri
HI
ow would you like to nibble on your very own taste of the
rain forest? One fruit that you know is actually grown
there. It's the pineapple! This juicy fruit is popular and good for
you. It can be added to a fruit salad or even cooked with meat.
In some cultures, this fancy fruit has become known as a sign of
welcome. On a tropical island, you may see pineapples on
display in a hotel, inn, or other place that visitors go.
One simple and fun way to enjoy pineapple is to make
pineapple pancakes. Here is a recipe. It will take you less than
one hour to make and eat the pancakes. As any recipe will warn
you, be sure to read the instructions carefully, and always cook
with an adult.
Pineapple fruit is bright yellow, but the pancakes will be pale
in color. You can put more pineapple on your pancakes before
eating them. Be sure to chew slowly to enjoy every fruity bite!
r,
so
i
B
u u u&
Listen to this passage at
vocabularyworkshop.com.
B
Pineapple Pancakes
f (O
Oj
Makes eight 4-inch round pancakes
C3
114 cup flour
I egg, beaten
3 teaspoons baking powder
I cup milk
I tablespoon sugar
2 tablespoons oil
1/2 teaspoon salt
14 cup crushed pineapple,
drained
9
j (§
'o o o
o
Mix the flour, baking powder, sugar, and salt in a
bowl. In another bowl, mix the egg, milk, and oil. Stir this
mixture into the first mixture. The batter will be lumpy.
Stir in the pineapple.
Lightly grease a griddle or pan, and heat it. Drop large
spoonfuls of batter onto the griddle or pan. Turn over
each pancake when the underside is golden brown. Cook
until the other side is also golden brown.
1
35R
to
l2J
loJ
B
ikI
r
5c
O.
’
■
go
! 4
i
I
to
Vlord Meanings
You heard the words below in the passage on pages 50-51.
Read each word and its meaning. Write the word on the
line to complete the sentence.
I. bright
If something is bright, it gives a lot of light.
(adjective)
The sun is
(adjective)
bright
today.
Something bright can also mean
something that is shiny.
I scrubbed the pot until it looked
bright
and clean.
lllllllllllllllllllllllilllllillllllllllllllllilillllllllllllllllllllllilllllllllllllillllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllitllllllll^
2. chew
(verb)
When you chew something, you break it into small
pieces with your teeth.
I
3. flour
(noun)
chew
my food before I swallow it.
Flour is a powder made from grain. It is used to
make bread, cakes, and pies.
We put a cup of
flour_____
bowl with the milk and eggs.
llllllillllllll!llllinilllllllllllllltlilllilllllllltlllilillllllllllllllllllillllHlillllll!llltltlllilllllllllllllllllllllllllilllllllllllllllllltlllilllllllillllllllllllllilllllHlllllilllll!ll
4. forest
(noun)
ti il
t
i >
forest
(noun)
An hour is an amount of time.
It is sixty minutes long.
It takes one _
bake the cake.
52 ■ Unit5
hour
•Ah
' M*Ul
•ns
lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllllllltltilllllillllllllllllltllillllllllllllllltllillllllllllllililllllllllllllilillllllllllllllllllllllilllllllllllllllllHIIIIIIIIII
5. hour
4?
•7
A forest is a large area that has
trees and plants.
Deer live in the
into the
to
vocabularyworkshop.com
6. inn
(noun)
0- Ùl) Refer to the online glossary.
) Listen to (Words
An inn is a small place where a person can eat a meal
and stay for the night. It is usually in the country.
After traveling all day, we stopped at an
inn
for the night.
Illllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllltlllllllilllllltlllllllllllllllllllllllllllllllllllllllllllillllllllllllllllllll
7. island
(noun)
An island is a piece of land
with water all around it.
It took the boot two hours
to sail around the
island
11111111111111111111111111111 II 11111111 i 111111111111111111 II 11111111111111111111111 i 11111111 It 11111111111111 ! 11111111111 i 111 i 1111H1111111111111111111111 i 11111111111111111111H111111111111 lllll 111111111111H
8. nibble
(verb)
If you nibble on something, you eat it with very
small bites.
Rabbits
nibble
on carrots.
iiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim
9. pale
(adjective)
If something is pale, it has very little color.
Jason’s face looks
he is very sick.
pale
because
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiH
10. warn
(verb)
If you warn someone, you tell the person about
possible danger. A sign or signal can also warn.
warn
The signs
not to walk on the ice.
us
DANCER!
THIN ICE
DO NOT
CROSS!
Units • 53
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
|
flour
forest
hour
island
island
I. This is land that has water all around it.
2. This is 60 minutes long.
hour
forest
3. This is a place that has many trees and plants.
flour
4. This is made from grain and used in baking.
nibble
5. This is what you do when you take little bites.
bright
chew
j
nibble
inn
pale
I
warn
inn
6. This is a place where you can stop and sleep.
7. This word tells about something that has little color,
pale
8. You do this to tell someone about danger.
warn
9. You might use this word to tell about something shiny,
bright
10. You do this with your teeth to break up food.
54 • Units
chew
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
bright
inn
forest
forest
pale
pale
flour
nibble
chew
island
|
hour
warn
'^fiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniii^
hour
I. The chicks sleep for an
, and then they wake up.
bright
2. They can see the
_ moon in the sky.
flour
3. They find tiny specks of white
nibble
4. They begin to
on the tiny grains.
forest
5. The chicks walk through the dark
6. They pass by an
inn
7„ Then they see an
island
where people are sleeping.
in the middle of the lake.
8. They can see a garden full of corn in the
9. Signs
warn
10. The chicks would love to
on the trail.
pale
flight.
the chicks of foxes on the island.
chew
the corn.
FOXES.
Live
HERE/
Units ■ 55
Words in Context
Read the story. Then write a sentence to answer
each question below.
The Lion and the Mouse
One bright sunny day, Lion was asleep in the forest.
Mouse didn’t see Lion and ran right over his nose!
Lion grabbed Mouse and roared, “I warn you. Don’t
ever do that again!”
“1 won’t,” said Mouse. “Let me go, and one day 1’11
save your life.”
Lion laughed but let Mouse go. An hour later,
hunters caught Lion in a net. Mouse heard Lion’s cries
and found him.
Mouse said, “I will nibble on the rope.”
“Don’t nibble!” Lion said. “Chew fast!”
And that was just what Mouse did. From then on,
Lion and Mouse were great friends.
I. When and where does this story take place? This storY takes P|ace
on a bright and sunny day in the forest.
2. What does Lion warn Mouse about? Possible answer: Lion warns
Mouse not to wake him up again.
3. What happens an hour after Mouse leaves Lion? Hunters catch Lion
in a net.
*4. How does Mouse help Lion? Mouse chews through the net so that
Lion can escape.
Write Your Own
|
flour
inn
island
pale
5. Write a sentence using a word in the box. Check that children use
the vocabulary correctly.
S6 ■ Units
j
tf^Vlord Games
Find the word in the box that matches the clue.
Write the word on the line.
|
bright
chew
flour
forest
hour
inn
island
island
nibble
pale
pale
warn
|
^llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllllllllllllllllllllllllllllllllHIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII^
hour
I. longer than a minute and shorter than a day
inn
2. a small place to stay for the night
island
3. a piece of land in an ocean
forest
H. where you might find different kinds of animals
5. what flashing red lights do
warn
6. the sun on a summer day
bright
nibble
7. what a rabbit does to lettuce
8. very light in color
pale
flour
9. what you need to make a cake
10. what you do to gum
Look at the words you wrote. Find
them in the puzzle and circle them.
chew
o
m
o__ u
I (b
r
d
h
e
x
L>
X
■
g
h
i
I
o
(p~°
1
o
b
(h
o
u
3 •
e
E
d
c (w a
r
n)
n _L
b
b
e) d
d
h
x
j Œ
h
e
f
i
P
Ph
u
P
I
n
1Œ
CEH
I
w) c
ore
s
D « Cl s
n
d
a
Units ■ 57
UNIT 6
ü
Introducing the Words
Listen to this folktale about why bears have short tails.
Pay attention to the words in the color boxes. These are
the words you will be learning in this unit.
Bears Have
Short Tails
(Folktale)
M
°0
any years ago, Bear had a long, fluffy tail. Every
morning, she would boast, "1 think my tail looks
so very pretty today."
The other forest animals were too weak to stand up
to her. Instead, they could only agree.
"It's a nice tail," Rabbit and Chipmunk would say
in gentle voices.
Then one cold, winter day, Fox had a clever idea.
He was famous for being tricky. Fox asked all the animals
to help him catch lots of fish. Then he found a spot where
he could sit on the frozen pond and put all the fish around
him. He knew Bear would come by to search for food.
Fox sat on the ice and waited. Up above, the bare
winter branches blew in the brisk wind. At last, Bear
arrived. She licked her lips and came over to Fox.
i&\ 7
58
- -
-x
MI
r' Zlz
èn
0
Listen to this passage at
vocabularyworkshop.com.
s
/7
&
"How did you catch so many fish?" Bear asked.
"I used my tail," Fox said. "I bet you'd catch even more
with your lovely tail. Try it here. This is the best spot
for fishing."
Bear made a hole in the icy pond and dipped her tail ’
in the dark, cold water.
Fox rubbed his paws together. "Tonight, we'll f
have a fish feast."
"We?" chuckled Bear. "You mean I'll have a
fish feast tonight."
Fox shrugged. "Whatever you say. You're
D
the leader of this forest."
Bear sat on the ice for a long time. She sat
/A
so long that she fell asleep. When she woke pj
hours later, she didn't notice that her tail
7
had frozen into the ice. She tugged hard at
her tail, and part of it snapped off!
'
"My beautiful tail!" Bear cried, running 9^
off in shame.
From then on, Fox was a hero in the
forest. The forest animals didn't have to
hear about Bear's tail ever again.
ft
u \( ç
»
0.
z
/
\V
of
0
Y
v
A
17
4
(J
0
f jZ
/c/C A
Ka -
iHH
\ < ,
0
S -Z^BI
A
Unit 6 ■ 59
■■
Vford Meanings
You heard the words below in the passage on pages 58-59.
Read each word and its meaning. Write the word on the
line to complete the sentence.
I. agree
(verb)
When you agree with someone, you think the
same way as the other person.
Sam and I
agree
ice skating is fun.
that
mmimmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmiiiiiiimiiiiimiiiiiimimimimimiimmi
2. bare
(adjective)
If something is bare, it is not covered.
I put my_______bare
legs into the water.
y J-
AJhASh
-’'‘•-A.
miiiii mmmmimmmmmmmmm iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimmmmmmmmmmmm min i imiiiii in ii i iiiiiiiiiiiiiiiiiiiiiiiii iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiii
3. famous
(adjective)
A famous person is someone who is known
by many people.
Babe Ruth is a baseball player
famous
who is
mmmmmmmmmmm mmmimmmimi imiiiiii mmimmmmmimi in in mmimmmmmii iiiiiiiiiiii iiiiiiiiiii in i mi min ii mi i ii in mu hi hi iiiiiiiiiiiiiiiiiiiiiiiii i mi immmmmmimmmmmmmii
M. feast
(noun)
A feast is a very large meal on
a special day.
Mom cooks a
feast
■
on
Thanksgiving Day.
mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmiimmmimmmimim
5. gentle
(adjective)
If something is gentle, it is very soft and mild.
I gave my baby sister a warm and
gentle
60 ■ Unit 6
hug.
vocabularyworkshop.com
6. hero
(noun)
■4), J L'sten t° iWords^.
Refer to the online glossary.
A hero is a person you look up to for having
done something good and brave.
The boy is a
hero
rescuing the cat from the tree.
for
IIIIIIIIIIIIIIIIHIIIIIIIIillllllllllllllllllllllllllllllllillllllllllllllllllllllllllllltlllllllllllltlllllllllllllllllllllllllllllllllllltlllllllllillllllllllllllllllllllllllllllllllllllllllH
7. leader
(noun)
a ""
A leader is a person who shows
people where to go or how to
do something.
l/l/e followed the
up the path.
leader
-w
i 11111111111 ! 1111111111 i 111 i 111 i 111111 i i 11111111 i 111 i IH1111 ! 111111llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllilllllllllllllllllll!llllllllllllllllllllllllllllllllllll|||||||||||||||||||
8. notice
(verb)
If you notice something, you see it.
The mouse was so quiet that the cat
notice
did not
(noun)
MISSING DOG!
it.
*» I
il
A notice is a sign put up for
people to read.
S»-_-J*.
ZsM
MISO».*
Dad read the
notice
about the missing dog.
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiH
9. search
(verb)
If you search for something, you look for it.
Please help me
my lost shoes.
search
for
llllilllllltillllllllllllllllllllllllilillllllllllillllllllllllllllllllllilllllllllllllllllllllllltllllllllllllllllllllllllllllllllllllllilllllllllllllllllltliillllllllllilllillllllllllllllllllilH
10. weak
(adjective)
If you feel weak, you do not feel strong.
You cannot lift that heavy box if you
are
weak.
Unit 6 ■ 61
vocabularyworkshop.com
r®
Match the Meaning
Practice unit words with
interactive games and activities.
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
|
agree
feast
hero
search
notice
|
^/diiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiniiiiiiiiiiiiiiuiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiii^
notice
I. You do this when you see something.
search
2. You do this when you look for something.
3. You do this when you and another person think alike.
agree
hero
H. This is a person who is brave and good.
5. This is a huge meal that celebrates a special day.
feast
|
bare
famous
gentle
leader
weak
6. This is how you describe a person who many people know,
famous
7. This is a person who is in charge.
leader
8. This is how you describe a person who is soft and mild,
gentle
9. This word describes a person who is not strong.
10. This word describes something that is not covered.
bare
62 ■ Unit 6
weak
I
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
bare
leader
agree
hero
famous
notice
gentle
weak
feast
search
^nillllHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIUIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIItlllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllll^
I. The town put up a
notice
about the big party.
feast
2. Everyone will enjoy a delicious
tomorrow.
hero
3. We are honoring a girl who became a
4.
weak
She saved a puppy that was too
to swim.
5. A reporter wrote a story about the girl and made her
famous
6. The musicians marched behind the band
7. My
8. I had to
9. Mom was
bare
leader
arms got burned from too much sun.
search
gentle
for my mother in the crowd.
as she put lotion on my skin.
10. This is the best party ever! Don’t you
agree
OUR
c
ÏXZcn.o
Unit 6 ■ 63
Words in Context
Read the biography about Dr. Martin Luther King, Jr.
Then write a sentence to answer each question below.
Dr. Martin Luther King, Jr.
Dr. Martin Luther King, Jr., was a great leader. He worked
hard to make life better for everyone. He helped all people,
both the weak and the strong. He was a kind and gentle man.
Dr. King showed people how to work together. He led
peaceful marches and made speeches that excited everyone.
His most famous speech is called, “I Have a Dream.” He
dreamed that one day all Americans would be free and live
together in peace.
Dr. King was born on January 15, 1929. He died in 1968.
Today, people agree that Dr. King is a hero. In 1983, his
birthday became a national holiday.
**
I. Why was Dr. Martin Luther King, Jr., a great leader? Possible
answer: He worked to make life better for everyone.
2. What was Dr. King like as a person? Possible answers: -a wgs
and kind. He helped people.
3. What is the name of Dr. King’s famous speech? The name
Dr. King’s famous speech is “I Have a Dream.”
4. Why is Dr. King a hero to many people? Possible answe s:s owjd
people how to work together. He gave people hope. He was a great leader.
Write Your Own
I
bare
feast
notice
search
5. Write a sentence using a word in the box. Check that children use
the vocabulary correctly.
64 ■ Unit 6
j
Vlord Games
Find the word in the box that matches the clue.
Write the word in the puzzle.
|
bare
leader
agree
hero
3
[. LJ B R A~RV~| D L-.
a
a
feast
search
famous
notice
gentle
weak
DOWN
ACROSS
3. not strong
I. a brave person
4. to see something
2. not rough
5. well-known by everyone
5. a special meal
8. the U.S. President, for example 6. to look hard for something
7. not covered
9. think the same way
i
i.
4 FIRE HOUSE
BEH
4.
o
n
t
i
h
3.
2.
g
c
W
e
r
e
6.
5.
n
f
t
e
a
m
o
7.
b
k
a
u
S
e
8.
e
a
a
d
e
r
a
9.
a
g
r
e
e
e
a
CITY
s
r
t
c
HALL
i mu
h
ST ÔFFI CE~1 c
cl
C3
Unit 6 ■ 65
If you need help with a word, look it up
in the Glossary at the back of this book.
^Synonyms
Circle the word that has almost the same meaning as the
word or words in dark print. Write the word on the line.
El
I. The star of the show is well-known.
A. weak
B. bright
C.(jamous)
2. We did not see that my brother was behind us.
C. warn
B. search
A. (notice
3. We spent the end of the week at the beach.
A. rainbow
B.(weekend) C. snowstorm
^0
I
Vi
z
famous
notice
weekend
H. The new coin is silver and shiny.
A. pale
B. (bright)
C. famous
bright
5. The rabbit ran into the woods.
C. (forest)
A. hero
B. island
forest
3
Antonyms
LU
>
LU
Circle the word that has almost the opposite meaning as
the word in dark print. Write the word on the line.
I. The boy runs on strong legs.
A. (weak)
B. famous
C. bare
weak
2. My brother and I fight about everything.
C. (agree)
A. chew
B. search
agree
3. I cannot read in the dim light.
A. bare
B.(bright)
C. pale
bright
H. The wild animal licked its pup.
C. pale
A. weak
B.(gentle
gentle
5. We had a snack after the show.
C.(feast)
A. inn
B. island
feast
66 ■ Units 5-6 • Review
Classifying
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
|
I
chew
leader
hero
nibble
inn
inn
search
search
island
warn
%
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Words That
Tell About Eating
Words That
Name Places
nibble
inn
chew
island
Words About
a Special Person
Words That
Show Action
leader
warn
hero
search
Review •
Units 5-6 ■ 67
*
Word
Associations
—
V
Choose the answer that best completes the sentence
or answers the question. Pay attention to the word
in dark print. Fill in the circle next to the answer.
<0
us
MS
z
□
£LU
>
I. What things can you make
with flour?
O trees
• cupcakes
O pictures
6. What would you most likely
ride on to get to an island?
O a train
• a boat
O a bike
2. What can you do for one
hour?
O hold my breath
O jump rope
play at the park
7. You might warn someone
about
• walking on an icy lake.
O taking a nap.
O finding a pencil.
3. Try to be gentle when you
O hold a nail and hammer.
O eat lunch.
touch a baby.
8. What colors are pale?
O red, purple, orange
• pink, gray, light blue
O yellow, black, green
H. When can the moon be very
bright?
at midnight
O at noon
O in the morning
9. You might walk with bare feet
when you are
O in the forest.
O at an inn.
• at the beach.
LU
5. What kinds of food would a
rabbit nibble?
O fish, honey, bugs
carrots, lettuce, celery
O soup, rice, meat
68 ■ Units 5-6 • Review
10. You might put up a notice to
tell people that
• your cat is lost.
O your telephone is ringing.
O you swept the floor.
'Completing the Idea
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print.
Accept answers that show an understanding of the vocabulary.
I. I agree with my friend when she says
2. George Washington is famous because
3. My favorite foods at a feast are
73
m
<
4.
I am gentle when I
m
$
c
z
5. My favorite hero is
6. Every day, I notice that
<A
U1
I
O'
7. I chew my food well because
8. When I go to the forest, I see
9. I am a leader when I
10. Every morning, I search for
Review • Units 5-6 ■
For teaching suggestions, see page T35.
Word Study • Homophones
A homophone is a word that sounds just like another
word but has a different meaning and spelling.
Flower and flour are homophones.
The rose is my favorite flower.
I need a cup of flour to make the pie crust.
Read the words in exercises 1-5. Find a homophone in the
box for each word. Write the homophone on the line next
to the word.
in
bare
hour
pale
inn
weak
|
VA
Z
2
s
I. pail
pale
4. bear
bare
2. our
hour
5. week
weak
3. in
inn
LU
>
ULI
Ct
1
Read each sentence. If the homophone in dark print is used
correctly, write yes. If it is not, then cross it out and write
the correct homophone on the line.
6. I put the water in the pate.
pail
7. I will go to sleep in an hour.
yes
8. My legs feel weak from running.
yes
9. I will pick the prettiest flour.
10. The bare ate honey from the tree.
70 ■ Units 5-6 • Review
b*
flower
bear
For teaching suggestions, see page T39.
1
U1
I CUUI 111 IV
Shades of MeaningI • Word Choice 1
You learned the meaning of the word search on page 61.
Look at the chart for words that are close in meaning to
search. Notice how the meanings of the words are alike
and different.
look
When you look at something, you use your eyes to see it.
You use your eyes to look at a picture.
search
When you search for something, you look long and hard
for it. Something you search for might be hard to find.
watch
When you watch something, you look at it for quite some
time. It might take an hour to watch a movie.
73
m
<
Write the word from the chart that best completes each sentence.
through the closet for my hat.
£
c
z
out the window when I’m in the car.
kA
at pictures of faraway places.
I
I. When my dog ran away, I went to
2. I like to
3. We had to
M. I like to
5. It’s fun to
watch
search
look
look
6. We woke up early to
search
for it.
my brother dance.
watch
O'
the sunrise.
In each exercise, circle the word in dark print to answer the
first question. Then answer the second question. Use the word
you chose in your answer.
Accept reasonable answers.
7. Would you search or watch someone do a trick? Why?
8. Would you watch or search for a lost shoe? Why?
Review • Units 5-6 ■ 71
Match the Meaning
Choose the word that best matches the meaning.
Fill in the circle next to the word.
I
I. a path
O forest
O feast
2. the middle
• center
trail
O flour
O rainbow
O branch
O stack
3. to take a trip
O dash
O search
O float
travel
□
4. far down
O bright
O bare
O enormous
deep
w
5. to go by
O arrive
pass
I
Z
>
O cross
O stack
6. a small body of water
O ocean
• stream
O beach
O bridge
7. something to sit on
O evening
O leader
bench
O seashell
8. something you can cross by car
O wave
O ocean
bridge
O hour
UJ
DC
Ct
<
lu
Û
9. where you find sand and seashells
• beach
O stream
O inn
10. easy to see through
O tiny
O brave
72 ■ Units 1-6 • Midyear Review
O fresh
O snowstorm
clear
(^Completing the Sentence
Choose the word that best completes the sentence.
Fill in the circle next to the word.
11. On Sunday, I can
O clear
<
12. We plan to
O float
13. A large
O seashell
finally
sleep late.
O exactly
at the movie on time.
O warn
O cross
O center
arrive
waits on the ticket line.
O rainbow
• crowd
0
rn
O island
>
IM. There aren’t many seats left, so I start to
• worry
O pass
O chew
O nibble
15.- After eating all of the popcorn by myself, I feel
O tiny
• greedy
O pale
16. During the movie, I must
• whisper
O frown
17. “Is it fun to be an actor?” I
O frown
O worry
73
73
m
<
O brave
m
£
when I talk.
O wave
O present
Z
wonder
O travel
18. The knight who fights a dragon is
O fresh
• brave
O wise
O deep
19. Seeing two movies in one day is a great
O bench
O signal
• idea
O crowd
20. I will go to the movies again next
• weekend
O hero
O midnight
O snowstorm
I
O'
i
Midyear Review • Units 1-6 ■ 73
^ffieobulqry for Comprehension
Read the passage about an amazing gorilla. Then answer
the questions on page 75.
ni
iiiiiai
o
IlHan
i
KA
z
3
2LU
■■■
>
U
Koko and Penny Patterson with a pet cat
Koko the Gorilla
<
LU
Q
Koko is a famous gorilla. She can use her hands to make
signs for words. In this way, she “talks" to people.
Koko was born in a zoo. When she was a baby, she became
weak and sickly. After special care, Koko became healthy.
Soon she met Penny Patterson. Penny became her teacher. She
started teaching Koko simple signs for words like eat and drink.
Koko now knows over one thousand signs.
When Koko was fifteen years old, Penny gave her a
present. Penny let Koko choose a pet. Koko picked out a tiny
gray kitten that had no tail. She named him “Smoky." Koko
was gentle with Smoky. She treated him like a baby.
No one is sure exactly how much Koko knows, but most
people can agree that Koko is one smart gorilla.
■ Units 1-6 • Midyear Review
Choose the answer that best completes the sentence or
answers the question. Fill in the circle next to the answer.
2I. The word famous means
O sad.
• well known.
O very tired.
22. What special skill does
Koko have?
O She can talk to cats.
• She can use hand signs.
O She can speak words.
23. What does the word weak
mean?
O not warm
O heavy
• not strong
2H. In this passage, the word
present means
O here.
O show.
• gift25. What does the word tiny
mean?
O very large
• very small
O striped
26. What does the word gentle
mean?
• soft and mild
O angry and loud
O shy and scared
27. What word can you use to
describe Koko?
O mean
O small
• smart
28. What would make another
good title for this passage?
O Smoky the Kitten
• A Gorilla That Can Sign
O All About Gorillas
29. When people agree, they
• think the same way.
O get into a fight.
O do not like each other.
30. The author most likely
wrote this passage to
O tell a story about a kitten.
• give facts about a real
gorilla.
O teach people sign
language.
□
rn
>
73
73
m
<
■M
m
s
c
z
VA
O'
Midyear Review • Units 1-6 ■ 75
UNIT 7
^introducing the Words
Listen to this article about the amazing world of insects.
Pay attention to the words in the color boxes. These are
the words you will be learning in this unit.
Qie/ an
(Magazine Article)
n the animal world around us, there are lots of small
creatures waiting for you to discover. Many of these critters
belong to the insect family. All insects have three main body
parts and six legs. However, insects come in all shapes, sizes,
and colors. They can be found anywhere from a dry
desert to a damp swamp.
Some insects are so small that you may
need a tool such as a hand lens to see them.
Other insects have features that make
,
■v À
kt v
Listen to this passage at
vocabularyworkshop.com.
them easy to find. For example, you can easily see a colorful
butterfly on a plant. And, you will know it when a bee is
buzzing like an alarm near your ear.
Many insects are quite busy at work. When butterflies and
bees land on flowers, their bodies often pick up a powder called
pollen. Then when they fly to other flowers, they scatter the
pollen. This helps create more plants.
Sometimes, insects work as a team. Ants are a good example.
Ants work in groups called colonies. A single colony may have
hundreds or even thousands of ants in it. Together, the ants
work to build anthills and tunnels in soil or sand. These places
give the ants a place to stay safe. Ants also work together to
collect pieces of plants or food crumbs that people leave behind.
Then the ants carry this food back to the anthill. Ants can even
carry pieces of food that are bigger than their bodies!
Are you ready to start exploring? Pay attention to where
you step, and look closely at leaves and dirt. You may see some
interesting insects.
kJ Ki
Word Meanings
You heard the words below in the passage on pages 76-77.
Read each word and its meaning. Write the word on the
line to complete the sentence.
I. alarm
(noun)
An alarm is something that wakes people or warns
them of danger. It could be a bell or a buzzer.
When the kitchen got smoky, an
alarm
sounded.
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2. collect
(verb)
When you gather things together, you collect them.
I like to
collect
seashells at the shore.
niiniiiniiiuiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
3. damp
(adjective)
When something is damp, it is a little wet or moist.
My shoes got wet in the rain and are
still
damp
iiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiii iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiii
4. insect
(noun)
An insect is a small animal with three main
body parts, six legs, wings, and no backbone.
Bees, flies, and moths are insects.
€
A dragonfly is an____ insect
found near fresh water.
llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll
5. plant
(noun)
A plant is a living thing that grows in soil or in
water. It often has green leaves.
A tree is a kind of
(verb)
You plant when you put something such as a
seed into the ground so it can grow.
When is the best time to
78 ■ Unit 7
plant
plant
tulips?
vocabularyworkshop.com
6. safe
(adjective)
} J Listen to iWords^.
Refer to the online glossary.
If something is safe, it is not in danger of being
harmed or stolen.
Always put on a seatbelt to be
safe
(noun)
in a car.
A safe is a strong box in which you can
lock up money and other valuable things.
Holly keeps her special rings
safe
in a
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7. scatter
(verb)
When you scatter things, you throw them over
a large area.
The children like to
scatter
crumbs in the pond for the ducks.
bread
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8. soil
(noun)
Soil is the dirt or earth that plants grow in.
Plants need light, water, air, and
soil
to grow.
miimmiiimmiimmmmmiiimmmmmmimmmmmiiimiimmmmmmmmmmimmmmiiimmmimmmmmmmmmmmmmmiiiimmmmmmmmmmmmmmmmimiiimmimimiiii
9. team
(noun)
A team is a group of people who work together
or play a sport together.
There ore eleven players on a soccer
team
miiimmiiimmmmmmmmiimmiimmmiimmmmmimmimmmiiimmmmmmimimmmimmmiimmmmmimmimimmmimiiimmmmimmmmmmmmmmimiiimiiimmimimimi
10. tool
(noun)
A tool is a piece of equipment used to do a
certain job.
A hammer is a_____ tool
we use to pound nails.
Unit 7 ■ 79
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
alarm
collect
damp
scatter
plant
J
I. You do this when you put seeds into the ground,
plant
collect
2. You do this when you save stamps or coins.
damp
3. You feel this way when you are in a light rain.
alarm
M. You hear this during a fire drill.
5. You do this to leaves when you throw them in the air.
scatter
insect
safe
soil
team
tool
6. This is often needed to fix something.
7. This is a place to keep money.
8. This is the dirt a plant grows in.
safe
soil
9. This group of people works together.
10. This small creature has wings and six legs.
80 ■ Unit 7
tool
team
insect
j
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
alarm
safe
collect
collect
scatter
scatter
insect
insect
team
team
damp
soil
plant
tool
|
'^iiiHiiiiiiiuiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiinu'^
alarm
I. Jess wakes up as soon as the
2. Today her softball
3. First, the children
goes off.
team
has a big job to do!
collect
things for gardening.
soil
H. Then they search the ground for fresh
tool
5. They use a
for digging deep.
scatter
6. After that, they
seeds.
damp
7. Finally, the children water the soil so it is
8. They want to keep out any bird or
insect
safe
9. They worry that the seeds will not be
10. Soon each seed will grow into a
plant
i
II»
ml
|M1
Unit 7 ■ 81
Words in Context „
Read the directions on the card. Then write a sentence to
answer each question below.
How To Grow an Avocado Plant
Here’s a plant that is easy to grow. You don’t even need
soil or a tool to dig with/
a. First collect the pollowing things:
• an avocado pit •ajar • pour toothpicks • water
b. Stick in the toothpicks around the center op the pit.
To be sape, don’t touch the sharp ends op the toothpicks.
c. Fill the jar part way with water.
d. Place the bigger end op the pit in the water so the
toothpicks rest on the top op the jar.
e. Finally, place the jar in a bright window.
Don't forget to clean up with a damp cloth!
I. What do these directions tell how to do? These direciions teii how to
grow an avocado plant.
2. What things do you have to collect? Y9.u hPYPJ0 collect an ayocajP
pit, a jar, four toothpicks, and water.
3. How might toothpicks not be safe? Possible answer: The sharp ends
could hurt your finger.
>4. Which word on the card means “moist” or “a little wet”? 1 hP. word
damp means “moist” or “a little wet.”
Write Your Own
|
alarm
insect
scatter
team
|
5. Write a sentence using a word in the box. Check that children use the
vocabulary correctly.
82 ■ Unit 7
Word Games
Find the word in the box that matches the clue.
Write each letter of the word on an answer blank.
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alarm collect
collect damp
scatter
safe
scatter
soil
insect
team
plant
tool
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I. a hammer or a saw
s
2. not full of danger
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s
c
a
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e
c
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n
3. to throw all over
c
4. to gather
o
s
5. dirt to plant in
P
d
a
8. a group that plays sports
a
9. a loud warning sound
i
10. what a housefly is
e
r
I
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6. it grows in water or soil
7. a little wet
t
m
P
t
e
a
a
r
m
n
s
e
t
m
c
t
Look at the letters you wrote in the shaded column above.
Write them on the answer blanks below to answer the riddle.
What do you call two bananas?
A pair
o
f
s
I
p
P
e
r
s
Unit 7 ■ 83
UNIT 8
Introducing the Words
Listen to this article about beautiful Yellowstone
National Park. Pay attention to the words in
the color boxes. These are the words you will be
learning in this unit.
NJajtsil®niailJ Park
(Magazine Article)
ellowstone National Park is our
country's first national park. It is a
large park. Parts of it are in three states:
Wyoming, Montana, and Idaho. The
park is famous for its natural wonders,
such as waterfalls, hot springs, and
geysers.
There are many reasons to visit
Yellowstone National Park. One is to see
the many geysers. A geyser is a natural
hot spring that sprays steam and hot
water into the air. The most famous
geyser is Old Faithful. It can prove to
you that it deserves its name. About
every ninety minutes, Old Faithful
A geyser sprays steam
blasts a steady stream of boiling water
and hot water into the air.
high into the sky.
Another reason to visit the park is to see hot springs and
thick mud pots. The mud pots are pools of hot muddy water.
Don't dive in though! Some are as hot as boiling water.
84
Listen to this passage at
vocabularyworkshop.com.
Yellowstone is home to
many animals. You may be
able to get a close look at a
herd of wild bison, sometimes
called buffalo, from your
car. Many years ago, hunters
were an enemy of the bison.
Now the bison in the park
are protected. Elk, moose,
bears, and wolves are among
A bison mother and calf graze in the
the other animals that live in
Yellowstone. Eagles, too, soar through its skies. Visitors should
remember not to bother, feed, or frighten the animals in the park.
People can walk on the park's many miles of smooth walking
trails. People can also camp, boat, and horseback ride. Visitors
should pack a map, water, and camera. It is a good idea to seal
the camera in a plastic bag to protect it from water.
Yellowstone has many amazing things to see. No wonder
over sixty million people have visited this special place!
YELLOWSTONEU
national
PARK
park.
national
park
service
O«pQrtm«nt
of tn* interior
Unit 8 ■ 85
Mord Meanings
You heard the words below in the passage on pages 84-85.
Read each word and its meaning. Write the word on the
line to complete the sentence.
I. dive
(verb)
When you dive, you go head first into
water with your arms stretched out in
front of you.
Rick knows to
dive
into the deep end of the pool.
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2. enemy
(noun)
An enemy is a person or animal that doesn’t like,
or wants to harm, another person or animal.
enemy
A hunter is an animal’s
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3. frighten
(verb)
When you frighten someone, you scare the person.
Yoko can
frighten
wearing a scary mask.
her brother by
!
4. herd
(noun)
A herd is a group of animals. The
herd may feed or travel together.
A
herd
nf
cattle wonders in the meadow.
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5. pack
(verb)
When you pack, you put things into a container,
such as a bag, box, or suitcase.
I will
(noun)
pack
A pack is a group of something, such as animals,
people, or things.
There are six crayons in a
86 ■ Unit 8
my books for school.
pack
vocabularyworkshop.com
6. prove
(verb)
.
Listen to iWords
Refer to the online glossary.
When you prove something, you show that it is true.
The experiment will____
plants need sun to grow.
prove
that
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7. seal
(noun)
A seal is a sea animal that has thick
fur and flippers. It can swim and live
in cold places.
The_______ seal_______ uses
its flippers to pull itself along
the ground.
(verb)
When you seal something, you close it up tightly,
Use tape to_____
before you mail it.
seal
the box
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8. smooth
(adjective)
If something is smooth, it is flat and even, not
rough and bumpy.
A baby’s skin is soft and
smooth
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9. soar
(verb)
To soar is to fly very high in
the air.
Watch the bald eagle
soar
in the sky.
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10. steady
(adjective)
If something is steady, it continues and does
not change much.
We played inside all day because of the
steady
rainfall.
Unit8 ■ 87
vocabularyworkshop.com
Practice unit words with
Match the Meaning
interactive games and activities.
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
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dive
frighten
prove
pack
seal
j
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dive
I. You might use a pool to do this.
seal
2. You use tape or glue to do this to a box.
3. You do this to convince someone that something is true.
prove
frighten
4. You do this when you scare someone.
5. You do this when you put clothes in a suitcase.
enemy
herd
smooth
soar
pack
steady
J
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6. This is what a plane can do.
7. This is a group of horses.
soar
herd
8. This is what a spider is to a fly.
enemy
9. This is how a frozen lake looks.
smooth
10. A tightrope walker needs to be sure he feels this when he works,
steady
88 • Units
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
dive
enemy
frighten
herd
pack
prove
seal
smooth
soar
steady
I. Jack is ready to
2. He wants to _
about animals.
pack
prove
his book bag for school.
to his mom that he knows a lot
seal
3. One animal that swims in the ocean is a
H. A penguin has a
smooth
dive
5. Dolphins jump and
6. Zebras live in a
black and white body.
into the sea.
herd
to stay safe.
enemy
7. A turtle’s shell keeps it safe from its
frighten
8. A bear may climb a tree when people
9. Mom wonders how a lion is
10. Jack wonders what it is like to
steady
soar
it.
on a tree limb.
like a bird.
Unit 8 ■ 89
/
V/or'dslinTGôntéxt
Read the article about elephants. Then write
a sentence to answer each question below.
Enormous Elephants
The elephant is the biggest living land animal. Its thick
skin is wrinkled, not smooth. Twenty to forty elephants
live in a herd of family members. During the day, the
S
herd stands in the shade and sleeps.
In the evening, elephants look for food. They walk slowly
so the young and old can keep up. At a stream they drink
and wash. They swim in deep water but can’t jump or dive.
Other animals don’t frighten elephants, not even a pack
of wild dogs. People are their only enemy. Don’t try to prove
this/ You wouldn’t want an enormous, six-ton elephant
running after you/
I. How would you describe the skin of an elephant? An elePhgnt s skin
is wrinkled, not smooth.
2. How would you describe a herd of elephants? A
_______
has twenty to forty family members. The members are of all ages.
3. What two words in the article are other words for “group”?
words pack and herd are other words for “group.”
4. Why do you think other animals don’t frighten elephants? Possible
answers: Elephants are bigger. Their thick skin can help protect them.
^Write
Your Own
<?
|
seal
soar
steady
5. Write a sentence using a word in the box. Check that children use
the vocabulary correctly.
90 ■ Unit 8
|
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Mord Games
Find the word in the box that matches the clue.
Write the word on the line.
dive
enemy
frighten
herd
herd
pack
prove
seal
smooth
soar
soar
steady
I
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I. not bumpy
smooth .
2. not a friend
enemy
pack
3. to put things in a box
soar
4. to fly up high
5. to scare
frighten
dive
6. to go in head first
7. not shaking
steady
seal
8. an animal with thick fur and flippers
prove
9. to show that something is true
10. like a pack
herd
Look at the words you wrote. Find
them in the puzzle and circle them.
v
(d
i
j
1
r
i
m
P
r (5
n
e
s
u (h
e
r
d) t
X
w
e
a
b
c
m
d
o
a
t
e
D
n)
y) k
q
v
a
u
ÿ) d
b
a c
k y f g (p~r
E) • Gs
e
a
o
V
®) z
a (s~ m o
Ë) j
c (p
o
t
h
i
Unit 8 ■ 91
If you need help with a word, look it up
in the Glossary at the back of this book.
Synonyms
Circle the word that has almost the same meaning as
the word in dark print. Write the word on the line.
I. A beetle is a kind of bug.
A. plant
B. tool
.(insect
2. A loud noise might scare you.
A.(frighten)
B. scatter
C. soar
CO
I
Z
2
insect
frighten
3. A group of lions will frighten the deer.
B(pâck)
C. enemy
A. seal
pack
M. How can you show that this statement is true?
C .(prove)
B. scatter
A. pack
prove
5. We heard the even beat of the drum.
A. safe
B. (steady)
C. damp
steady
Antonyms
LU
>
w
Circle the word that has almost the opposite meaning as
the word in dark print. Write the word on the line.
I. Can you help me open the box?
A. plant
B.(sëaî
C. collect
seal
2. Please collect the birdseed in the cage.
C. (scatter,
A. soar
B. plant
scatter
3. An ant’s friend may be another ant.
B.(enemy)
C. team
A. alarm
enemy
*4. The boy skated across the bumpy ice.
C. (smooth)
A. safe
B. damp
smooth
5. The sand of the beach was dry.
A. (damp)
B. safe
C. steady
92 ■ Units 7-8 • Review
damp
^glassifying
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
dive
seal
herd
herd
soar
soar
insect
insect
soil
soil
plant
team
/
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___
Garden Words
73
m
Action Words
<
■M
plant
dive
m
soil
soar
c
z
I
co
\\
Words That
Name Groups
Words That
Name Creatures
herd
insect
team
seal
Review • Units 7-8 ■ 93
_______ _
Milord Associations
Choose the answer that best completes the sentence
or answers the question. Pay attention to the word
in dark print. Fill in the circle next to the answer.
z
2
£LU
I. A tool used to cut wood is a
O knife.
• saw.
O hammer.
6. A cat is an enemy of a
• mouse.
O whale.
O seal.
2. What might you collect to
recycle?
• old newspapers
O teams
O milk
7. Where might you see a pack
of wolves?
O in a card shop
O in a box
• in a wooded area
3. A towel feels damp when you
O buy it from the store.
• use it to dry your hands.
O take it out of the closet.
8. What might frighten you?
H. Where might you find a lot
of soil?
O in the air
• in the ground
O in the ocean
9. It is safe to cross the street
after you
O dash across it.
O see the signal turn red.
• look both ways.
5. What does an alarm tell a
firefighter to do?
• get on the fire truck
O eat lunch
O drink water
10. What is something you might
scatter?
• bread crumbs
O snowballs
O fish
O a sleeping baby
O a new friend
• a door slamming shut
>
LU
ee
94 ■ Units 7-8 • Review
Completing the Idea
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print.
Accept answers that show an understanding of the vocabulary.
I. When my alarm goes off each morning,
2. When I go away, I pack
3. A team of people
»
m
<
M. When I dive into the pool, I
m
£
5. I watch the birds soar over
c
z
6. If the ice on the pond is smooth,
7. My gloves are damp because
I
CO
8. I can prove that
9. I like to collect
10. A tool that Dad uses in the garden is
■
Review • Units 7-8 ■ 95
amI
For teaching suggestions, see page T35.
Mord Study • Prefixes
A prefix is a word part that is added to the beginning of a word.
A prefix changes the meaning of the word.
The prefix un can mean “not.”
|
The prefix re can mean “again.”
un + clear = unclear
I
re + stack = restack
Restack means “to stack again.”
Unclear means “not clear.”
Write the prefix un or re to make a word that goes with
the meaning shown. Then write the whole word.
un
I. not safe =
VA
z
unsafe
safe
reseal
2. seal again =
re
seal
3. not steady =
un
steady
unsteady
H. pack again =
re
pack
repack
5. plant again =
re
plant
replant
L/
ô
O
o
LU
>
ULI
CÉ
>>
Complete each sentence with a word from the box. Add un or re
to the word so that the word makes sense in the sentence.
|
pack
6. I was
plant
safe
unsteady
7. I will have to
more food.
repack
9. Since no flowers grew, we will
96 ■ Units 7-8 • Review
unsafe
J
steady
riding my bike on the rocky trail.
8. To send back the books, you must
10. It is
seal
the lunch bag if I put in
reseal
replant
to run in the street.
the box.
the seeds.
For teaching suggestions, see page T39.
Shades of Meaning •’ Analogies 2
You learned two ways in which words can go together.
Think_____________________
Large and big have
almost the same meaning.
large / big
Think
Hot and cold have
opposite meanings.
hot / cold
Here is another way words can go together.
apple I fruit
|
Think_________ __________
An apple is a kind of fruit. J
Think
dog / animal
(\A dog is a kind of animal.
Read each pair of words. Write a sentence that tells how the
words go together.
Accept answers that children can justify. Possible answers are given.
A butterfly is a kind of insect.
I. butterfly / insect
2. rake / tool
3. steady / shaky
4. cactus / plant
m
z
A rake is a kind of tool.
Steady is the opposite of shaky.
I
CO
A cactus is a kind of plant.
5. gather / collect
Gather and collect have almost the same meaning.
6. enemy / friend
Enemy is the opposite of friend.
7. soar / fly
<
Soar and fly have almost the same meaning.
■
8. bench / seat
9. search / hunt
A bench is a kind of seat.
Search and hunt have almost the same meaning.
Review • Units 7-8 ■ 97
UNIT 9
*
Introducing the Words
Listen to this passage about a boy's experience at
a school field day. Pay attention to the words in
the color boxes. These are the words you will be
learning in this unit.
Field I^ay!
(Personal Narrative)
love to play sports at any time of the year. I'll even shiver
through a soccer game in November. My favorite sports
day of all is Field Day. It takes place during the last week of
school. Everyone in school is on one of four teams. I am on
the Blue Team.
Our teachers set up all the games before we get to school.
They must wake up at dawn! They also make sure everyone
is fair and plays by the rules. Yesterday, my favorite day was
finally here. I couldn't wait to play and cheer for my team!
The first event of the day was an obstacle
course. We had to hop through tires, run
around cones, and crawl through a
tube. I ran into trouble early. My foot
got stuck in one of the tires. I tripped
and let out a loud cry of pain.
Luckily, the fall didn't do much
harm. I just scraped my elbow.
►
Listen to this passage at
vocabularyworkshop.com .
Soon I was ready for the next event, the potato race. Each set
of partners was given a potato on a spoon to carry back and
forth across a long field of grass. To win, the partners had to go
the entire way without dropping the potato. Each person had
to stay calm and walk carefully. It's
easy for the potato to fall off of the
spoon. During my turn, I could see
the potato tremble on the spoon,
but it didn't drop. When I reached
the finish line, I saw my partner
jumping up and down. We had won
the race! Our win put our team in
first place. I felt like a hero!
Li.
Word Meanings
You heard the words below in the passage on pages 98-99.
Read each word and its meaning. Write the word on the
line to complete the sentence.
I. calm
(adjective)
If something is calm, it is quiet and still.
The ducks swam on the
calm
lake.
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2. cheer
(verb)
When people cheer, they yell or call out loudly.
cheer
The fans_
home team.
for the
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3. dawn
(noun)
Dawn is the time of day when the sun
first comes up.
Some people wake up at
dawn
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4. entire
(adjective)
Entire means the whole thing. It is all of something.
We were so thirsty that we drank the
entire
jug of water.
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5. fair
(adjective)
A person who is fair follows the rules and treats
everyone the same way.
fair
Ed was
(noun)
A fair is an outdoor place where
people bring things to sell. It is
a place where people have fun.
I had fun on the rides at
the
100 ■ Unit 9
fair
and gave me a turn.
Listen to iWords
vocabularyworkshop.com
6. field
(noun)
A field is an area where a game is played.
Usually, a field is covered with grass.
field
The boy ran onto the
join his teammates.
(noun)
Refer to the online glossary.
to
A field is a large open area that has no trees.
Sometimes, a field is used to grow things.
The horses ate the gross in
field
the
/
/
4^
0i
£
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V
01
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7. harm
(verb)
Harm means “to hurt.”
I stepped over the frog so that I would not
harm
it.
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8. pain
(noun)
A pain is a feeling of hurt.
pain
I felt
in my arm after I fell.
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9. shiver
(verb)
When you shiver, you shake
quickly. Usually, your whole body
will shiver if you are cold or afraid.
The cold, blowing wind made me
shiver
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IO. tremble
(verb)
When you tremble, you shake from excitement
or anger. A part of your body shakes a little
when you tremble.
My fingers
tremble
the piano for my teacher.
before I play
Unit 9 ■ 101
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
1
calm
cheer
entire
I. You feel this when you ore hurt.
pain
shiver
j
pain
2. You use this word to tell about the whole thing.
entire
3. You do this when you call out loudly for your team.
cheer
calm
«4. You feel this way when you are not upset.
5. You do this when you feel cold.
|
dawn
fair
field
shiver
harm
tremble
6. This is a grassy place where games are played.
field
7. This is what your lips might do when you feel afraid.
tremble
8. This is what loud noise can do to your ears.
9. This is the beginning of the day.
harm
dawn
10. This is where you might play games and eat apple pie.
fair
702 ■ Unit 9
|
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
I
calm
cheer
dawn
entire
fair
field
harm
pain
pain
shiver
tremble
J
<'/4iiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiinn'^
dawn
I. I woke up at
on the big day.
fair
2. It was the day of the school
3. I ran downstairs and felt a
pain
4. I tripped over a toy, but I did not
field
5. I passed the ball
6. The
entire
in my foot.
harm
my foot.
on my way to school.
class was waiting for me.
7. I was so cold that I began to
8. The race began and I felt very
shiver
all over.
calm
9. I dashed to the finish line and everyone began to
cheer
10. I was so happy that my lips began to
tremble
Ao1
FINISH
7
u/
c (
Unit 9 ■ 103
Mords in Context
i
V
Read the story. Then write a sentence to answer
each question below.
V
sU
”
—
-
-
-...........................
V
i.'
-■
Jets Win Big!
'Bears’
\<
Bears
4
/du Jets
^76
■ HZ
The entire town seemed, to be at Williams Field last Friday.
Why? To see if the Bears could beat the Jets one more time.
It’s been a bad year for the Jets. They lost Erin Nelson in the
first game. She fell and had a bad pain in her arm.
On Friday, the Jets remained calm before the game.
It didn’t take long to find out why. Erin Nelson ran out onto
the field, followed by her team. Erin and the team scored
goal after goal. The Bears could hear the crowd cheer.
Then the game was over, and the score was 10-0. The Jets
won fair and square !
4^
I. Where and when was the game played? The game was played at
Williams Field last Friday.
2. Why was nearly the entire town at the game? TheY wanted to see if
the Bears could beat the Jets one more time.
3. Why do you think the Jets felt calm the day of the game? Possible
answer: They knew they had a good chance of winning with Erin.
M. Why did the crowd cheer? The crowd cheered because the Jets
scored goal after goal and won the game.
^Write Your Own
|
dawn
harm
shiver
tremble
J
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5. Write a sentence using a word in the box. Check that children use
the vocabulary correctly.
104 ■ Unit 9
Mord Gomes
Find the word in the box that matches the clue.
Write the word in the puzzle.
cheer
cheer
harm
harm
I calm
{ field
dawn
pain
pain
%
entire
shiver
fair
tremble
|
I
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ACROSS
DOWN
3. shout or yell
I. what a mouse did when caught
5. not just a part
2. what you get with a headache
7. not angry or upset
H. to hurt or cause pain
8. where grass can grow
6. when the sun rises
9, to shake in the cold
8. not cheating
2.
i.
3.
t
P
r
a
4.
C
h
e
e
5.
a
e
d
r
m
a
m
b
n
t
r
i
e
6.
n
7.
C
w
8.
f
i
d
e
zM/
a
9.
S
h
i
v
e
r
r
Unit 9 »
105
UNIT 10
Introducing the Words
Listen to this biography about two brothers
who invented and flew the first engine-driven
plane. Pay attention to the words in the color
boxes. These are the words you will be learning
in this unit.
tnS® Wright Br<sthe,psj
(Biography)
; t is hard to believe that the first airplane with an engine flew
' just over 100 years ago. The hard work and clever thinking of
Wilbur and Orville Wright made it happen.
The Wright brothers took an early interest in flying. As
children, they had a toy helicopter that made them curious about
flight. When the helicopter broke, the boys built their own model.
That showed them not to doubt their skill at making things.
As adults, the brothers built bicycles, printing presses, and kites.
They also liked to make gliders, which are planes without engines.
106
Listen to this passage at
vocabularyworkshop.com .
*
In the 1890s, flying in gliders was dangerous. The Wright
brothers were eager to make flying safer. They thought that an
engine would give pilots more control.
In 1900, Orville and Wilbur went to the windy village of Kitty
Hawk, North Carolina. There, they kept testing new airplane
designs. Three years later, they had a model that worked. The
plane was 16 feet wide and made of wood and cloth. It had a
gas engine.
The first flight took off on December 17, 1903. Orville would
board the plane and squeeze tightly to hold on and control the
plane. The engine would start with a screech. The plane flew in
the air for 120 feet. The trip lasted 12 seconds and ended with a
mild crash. There was some fear that the plane was damaged,
but Wilbur flew it again a few hours later. You would have to
leap for joy at the sight if you had been there.
In 1905, the Wright brothers built an airplane that could fly
for 30 minutes. On December 31, 1908, Wilbur flew a plane for
a record-breaking 2 hours and 19 minutes. The Wright brothers
kept working to build better airplanes.
Unit TO ■ 107
Vford Meanings
You heard the words below in the passage on pages 106-107.
Read each word and its meaning. Write the word on the line
to complete the sentence.
I. board
(noun)
(verb)
A board is a long, flat piece of wood or plastic.
The mon used the
board
to finish building the doghouse.
If you board a bus, you get on it.
You might also board a train or boat.
board
The women will
with their bags.
the train
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2. curious
(adjective)
If you are curious, you want to
learn or find out about something.
The kitten is
curious
about the new goldfish.
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3. dangerous Something that is dangerous is not safe.
(adjective)
It could cause harm.
Riding a bike without a helmet can be
dangerous
lllllllllllllllllllillllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllillllllllllllllllllllllllllllllllllllllllilllllllltlllllllllllllllllllllllltllllllllH
H. doubt
<verb)
If you doubt something, you are not sure about it.
!
doubt
that their team will
win today.
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5. eager
(adjective)
A person who is eager is very interested in
doing something.
The girl is
108 ■ Unit 10
eager
to play the piano.
Listen to iWords'^.
vocabularyworkshop.com
6. fear
(noun)
Fear is a feeling that danger is near or that
something bad will happen.
fear
I feel____
dark place.
(verb)
Refer to the online glossary.
when I am in a
If you fear something, you are afraid of it.
Singing in front of people is what I
fear
most.
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7. leap
(noun)
If you leap, you take a jump forward.
Watch the frog
leaP
from one rock onto the other.
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8. screech
(noun)
(verb)
A screech is a loud, high sound.
screech
The bird made a loud
when people came into the pet store.
When things screech, they make a loud sound.
screech
The tires
when I brake.
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9. squeeze
(verb)
If you squeeze something, you hold it tightly.
The towel will dry more quickly if you
squeeze
the water out of it first.
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10. village
(noun)
A village is a small town.
My grandparents live in a
small
village
Unit 10 ■ 709
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
|
board
doubt
leap
squeeze
screech
j
^/lUIUIIinillUIIIHlIIIIIIIIIIIIIIHUIIHIIHnnilUIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIHIIIIIHIIIIIIIIIIIIIItllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllllHIIIlllllllllllllllV^
squeeze
I. You do this when you hold something tightly.
2. You do this when you jump forward.
leap
3. You do this when you get on a train.
board
4. You do this when you are not sure about something.
doubt
screech
5. You do this when you make a high, loud noise.
|
curious
dangerous
eager
fear
village
6. This is what you feel when you are scared.
fear
7. This word describes something that is not safe.
dangerous
J
8. This word describes a person who wants to learn about something,
curious
9. This is a small town where people live.
village
10. This word describes a person who really wants to do
something.
110 ■ Unit io
eager
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
board
|
fear
curious
leap
leap
dangerous
doubt
eager
screech
squeeze
squeeze
village
|
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curious
I. I have always been
about the fish in the sea.
village
2. We went to a beach near a small
board
3. A boy was paddling in the water on a long
4. I was
eager
to try it, too!
5. The boy said that it was not
6. He told me to
dangerous
squeeze
the sides with my hands.
7. Once I got into the water, I had no
8. I saw a fish
leap
doubt
fear
out of the water.
9. I fell in the cold water and heard myself
10. I do not
at all.
screech
that I can learn to do it!
Unit io ■ 111
Words in Context
Read the letter. Then write a sentence to answer each
question below.
■*
?
-t-r-rr
June
Dear /Aaria,
I took my first airplane ride, and it was great fun! The
first thing we did was board the plane. I was curious about
what the plane was like. A woman took me into the cockpit!
;
"Pretty soon the plane took off. Everything looked small
from the air. I saw a village and lots of trees. When we
l :
landed, I heard a loud screech. It was the brakes! Believe
me, flying is not dangerous. I am eager to do it again.
^6^
Dad says that my next airplane ride will be to your house.
wé
_>
/
/•
Love rvYieha
Isn't that cool?
*
4^
I. What was Amelia curious about? Amelia was curious about what
the plane was like.
2. Why do you think the village looked small from the air? The villqge
looked small because the airplane was up so high.
3. What made the loud screech when the airplane landed? The brakes
made the screech as they stopped the plane.
M. Why do you think Amelia is eager to fly again? Possible answer:
She enjoyed her first airplane ride.
l^Write Your Own
|
doubt
fear
leap
squeeze
5. Write a sentence using a word in the box. Check that children use
the vocabulary correctly.
112 ■ Unit 10
j
■
Mord Games
Find the word in the box that matches the clue.
Write each letter of the word on an answer blank.
|
board
|
fear
curious
leap
dangerous
doubt
eager
j
screech
squeeze
squeeze
village
|
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d
I. not sure
2. be afraid
3. small town
o
u
b
t
f
e
a
r
V
I
a
g
e
M. get on a plane
b
o
a
r
d
5. not a whisper
s
c
r
e
e
c
h
e
a
g
e
r
n
g
e
r
o
6. excited about
d
7. not safe
a
u
s
e _2__P_
8. to spring forward
9. hold tightly
c
10. want to know
u
s
q
u
e
e
r
I
0
u
s
z
e
Look at the letters you wrote in the shaded column above.
Write them on the answer blanks below to answer the riddle.
XT
XTT'
What birds never get their hair cut?
b
a
d
e
a
g
e
s
Unit 10 ■ 113
If you need help with a word, look it up
in the Glossary at the back of this book.
Synonyms
Circle the word that has almost the same meaning as
the word in dark print. Write the word on the line.
l
Gt
z
D
LU
>
LU
I. We yell when our team wins the game.
A. squeze
B. fear
C.(cheer)
cheer
2. Don’t hurt the kittens when you pick them up.
B.(harm)
C. tremble
A. leap
harm
3. The horses are in the meadow.
C. screech
B. dawn
A. (field
field
M. I ate the whole cake.
A. fair
B. curious
C. (entire)
entire
5. We had fun at the festival.
B.(fair)
A. dawn
C. board
fair
Antonyms
Circle the word that has almost the opposite meaning as
the word in dark print. Write the word on the line.
I. I took a walk at sunset.
A. village
B. field
C.(dawn)
dawn
2. I know I will pass the test.
A. shiver
B. (doubt)
C. fear
doubt
3. The car is safe to drive.
A. (dangerous) B. fair
C. eager
dangerous
4. I am nervous when I meet my new teacher.
A. fair
B. entire
C. (calm)
calm
5. I walk over the puddle.
A. squeeze
B. doubt
leap
114 ■ Units 9-10 • Review
C/leap
^glassifying
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
%
cheer
screech
curious
curious
shiver
shiver
eager
eager
squeeze
squeeze
field
village
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Words That Tell
How You Feel
Words That
Name Places
eager
field
curious
village
73
m
<
m
C
z
I
O
Sound Words
Action Words
cheer
shiver
screech
squeeze
Review • Units 9-10 ■
7 75
Miord Associations
Choose the answer that best completes the sentence
or answers the question. Pay attention to the word
in dark print. Fill in the circle next to the answer.
I. You might tremble when you
O find your socks.
• see a big dog barking.
O play with a friend.
2. A village must have
O a large shopping mall,
a few stores.
O many restaurants.
z
3
£LU
«■I
>
ULI
3. A cat might show fear by
O purring.
O eating.
• hissing.
H. You might feel pain in your
arm if you
O eat too much food.
• throw a ball too many
times.
O kick with your foot.
5. What might you do after you
board a bus?
• find a seat
O run a race
O wait for a train
116 ■ Units 9-10 • Review
6. What might you hear at
dawn?
• a rooster crowing
O a crowd cheering
O a school bell ringing
7. What would make you
shiver?
O laying on a beach
O eating a sandwich
• swimming in a cold ocean
8. It woud be hard to squeeze a
O sponge.
• tree.
O pillow.
9. Which of these animals
screech?
O kittens and puppies
• crows and monkeys
O whales and sharks
10. What statement would you
doubt is true?
O Horses eat grass.
O Bears live in Alaska.
• Cows fly to the moon.
(
Completing the Idea
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print.
Accept answers that show an understanding of the vocabulary.
I. When I am calm, I
2. After I read the entire book, I
3. The coach was fair when
73
HI
<
4. I tremble when I
5. I am curious about
HI
£
c
z
6. The road is dangerous because
7. I leap when I
8. I use a wooden board to
9. In the farmer’s field, I see
10. lam always eager to
Review • Units 9-10 ■ 117
For teaching suggestions, see page T36.
• - X'
Word Study • Suffixes
A suffix is a word part that is added to the end of a word.
A suffix can change the meaning of the word.
The suffix ful means “full of.”
The suffix less means “without.”
hope + ful = hopeful
hope + less = hopeless
Hopeful means “full of hope.”
Hopeless means “without hope.”
I felt hopeless when we
were losing.
I am hopeful that we will
win the game.
Add the suffixes ful and less to each word below.
I
a*
KA
z
I. harm
harmful
harmless
2. pain
painful
painless
doubtful
doubtless
fearful
fearless
3. doubt
4. fear
LU
>
Add ful or less to the word in dark print to complete the sentence.
Be sure the word makes sense in the sentence. Write the new word
on the line.
LU
5. The
fearless
dog jumped into the cold water and
swam after the ball, (fear)
6. Brushing your teeth is easy and
harmful
7. Eating poorly is
harmless
10. A bee sting can be
118 ■ Units 9-10 • Review
(pain)
to your health, (harm)
8. We wanted it to snow, but we were
would, (doubt)
9. A bee is
painless
doubtful
that it
if you leave it alone, (harm)
painful
(pain)
kJi teaching
ni ly oi
For
suggestions, see page T40.
i
;
Shades of Meaning •» Word Choice 2
You learned the meaning of the word leap on page 109.
Look at the chart for words that are close in meaning to leap.
Notice how the meanings of the words are alike and different.
hop
When you hop, you use one or both legs to push up or
forward into the air, but you don’t go very far.
jump
When you jump, you use your legs to push up or forward
with more force than a hop.
leap
When you leap, you take a big, strong jump forward.
Write the word from the chart that best completes each sentence.
<
I. We saw a horse
leap
2. Would you like to
jump
hop
3. A rabbit will
5. I can’t
hop
rope with me?
around looking for food.
leap
4. Some frogs can
the fence.
more than ten feet.
m
£
c
z
on one foot for very long!
In each exercise, circle the word in dark print to answer the
first question. Then answer the second question. Use the word
you chose in your answer.
Accept reasonable answers.
6. Would you hop or leap to get over a large puddle? Why?
7. Would you leap or hop to move a few inches? Why?
8. Would you jump or hop on a trampoline? Why?
Review • Units 9-10 ■ 119
UNIT 11
Introducing the Vlords
Listen to this biography about Margaret Heffernan Borland,
one of the first women to lead a cattle drive. Pay attention
to the words in the color boxes. These are the words you will
be learning in this unit.
Margaret Heffernan Borland:
Wail] Blazer
(Biography)
n 1873, a brave Texas woman set out on a long and
-- hard trip. Her name was Margaret Heffernan Borland.
With her children and a small team of workers, Margaret
led a herd of cattle from Victoria, Texas, to Wichita,
Kansas. The herd had over a thousand cattle!
At the time, it was odd for a woman to lead a cattle drive.
Margaret was one of the first women to do it. Many people
at that time did not think it was proper for a woman to
do such work. Margaret, however, was a strong woman.
She did not care what others thought. She had a job to do.
Margaret's trip was tense. It was not easy. A few years
earlier, cattle drivers had to carve a trail through low
vJ)jl
Listen to this passage at
vocabularyworkshop.com.
mountains and land covered with small trees and bushes.
The trail was still rough and dangerous. It was easy to
get a scrape—or worse. The tender skin of a hand or arm
was no match for a thorny bush. As workers and herds
of cattle traveled, the harsh sun could beam down one
day. The next day, heavy rains could flood the trails.
Margaret led a type of cattle called the Texas Longhorn.
A Texas Longhorn steer had very good lean meat.
places along the trail. Texas Longhorns,
however, scared easily. A coyote howling
from its den could cause them to run away in
a sudden rush.
The Texas Longhorns were hard to control, but
Margaret made it to Wichita with most of her
herd. Today, she is remembered for her
independence and strength.
M1
Word Meanings
You heard the words below in the passage on pages 120-121.
Read each word and its meaning. Write the word on the line
to complete the sentence.
I. beam
(noun)
A beam is a long, strong piece of wood
or metal that holds up part of a building.
After the builders put in the last
beam
(verb)
, they built the roof on top.
To beam is to send something out.
beam
Faraway stars
2. carve
(verb)
light to Earth.
When you carve something, you cut into it.
carve
I can
a statue out of wood.
IlillllllllllllllllllllllllHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIilllillllllllllllllilllllllillllllllllilillllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllilllllllllllllllllllllll
3. den
(noun)
A den is where some wild animals rest.
den
The wolf left its
to eat.
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim
M. lean
(verb)
When you lean, you bend in a certain direction.
Lean
back to watch the night sky.
Something that is lean does not have much fat on it.
(adjective)
lean
The burger had
5. odd
(adjective)
(adjective)
If something is odd, it is not what you are used to.
A June snowstorm would be
odd
An odd number cannot be divided evenly by two.
Five is an
122 ■ Unit 11
meat in it.
odd
number.
Listen to iWords*fl.
vocabularyworkshop.com
6. proper
(adjective)
Refer to the online glossary.
If something is proper, it is right or correct.
proper
Wear _
clothing on cold days.
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7. scrape
(verb)
When you scrape something, you rub
it against a rough or sharp surface.
Help me__
off the door.
(noun)
scrape
the paint
A scrape is a mark made by rubbing or
scratching against something rough.
scrape
I fell and got a
on my knee.
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiim
8. steer
(verb)
When you steer something, you move it in a
certain direction.
I tried to__
straight line.
(noun)
steer
my bike in a
A steer is a bull that is raised for meat.
A
steer
eats grass.
iinHniiHniiiuiiHiniiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
9. tender
(adjective)
When something is tender, it is soft and easy to cut.
Grandpa’s steaks are always
tender
llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllltllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll
10. tense
(adjective)
When you are tense, you are not
relaxed.
SCHOOL
PLAY
TKYouTs
today
I felt
tense
when I
tried out for the school play.
Unit 11 ■ 123
vocabularyworkshop.com
L7
Match the Meaning
Practice unit words with
interactive games and activities.
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
|
lean
odd
scrape
tender
tense
|
tense
I. You might feel like this before a big test.
2. You can do this to see past someone’s head in a movie theater.
lean
tender
3. You can cook a carrot to make it more like this.
4. You might do this to a table if you drag a heavy pot across the
scrape
tabletop.
odd
5. You might use this word to describe a talking cat.
|
beam
carve
den
proper
steer
]
den
6. This is a place where a lion sleeps at night.
7. This is how you make a statue out of a piece of stone.
carve
8. This helps to hold up a skyscraper.
beam
9. This is what you do to turn a car to the right or to the left.
steer
10. This is how you might describe wearing a swimsuit to the pool.
proper
124 ■ Unit 11
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
I
I
beam
proper
den
steer
carve
scrape
lean
tender
odd
tense
|
j
^/IlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllltlllllllllltlllllltllllllllltlllllUlllllllllltlllllllllllllllllllllllllllllltllllllllllllllllll^
tense
I. The move to our new house mode us
odd
2. The number 3 in our address is an
steer
3. The small, nearby farm has goats and a
beam
H. One ceiling
5. I had to
had to be replaced after our move.
lean
my head back to look at it.
den
6. A poster of a bear in its
7. Mom had to
scrape
8. She had to pick the
9. Gloves protected the
10. This fall, we will
number.
is in my bedroom.
the paint off the kitchen table.
proper
tender
carve
tool to get the paint off.
skin on her hands.
a turkey at our new table.
►
■F x
Unit 11 ■ 125
Mords in Context
Read the article about sled dogs and sled drivers.
Then write a sentence to answer each question below.
i rWcSk. si
Sled Dogs and Sled Drivers
Racing sled dogs is a big sport in some cold places.
Dogs with thick fur and lean bodies are best for racing.
Their lean bodies help them run quickly. Sled dogs are
full of energy. Often, they are tense before a race starts.
During a race, the sled’s blades carve deep lines in the
snow. The driver stands in the sled to steer
it. After the race, the drivers take care of
their dogs. They check the tender pads on
the dogs’ paws. If they find a scrape, they
clean it up so it will heal. Then they hand
out treats for a job well done!
I. How would you describe a sled dog’s body? 'he bod? is lean ancl
has thick fur.
2. Why might the dogs get tense before a race? Possible answer: They
can’t wait to run.
3. What jobs does a sled driver have? 1 he driver has to steer the sled
and take care of the dogs.
4. Why might a dog get a scrape on its paw? Possible answer:
A dog might walk or run over a sharp object.
j
beam
den
odd
proper
Write Your Own
5. Write a sentence using a word in the box. Check that children
use the vocabulary correctly.
726 ■ Unit 7 7
j
^Oford Games
Find the word in the box that matches the clue.
Write the word on the line.
beam
proper
carve
scrape
den
steer
odd
tense
lean
tender
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tense
I. how you might feel before a spelling contest
den
2. a home for a fox
proper
3. wearing boots in the snow
4. tilt to the side
lean
odd
5. eating supper at midnight
6. what the sun’s rays do
beam
carve
7. what you do to a piece of wood to make a boat
tender
8. a perfectly cooked piece of chicken
steer
9. an animal that is raised for meat
scrape
10. what you do when you rub mud off a shoe
Look at the words you wrote. Find
them in the puzzle and circle them.
You will find two of the words by
looking down the columns.
b
f (b
e
a m) q w s
o
q (s
c
r
d
v (s
tee
s
e fp
(£
f
g
a
a
P
r
k*
e
e
a IL
r
D
o
D
c
P
t
a
r
o
p
e
Z)
v
Da
w e
p
d
e
n
ïï) m d
e
s
^Cl e
g e p
(T e
a n ' o nJ
n
d
e
L)
Unit 11 ■ 127
UNIT 12
•»
Introducing the Mords
Listen to this passage about a working guide dog.
Pay attention to the words in the color boxes.
These are the words you will be learning in this unit.
«
•>
A Dog with % Job
(Informational Fiction)
M
y name is Penny, and I work as a guide
dog. The label "guide dog" means that I
help a person who is blind. I was born at Guide
Dogs for the Blind in San Rafael, California.
This is a place that trains puppies to be guide
dogs. Years ago, the company had only one
dog. The modern company of today trains
hundreds of dogs every year.
When I was eight weeks old, Guide Dogs for the Blind had
to select a family for me. The family gave me love and a stable
home. The family members taught me
good manners and how to obey
commands, like sit and lie down.
They took me to many different
places, and they played with
me. Some types of play were
not proper for me and were not
allowed. The family members
could not pitch a ball or other object
for me to catch and carry back to them.
128
••
A ▼
«1
*1
o
A
<
Listen to this passage at
vocabularyworkshop.com.
When I was eighteen months old, I went back to Guide Dogs
for the Blind to begin a special training program. To be honest,
I was sad to leave my family. During my training, I wore a
harness. I learned how to guide a person through a busy city.
I even learned fun skills like how
to ride on a steep escalator. I also
learned how to take a trip on
a train.
Three months later, I was ready
to be a guide dog. I was matched
with a partner, a woman who
was blind. When we met, I took a
minute to sniff her hand so that
I could always identify her. We
trained together for three weeks.
;
Now I have a job to do. I spend
my days guiding her anywhere
she wants to go. On weekends,
we escape to the country, and
I spend lots of
time playing.
I love my job.
*>
A grown-up pup is
in training at Guide
Dogs for the Blind.
*
Puppies wear green jackets
when they are getting used to
different people and places.
Unit 12 ■
129
Word Meanings
You heard the words below in the passage on pages 128-129.
Read each word and its meaning. Write the word on the line
to complete the sentence.
I. escape
(verb)
Wa1
■ BêWARë
oF
You escape to get away.
■ P0G i
The dog tried to
escape
through the open gate.
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2. honest
(adjective)
If you are honest, you tell the truth.
J wnn
honest
I lost his pen.
and told Dad that
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3. label
(noun)
A label is a sticker or tag fastened to
something to tell more about it.
The______ label_______ on the
can says there is enough soup
for two people.
(verb)
■Nutrition F«ota,
I
■ ■■
When you label something, you write
something on a sticker or tag to
tell more about it.
We should______ label
we know what is in each one.
«J
tf-J
I
s
all our boxes so
lllllllllllllllllillllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllltllllllllH
M. modern
(adjective)
When something is modern, it has to do with
the present time.
In
times, people write
more e-mails than letters.
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5. object
(noun)
130 ■ Unit 12
An object is a thing that you can see or touch.
A boll is a round
object
h
Listen to i Words'*^.
vocabularyworkshop.com
6. pitch
(verb)
Refer to the online glossary.
When you pitch something, you
throw it.
I tried to______ Pitcl1___
the boseboll right into the
catcher’s glove.
1111 111 II 11111111 It 11111 11 11 111 HI HI II t fil 111111111111 tl li t HI li 1111H111111 i II 11111111 II 111 II 111111111 III 11 II 111 II 111111 li 11111 II H11111111111 ti 111 i 11H111111 II 111II11111 f 111 Hl II 11 111 111111
7. select
(verb)
When you select something, you
pick it out.
At night, I
select
to wear the next day.
clothes
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8. sniff
(verb)
When you sniff something, you take in air through
your nose in short, quick breaths.
My rabbit likes to
sniff
its food.
iiiiiiiiiiinii iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiniiiii
9. stable
(noun)
(adjective)
A stable is a building where horses are kept.
stable
Six horses live in the
Something that is stable is strong
and not easily moved.
Mom fixed the choir leg to moke
it more
stable
illllllllllllllllllllllilillllllililllllilHill ill IIlllllll!IliltllIII1IIIHII Hill I IIIllilll i 11111H Illi llllll 111 HUH lllil Hili llllllll III lllllll 11 Hill I Hill i 11 III III till lllllllllll III Illi
10. steep
(adjective)
A steep hill has a sharp slope that
is difficult to go up.
sb
'i w
l/l/e hod to walk our bikes up
the
steep
of the trail.
vÿ ;
part
a
Unit 12 ■ 131
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
|
escape
honest
object
pitch
sniff
I
You would probably want a friend who is like this.
honest
2. You might do this to a beautiful flower in the garden.
sniff
3. You might want to do this when you watch a boring movie.
escape
pitch
M. You could do this with a baseball.
5. You might be able to hold this in your hand.
label
modern
select
stable
6. This kind of mountain would be hard to climb.
7. This might tell you what is in your cereal.
8. This word might describe a well-built bridge.
9. This word could describe a brand new car.
object
steep
steep
label
stable
modern
10. This is what you do when you pick the best apples from a
big pile.
132 ■ Unit 12
select
|
Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
escape
pitch
label
sniff
honest
select
modern
stable
object
steep
^fiiiiiiiiiiiniuniiiiiiiiiiiiiiHiuiHiuiuiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiinV^
stable
I. I went to a
2. The
label
3. Sue helped me
to ride a horse for the first time.
on the trainer’s shirt said, “Sue.”
select
a horse to ride.
sniff
4. She told me to let the horse
my hand.
escape
5. We closed the door so the horses would not
steep
6. Some parts of the riding path were
7. If the horses saw an
walked around it.
object
modern
8. Horseback riding is not a
but it is fun.
9. After riding, I helped
on the path, they
pitch
10. Riding is hard work. This is the
thing to do,
hay to feed the horses.
honest
truth.
s a
k
Unit 12 ■ 133
Viords in Context
Read the travel brochure. Then write a
sentence to answer each question below.
Visit the Red Horse Inn
How would you like to escape to the mountains?
If you need a place to stay, look no further than the
Red Horse Inn. We’re being honest when we say you’ll
have a fun time here. All of our rooms are modern and
clean. If you need a toothbrush or a towel, just let us
know. We can bring you the object you need. As you
may have guessed from our name, we have a stable on
our grounds. You can go riding every day if you want!
We also have flat and steep hiking trails. Just select
what you like best!
I. What do you think it means to have modern rooms? °QSsible
answer: The rooms are new or have new things in them.
2. Why is this place called the Red Horse Inn? There is a horse stable
on the grounds.
3. What is one object the workers at the inn could bring to you?
They could bring a toothbrush.
4. Which is harder to hike, a flat trail or a steep trail? A steep trail
is harder to hike.
7 Write Your Own
|
label
pitch
sniff
<
5. Write a sentence using a word in the box. Check that children use
the vocabulary correctly.
134 • Unit 12
j
Word Games
Find the word in the box that matches the clue.
Write the word in the puzzle.
escape
honest
honest
label
modern
modern
object
pitch
select
sniff
stable
stable
steep
|
%
DOWN
ACROSS
I. to take breaths through your
nose
I. strong and not easily moved
4. what a hill might be like
2. a tag that gives the shirt size
8. to choose
3. to get away
9. not lying
5. not old
6. something you
can pick up
2.
i.
a
t
s
e
b
W»j
7. to toss
a
n
> *
3.
i
e
f
. 1.. rr.
4.
S
b
t
e
e
P
6.
5.
c
f
m
0
b
7.
a
P
o
P
i
d
t
e
c
r
---- 7
FTT
—
—
&
e
s
e
c
e
4
\
i______________
9.
/ /
J
h
o
n
e
s
t
---- 4
o
o
Unit 12 ■ 135
If you need help with a word, look it up
in the Glossary at the back of this book.
Synonyms
Circle the word that has almost the same meaning as
the word in dark print. Write the word on the line.
I. It would be strange to have a bear as a pet.
A. tense
B. honest
C.(odd)
odd
2. Can you toss the ball to me?
A. beam
B .{pitch)
C. carve
pitch
3. You can pick the pen you like best.
B. (select)
C. sniff
A. scrape
select
4. We saw a young bull at the farm.
A. (steer)
B. label
C. den
steer
5. We cooked the potatoes until they were soft.
C.Qender)
A. honest
B. tense
tender
Antonyms
Circle the word that has almost the opposite meaning as
the word in dark print. Write the word on the line.
I. The road is very flat.
cfsteep)
steep
2. This animal has a fat body.
A.Çlean)
B. stable
C. proper
lean
3. I felt relaxed at the beach.
A. (tense)
B. steep
C. modern
tense
4. The house is very old.
A. odd
B.(modern)
C. proper
modern
5. My chair is shaky.
A. (stable)
B. lean
C. tender
stable
A. proper
B. modern
J 36 ■ Units 11-12 • Review
Mi
^glassifying
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
lUiiiiiiiiiiiigiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiniiiiiiHiiiiiii
den
,pitch
escape
.proper
.
honest
honest
stable
stable
lean
tender
%niiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiin^
JO
Places Where
Animals Live
Vfords That Telf
About Meat
stable
tender
den
lean
<
m
£
c
z
I
w
Action Words
pitch
Words That
Tell About Your
Behavior
honest
escape
proper
Review •
Units 11-12 ■
137
Mlord Associations
Choose the answer that best completes the sentence
or answers the question. Pay attention to the word
in dark print. Fill in the circle next to the answer.
i. Why might you label your
notebook?
O because it’s blue
• so people know it’s yours
O because you don’t like it
6. Which of these is a modern
thing?
O a horse
• the Internet
O a tree
2. What is an odd thing to do
with your hand?
O draw a picture
• score a goal in soccer
O play piano
7. What might you find in a
den?
O a baseball field
O a whale
• a sleeping wolf
CM
KA
z
LU
>
3. Where
• in a
O in a
O in a
might you find a beam?
house
bowl of cereal
baseball game
LU
Ct
M. To make sure a pet mouse
doesn’t escape, you should
O clean out its cage.
O make sure it takes naps.
• close the door to its cage.
5. Which of these is something
you steer?
O a farm
O an apple
• a bike
138 ■ Units 11-12 • Review
8. What might cause you to
scrape your elbow?
• falling on the sidewalk
O watching TV
O wearing a sweatshirt
9. If you feel tense, you
O are great at sports.
• are not calm.
O own more than nine things.
10. If a house is stable, it will
• stand for a long time.
O fall over
O have to be painted red.
S^ompleting the Idea
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print.
Accept answers that show an understanding of the vocabulary.
I. The label on the can said that
2. When I see the sun beam through my window, I
3. My favorite object in my room is
71
rn
<
M
U. It was odd to find
ffl
£
5. I felt tense when
c
z
6. If I lean my head back, I can see
I
7. It is not proper to
N)
8. At the supermarket, I select
9. I got a scrape when I
1
10. I like to sniff
Review • Units 11-12 ■ 139
For teaching suggestions, see page T36.
,r
Vlord Study • Dictionary: Multiple-Meaning Words
A multiple-meaning word is a word with more than
one meaning.
board I. (noun) a long, flat piece of wood or plastic
2. (verb) to get on a vehicle such as a ship,
plane, or train
This sentence shows the second meaning (meaning 2)
of board.
We board the bus at 12 noon.
J
CM
O
I
Write the word that completes each sentence. Then write
1 or 2 to show which meaning of the word is used.
beam I. (noun) a long, strong piece of wood or metal that
holds up part of a building 2. (verb) to send something out
z
3
2uu
2
I. Use a flashlight to
2. We need another
beam
beam
the light on the path.
to hold up the roof.
>
Ul
odd I. (adjective) not what you are used to 2. (adjective)
cannot be divided evenly by two
2
3. The number II is an
H. I find it
odd
odd
number.
that you are here so early.
steer I. (verb) to move something in a certain direction
2. (noun) a bull that is raised for meat
steer
5. Mom will
2
6. The
140 ■ Units 11-12 • Review
■I
steer
the car around the bus.
won first prize at the state fair.
For
V7I teaching
I GUVI III IV suggestions, see page T40.
I
Shades of MeaningI
• Words That Describe Food
The word lean can mean “thin” or “without fat.” It is often
used to describe meat. Look at the chart for other words
that can be used to tell about food. Think about how the
words help you to imagine what a food is like.
lean
Lean meat does not have much fat.
spicy
Spicy foods have a strong flavor because there are many
spices in them. They can make your mouth feel hot.
juicy
Juicy foods are full of juice and flavor.
73
m
Write the name of each food next to the word that best
describes it.
<
FT!
chili
peach
hot
hot pepper
pepper
orange
orange
skinless chicken
sliced turkey
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lean
skinless chicken
2.
sliced turkey
spicy
3.
chili
4.
hot pepper
juicy
5.
orange
6.
peach
Complete each sentence so that it makes sense. Use the word
lean, spicy, or juicy in your answer. Accept answers that show an
understanding of the vocabulary. Possible answers are given.
I ate a juicy plum
7. My hands were a sweet, sticky mess after
8. My mouth was on fire after
£
c
z
N
I bit into a spicy pepper
9. When my brother wanted to lose weight, he exercised and
ate fruits, vegetables, and only lean meats
Review • Units 11-12 ■ 141
Introducing the Words
Listen to this fairy tale about a girl who wanders into the
home of three bears. Pay attention to the words in the
color boxes. These are the words you will be learning in
this unit.
utohKi i iiB’cikJsj
an dTlre
(Fairy Tale)
M
ama Bear, Papa Bear, and Little Bear
»
lived in a big hollow tree in the
forest. Papa Bear was an expert at
cooking. One day, he made a very
L
tasty soup.
d
y
ill > )
"While we wait for our soup to
cool," Mama Bear said, "let's walk to
the post office and mail this letter."
Mama Bear wrote an address on the
letter. Little Bear found a stamp.
Soon after the bears left, a girl named
Goldilocks walked down the forest path
and right into their house!
"Ooh, soup," Goldilocks said in delight. She tasted
from the first bowl. It was too hot. The second was too cold.
The third was just right, and she ate the whole thing!
I 1^
m
it c
142
' :I
I
P
Then Goldilocks went into the living room, where she
saw three books. The first book was too long. The second
was too short. Goldilocks picked up the third book. "This
book is just long enough.”
Goldilocks read the first section of the book, but then
it became difficult for her to stay awake. "I need to go
relax," she yawned.
Goldilocks tried the beds. Papa Bear's bed
was too hard. Mama Bear's was too soft.
i.
Little Bear's was just perfect.
When the bears got home, they
could tell that someone had been
there. They were not happy.
"Someone bent the pages of
my book," Little Bear cried, "and
that person ate my soup, too!"
Just then, the bears heard
snoring. When they walked into
the bedroom, Goldilocks woke up
with a start.
She tried to make an excuse.
"I was just watching the house while
you were gone," she stammered.
The bears would not accept this. "You
can't walk into someone's home without asking," they
roared. "Please leave!"
Goldilocks dashed out quickly. She never bothered the
bears again.
£
Unit 13 ■ 143
^^ord Meanings
You heard the words below in the passage on pages 142-143.
Read each word and its meaning. Write the word on the line
to complete the sentence.
2ZEE2
I. accept
(verb)
When you accept something, you take
or receive it.
The company will
accept
packages between 9:00 a.m. and 3:00 p.m.
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2. address
(noun)
An address tells where a person or
business is located.
j-fte_____ address
is V3 Grand Street,
Houston, TX.
(verb)
If you address people or groups, you speak to them.
Speak clearly and loudly when you
address
the audience.
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3. difficult
(adjective)
Something that is difficult is hard to do
or understand.
It is
difficult
to play chess well.
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M. excuse
(noun)
An excuse is a reason that
explains a mistake.
My
excuse
f0^
being late is that I overslept.
(verb)
When you excuse another person,
you forgive the person.
Please
144 ■ Unit 13
excuse
me for bumping into you!
vocabularyworkshop.com
5. expert
(noun)
Listen to iWords^.
Refer to the online glossary.
An expert is someone who knows a lot about some
special thing or does something really well.
expert
Grandma Moses was an
painter.
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6. hollow
(adjective)
Something hollow has a hole or an
empty space inside.
hollow
The owl lives in a
tree trunk.
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7. relax
(verb)
When you relax, you become less tense.
relax
A back rub can
tight muscles.
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8. section
(noun)
A section is part of a whole.
I never read the sports
section
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9. stamp
(noun)
A stamp is a small piece of printed paper
that shows when postage is paid.
The letter was returned because it
did not have a
(verb)
stamp
If you stamp your foot, you put your
foot down with force.
The camper will
stamP
out the fire so it doesn’t spread.
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10. whole
(adjective)
Something whole is complete. It has all its parts.
We could not eat the
whole
pizza.
Unit 13 ■ 145
vocabularyworkshop.com
Practice unit words with
interactive games and activities.
Match the Meaning
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
|
accept
difficult
address
relax
I. You write this information on an envelope.
whole
I
address
2. You might do this if someone gives you a package.
accept
3. You try to do this on vacation.
relax
4. You would eat this amount of a sandwich when you are hungry.
whole
difficult
5. You might describe juggling five balls this way.
|
excuse
expert
hollow
stamp
section
6. This might be what you tell a teacher if you don’t do your
homework.
excuse
7. This person might teach a class.
expert
8. This word can describe a cave or a straw.
hollow
9. This is what you put on an envelope to send a letter.
stamp
10. This word names one part of a book or newspaper.
section
146 ■ Unit 13
|
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Words in Context
Read the restaurant review. Then write a
sentence to answer each question below.
The Corner Diner
This reviewer cannot recommend The Corner
Diner. There were many problems when I ate
there. The hostess seated me in a section near
the kitchen. It was difficult to get help from
the waiter. I thought I would have to stamp
my feet to get attention. The chef is an expert who has worked
at many famous restaurants. Still, the food did not taste good.
My piece of chicken was tough and dry. The dumplings were
hollow instead of packed with meat and vegetables. I was
disappointed with the whole dinner. If you want good food, go
somewhere else. Next week, I will review The Fireside Restaurant.
i. Why do you think the reviewer is unhappy sitting near the kitchen?
Possible answer: The area is too noisy.
2. What is a good way to get someone’s attention in a restaurant?
Possible answer: Raise your hand or call politely for a server.
3. What makes the chef at The Corner Diner an expert?
Possible answer: He or she has worked at many famous restaurants.
4. Why does the reviewer complain about the hollow dumplings?
The dumplings should have been stuffed with meat and vegetables.
T Write Your Own
I
accept
address
excuse
relax
5. Write a sentence using a word in the box. Check that children
use the vocabulary correctly.
148 ■ Unit 13
O
fvford Games
Find the word in the box that matches the clue.
Write each letter of the word on an answer blank.
accept
address
difficult
excuse
expert
hollow
relax
section
stamp
whole
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I. put your foot down
with force
s
2. empty
3. the total
d
4. hard
5. speak ta
a
o
P
o
f
i
c
u
a
d
d
r
e
s
s
s
e
c
t
i
o
n
c
e
P
t
e
x
c
u
r
t
a
x
c
e
10. to make less tense
x
P
r
e
o
w
s
e
e
8. a reason
9. a scientist
h
m
h
6. part of a whole
7. to take
a
w
f
i
t
e
t
Look at the letters you wrote in the shaded column above.
Write them on the answer blanks below to answer the riddle.
g
1?
©
What is in the middle of Italy?
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e
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Unit 13 * 149
UNIT 14
Introducing the Mords
P I
r
~
r-
e
\
\
O Listen to this article about train travel. Pay attention to the
words in the color boxes. These are the words you will be
learning in this unit.
î
5^
•
A
co 1® WasV
A <
*
(Magazine Article)
11 aboard! All over the world, train travel is a major way for
people to get around. Before there were trains, horse-drawn
coaches and boats were the common ways for people to travel.
Trains are much faster. They move on tracks made of steel rails.
Trains also have railroad cars that attach to each other. This
allows trains to carry many people at one time.
Today, we also have cars, buses, and planes for travel.
However, the train is still a big part of our lives. The United
States has a very large railway system. It has enough track
to circle the earth five times! We are not the only country
with these different ways of traveling. Other countries
have similar ways to travel, too.
There are different kinds of trains. Some are commuter
trains that people take to work every day. Commuter
trains can fill up very quickly
in the morning and early
evening. These are the times
when most people travel to
150
-----
AcK
Listen to this passage at
vocabularyworkshop.com .
O<^
<\o
A*
$
«
and from work. Trains can be so crowded that people have to
stand and hold onto a handle or a pole. Sometimes, there is
only room for a very slender person.
Another kind of train takes people long distances. These
trains sell only as many tickets as there are seats. That way,
each passenger has a seat. Many trains that travel long
distances have separate cars where people can eat and sleep.
Some people prepare for long train rides by packing books to
read or games to play. Other people like to spend the ride taking
in the sights. If this is what you choose to do, simply sit back
and admire the scenery. Your only task is to enjoy the ride!
y-
S^ord Meanings
You heard the words below in the passage on pages J 50-151.
Read each word and its meaning. Write the word on the line
to complete the sentence.
I. admire
(verb)
When you admire someone or something, you
think highly of the person or thing.
The players
odmire
because she is smart and kind.
the coach
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2. attach
(Verb)
If you attach something, you join or connect it.
Use tape to
attach
the note to the door.
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3. handle
(noun)
The handle of an object is the part
you use to lift or hold it.
Pull hard on the
open the door.
(verb)
handle
to
If you handle a problem, you take care of it.
A plumber can__
of your leaky pipe.
handle
the problem
llllillllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllilllH
U. major
(adjective)
Something major is important or great in size
or number.
Heavy rain was a _
cause of the flood.
major
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5. passenger A passenger is someone who travels
in a vehicle but is not the driver.
(noun)
ThQ
in the car.
152 • Unit 14
passenger
fell asleep
vocabularyworkshop.com
6. prepare
(verb)
0 SI) Refer to the online glossary.
) Listen to iWords
To prepare is to get ready.
ç>irtW^’.
We will
prepare
for the birthday party by getting
hats, candles, and cake.
-
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7. separate
(verb)
When you separate things, you sort or set
them apart.
Please
separate
fpe
an(j light
clothes before putting them in the washing machine.
(adjective)
Separate objects are set apart. They are not joined.
separate
The two sisters have
bedrooms.
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8. similar
(adjective)
If two things are similar, they are alike or much
the same.
It is hard to tell the two drinks opart because
they have a
similar
taste.
Illllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllll^
9. slender
(adjective)
A slender person or thing is thin.
The
slender
off in the storm.
tree branches snapped
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10. task
(adjective)
A task is a job to be done.
Each weekend during the fall, my
task
the leaves.
is to rake
i)
Unit 14 ■ 153
vocabularyworkshop.com
Practice unit words with
Match the Meaning
interactive games and activities.
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
|
admire
attach
handle
prepare
separate
|
handle
I. You pull this to open a door.
admire
2. You do this to a beautiful painting or a hero.
3. You can use glue or tape to do this.
attach
4. You might do this to clothes when you pack them away for different
separate
seasons.
5. You should do this before a trip.
prepare
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major
passenger
similar
slender
task
|
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6. This is how a person on a diet wants to look.
slender
7. This is work such as cleaning or sweeping that needs to be done,
task
8. This word tells how two hats might look.
similar
9. This is one of many people who sit in a car, bus, train, or plane.
passenger
IO. This word describes a big or important part of something,
major
154 ■ Unit 14
«Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
|
admire
prepare
attach
separate
handle
similar
major
slender
passenger
task
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passenger
I. A plane’s emergency landing turned a
a hero.
task
2. The woman did an important
that saved the day.
3. It was a good thing she read the manual to
4. She was ready for the
emergency back door.
major
5. A flight attendant did a
the plane.
similar
6. The woman had to
8. Even though she was
thing at the front of
a panel from the wall.
handle
to unlock the door.
slender
, she could lift the door.
attach
9. Finally, she was able to
10. All of the people on the plane
what she did.
prepare
job of opening the
separate
7. She could then turn the
into
an escape slide.
admire
Weom Mtmw nHnw
Unit 14 ■ 755
•©
Words in Context
Read the fantasy story. Then write a sentence
to answer each question below.
The Space Trip
Anna was excited about her first ride into space. She climbed
into the spaceship and took a seat. Another passenger was already
on board. He had blue skin, four arms, and no hair. In a separate
part of the ship sat a robot pilot. It said, “Prepare for launch!
Fasten your seat belts! ” The pilot then pulled a handle with three
slender fingers. As the spaceship zoomed up, Anna’s body pressed
hard against the seat. Earth looked as small as a dot behind her.
Soon the sky was black and full of stars. Anna leaned forward to
admire the view. It was like nothing she had ever seen before.
I. Is the other passenger on the trip a person from Earth? Explain.
No. The other passenger has blue skin and four arms.
2. How do the passengers prepare for launch? They fasten their seat
belts.
3. Which word in the story means “thin”? The word slender means “thin.”
4. Describe the view that Anna leans forward to admire during the trip.
Anna sees a black sky filled with stars.
PWrite Your Own
I
attach
major
similar
task
5. Write a sentence using a word in the box. Check that children use the
vocabulary correctly.
156 ■ Unit 14
O
O
Word Gomes
'O.
Find the word in the box that matches the clue.
Write the word on the line.
O
O
admire
prepare
attach
separate
handle
similar
major
slender
passenger
task
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slender
I. a thin pencil or person may look this way
2. get ready
prepare
major
3. the star of a movie gets this kind of part
task
4. something to do
5. what matching chairs are
similar
handle
6. doors, drawers, and windows all have this
7. a person riding on a train
passenger
attach
8. glue can help things do this
9. look up to
admire
10. things that are not together
separate
Look at the words you wrote. Find
them in the puzzle and circle them.
You will find two of the words by
looking down the columns.
t
c
i (h
t
o (s
(É
a
r
e
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I
a
a
r
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a
d m i
a n d
i m i
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t
b
a
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n (s
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f (s~T
e
n
d
V (p
ass
e
n
g e
e
Unit 14 • 157
If you need help with a word, look it up
in the Glossary at the back of this book.
TjS>ynonyms
Circle the word that has almost the same meaning as
the word in dark print. Write the word on the line.
I. Please stick this label on the box.
A. separate B. prepare
C. (attach)
attach
2. The two hats I bought today are alike.
A. (similar)
B. major
C. whole
similar
3. The hotel guests can rest by the pool.
A.(relax)
B. separate
C. attach
relax
M. The first job is to rake the leaves.
A. (task)
B. handle
C. excuse
task
Vi
5. I will plan for the trip.
A. address
B.(prepare)
Z
3
C. admire
prepare
Antonyms
5UJ
Circle the word that has almost the opposite meaning as
the word in dark print. Write the word on the line.
>
U1
I. Lightning is a minor problem.
B.(major)
C. similar
A. hollow
major
2. Many people dislike the speaker.
C. (admire)
A. accept
B. prepare
admire
3. The two teams will ride in the same buses.
A. (separate) B. slender
C. whole
».
M. I reject your offer.
A. stamp
B. relax
separate
C. (accept)
accept
5. There was a stuffed pihata at the party.
B.fhollow)
A. difficult
B.Chollow)
C. slender
hollow
758 ■ Units 13-14 • Review
^glassifying
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
| address
| section
difficult
difficult
slender
slender
expert
stamp
passenger
whole
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Viords That Name
Kinds of People
Words About
the Mail
expert
stamp
passenger
address
73
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m
c
z
VA
w
i
Viords That
Name Parts
section
whole
Describing Viords
slender
difficult
Review • Units 13—14 ■ 759
Mord Associations
Choose the answer that best completes the sentence
or answers the question. Pay attention to the word
in dark print. Fill in the circle next to the answer.
I. You might use a handle to
• open a door.
O cut a rope.
O write a story.
2. Where would you find a
passenger?
O at the beach
O in a school
• on a train
I
z
LU
3. It is difficult to
O lift a paper plate.
• climb a mountain.
O walk a dog.
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LU
C£
4. You might eat a whole pizza
if you are
• hungry.
O bored.
O tired.
5. How would you prepare
dinner?
• by cooking it
O by eating it
O by cleaning it up
160 ■ Units 13—14 • Review
6. Which activity would most
help a person relax?
O doing homework
• taking a nap
O cleaning the attic
7. You would excuse yourself
from a party if you
O were having fun.
• felt sick.
O liked the music.
8. What is a major part of a
sandwich?
O mustard
O lettuce
• bread
9. Which object is most similar
to a pencil?
O paper
O eraser
• pen
IO. Which object is hollow?
O plate
O spoon
• straw
^^ompleting the Idea
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print.
Accept answers that show an understanding of the vocabulary.
I. I most admire
2. My favorite section of the neighborhood is
3. When I grow up, I want to be an expert in
M. I prepare each day for school because
5. The task I like least is
6. I find it difficult to
7. My address is
8. I relax when
9. A major part of my day is spent
10. The person I am most similar to is
Review • Units 13-14 ■ 161
For teaching suggestions, see page T37.
Vlord Study • Context Clues
When you read, you may come across words that you do not
know. Sometimes, the other words in the sentence can help
you figure out the meaning of the word.
I was absent from school because I
was sick.
In this sentence, the words I was sick
give a clue to the meaning of the
word absent.
I
K.
z
2
SUJ
Read each sentence. Underline the words that help you
figure out the meaning of the word in dark print.
A boulder is a large, round rock.
2. I like to munch on peanuts and popcorn at the movies.
3. The sun will disappear behind the clouds.
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LU
4. We sat in a cozy spot by the fireplace.
5. Too much salt can spoil the soup.
Circle the word that best completes each sentence. Underline
the words that helped you make your choice.
6. We stood on the (stag^, lake) to sing our song.
7. The baby slept quietly in the (leaf, (cradle).
8. Please buy some milk and apples at the ((market) cow).
162 ■ Units 13-14 • Review
For teaching suggestions, see page THI.
.
Shades of Meaning • Word Choice 3
You learned the meaning of slender on page 153. Look at
the chart for words that are close in meaning to slender.
Notice how the meanings of the words are alike and different.
slender
When someone or something is slender, that person or
thing is thin but still healthy or strong.
skinny
A skinny object is very thin. A skinny person has little
fat or muscle.
scrawny
When someone or something is scrawny, that person or
thing may be weak from being too thin.
2
ffl
<
Write the word from the chart that best completes each sentence.
I. Dad is _
exercise.
slender
2. We used long,
marshmallows.
skinny
q. This
scrawny
meat on it.
C
Z
sticks to roast
skinny
3. A flamingo is a pink bird with long,
5. Her arms are
heavy box.
m
because he gets a lot of
legs.
chicken wing has hardly any
slender
, but they can lift the
scrawny
6. When I found the puppy, it was
W
1
and dirty.
Read each clue. Write the word that goes with each clue.
Choose from slender, skinny, or scrawny.
Accept reasonable answers.
7. someone who is fit and in good shape
8. a stray, or homeless, cat
slender
scrawny
9. a healthy person who wants to build muscle
skinny
Review • Units 13-14 ■ 163
Match the Meaning
I
I
z
3
Choose the word that best matches the meaning.
Fill in the circle next to the word.
I. to make someone afraid
O notice
O steer
O prepare
2. to join one thing to another
• attach
O separate
O address
3. to receive something
O scrape
O escape
O label
H. to get on
O signal
VI
LU
O pitch
accept
board
O pack
5. to tell that something bad may happen
O carve
O squeeze
O whisper
warn
6. to shake
O prove
UJ
frighten
O scatter
O screech
tremble
O seal
7. a group of animals
O tool
<
z
• herd
O handle
O task
O soar
O beam
8. to jump forward
O shiver
leap
9. a large area without trees
O soil
O stable
10. wet or moist
• damp
O dangerous
764 ■ Units 1-14 • Final Mastery Test
field
O den
O smooth
O calm
jCompleting the Sentence
Choose the word that best completes the sentence.
Fill in the circle next to the word.
11. Only 500 people live in the
O team
• village
O passenger
O whole
12. The traffic light helps bikers and drivers stay
• safe
O steady
13. My brother and I
O plant
O slender
O similar
Z
O harm
2
different rocks.
O cheer
• collect
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14. I woke up at
O pain
15. The insect I
O excuse
<z>
O object
dawn
most is the bee.
» fear
O relax
O section
m
73
O sniff
m
16. lam
O entire
to open and unpack the box.
O steep
O tender
eager
C
17. My friend is
• honest
18. Seabirds
O chew
19. lam very
O major
and always tells the truth.
O difficult
O hollow
in the water for fish.
• dive
O doubt
about snakes and turtles.
O fair
O proper
20. I know that a fly is an
• insect
O island
Z
O tense
O lean
curious
because it has six legs.
O alarm
O enemy
Final Mastery Test • Units 1-14 ■
Vocabulary for Comprehension
Read this passage about a popular hobby, stamp collecting.
Then answer the questions on page 167.
z
3
VA
ULI
DC
U.S. stamps from the past
ui
A Fun Hobby
<
Z
Do you know what a philatelist is? It's a stamp collector.
Stamp collecting has been around as long as there have been
stamps. In the United States, the first stamps were sold in 1847.
One had a picture of Benjamin Franklin. Another had a picture
of George Washington. Modern stamps have all kinds of
pictures, from movie stars to cartoons.
You do not have to be an expert to become a stamp
collector. You can start by saving stamps you find on your
family's mail. Then you can put them in a binder. You may
pick a stamp because you admire the person or place shown
on it. You can select stamps that you think are odd, or
unusual. Each stamp is special in its own way. That is what
makes collecting stamps such a fun hobby.
■ Units 1-14 • Final Mastery Test
Choose the answer that best completes the sentence or
answers the question. Fill in the circle next to the answer.
21. This passage is mostly about
O the history of stamps.
O the year 1847.
• stamp collecting.
26. The word admire means
O to collect something.
• to think highly of.
O to arrive somewhere.
22. In this passage, the word
stamp means
O to mark something
with ink.
O to push your foot down
hard.
• a piece of paper put on
mail.
27. What is another word for
select?
• pick
O cross
O stack
23. The first U.S. stamps
pictured
O cartoons.
O movie stars.
• famous leaders.
24. What does the word
modern mean?
O past time
• present time
O future time
25. What is an expert?
• someone who knows a lot
O someone who makes
stamps
O someone who collects
stamps
28. You can figure out that
the author thinks stamp
collecting is
O only for adults.
• fun and easy.
O a difficult job.
29. In this passage, the word
odd means
O bright.
O normal.
• different.
Z
>
m
73
c
z
V»
30. The author most likely wrote
this to
O explain the reason we use
stamps.
• give facts about stamp
collecting.
O tell which stamps are
the best.
Final Mastery Test •
Units 1-14 ■
167
accept ► brave
^yiiiiiiiiiiiuiiiiiiiitiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitniiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiniiHiiitiiiiHitiiiHiiiiuiiiiiiiitiiiiiniiiiiiiiiiiiiiHiiiiuniiiWz^
In this glossary, each unit word is followed by its pronunciation.
The pronunciation tells you how to say the word.
%
An abbreviation is a short way of writing a word. Here are some
abbreviations you will find in this glossary.
|
|
n. noun
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Ct
<
XA
o
Aa
adj. adjective
lllllllllllllllllllllllllllllllllllllllllllllllllll
v. verb
f
|
adv. adverb |
lllllllllllllllllllllllllllllllllllllllllllllllllll
Bb
lllllllllllllllllllllllllllllllllllllllllllllllllll
accept (ak sept')
(v.) to take or receive something
bare (bar)
{adj.) not covered
address
1. (n.) (ad' res) where a person or
business is located
2. (v.) (e dres') to speak to a person
or group
beach (bëch)
(n.) a strip of land near the water
that is usually sandy
admire (ad mir')
(iz.) to think highly of a person or thing
agree (e grë')
{v.) to think the same way someone
else thinks
alarm (e lârm')
(n.) something that wakes people or
warns them of danger, such as a
bell or a buzzer
arrive (© nv')
(v.) to reach the place you set out for
attach (s tach')
(v.) to join or connect something
'168 ■ Glossary
beam (bêm)
1. (n.) a long, strong piece of wood
or metal that holds up part of a
building
2. {v.) to send something out over a
long distance
bench (bench)
(n.) a long, narrow seat for a few
people to sit on
board (bard)
1. {n.) a long, thin, flat piece of wood
or plastic
2. {v.) to get on something
branch (branch)
(/?.) a part of a tree
that grows out
from its trunk
brave (brav)
{adj.) having
courage and not
being afraid of danger
bridge ► doubt
bridge (brij)
(n.) a structure
above and across
water or a road.
People or cars
can go over it to
get to the other side.
crowd (kraùd)
(n.) a lot of people
all together
CUriOUS (kyùr' ë es)
(adj.) wanting to find
out about something
bright (brït)
1. (adj.) giving off a lot of light
2. (adj.) shiny
lllllllllllll lllllllllllllllllllllll I lllllllllllllll
Ce
lllllllllllllllllllllllllllllllllllllllllllllllllll
calm (kam)
(adj.) quiet and still
llllllllllllllllllllllllllllllllllllllllllllllllllll
Dd
lllllllllllllllllllllllllllllllllllllllllllllllllll
damp (damp)
(adj.) a little wet or moist
dangerous (dân'je res)
(adj.) not safe
Carve (kdrv)
(v.) to cut into something
dash (dash)
1. (v.) to move quickly
2. (n.) a small amount of something
center (sen' ter)
(n.) a place that is in the middle of
something
dawn (dôn)
(n.) the time of day when the sun
first comes up
cheer (cher)
(u.) to yell or call out loudly
deep (dêp)
(adj.) a long way down
chew (chü)
(v.) to break into small pieces with
den (den)
(n.) a place where some kinds of
wild animals go to rest
teeth
■
clear (kier)
1. (adj.) not cloudy
or dark
2. (adj.) easy to
see through
Collect (ke lekt')
(v.) to gather things together
CroSS (krôs)
1. (i/.) to go from one side to another
2. (adj.) angry or not pleased
difficult (dif' i kult)
(adj.) hard to do or understand
dive (div)
(v.) to go head first
into water with your
arms stretched out
in front
doubt (daùt)
(v.) to be unsure about something
Glossary ■ 1
O
0
>
73
eager ► flour
llllllllllllllllllllllllllllllllllllllllllllllllllll*
1
Ee
1111111111111111111111111111111111111111111 i 11111111
eager (ë' ger)
(adj.) wanting to do something a lot
enemy (e' na me)
(n.) an animal or person who doesn’t
like, or wants to harm, another
animal or person
lllllllllllllllllllllllllllllllllllllllllllllllllll
lllllllllllllllllllllllllllllllllllllllllllllllllll
fair (fâr)
1. (adj.) going by the rules and
treating everyone the same
2. (n.) an outdoor place where
people sell things. It is a place
where people have fun.
enormous (e nôr' mes)
(adj.) very big
entire (en tïr')
(adj.) all of something
t£
escape (es kâp’)
(v.) to get away from someone or
something
<
A A
Beware
oF
DOG
0
famous (fâ' mes)
(adj.) well-known by many people
fear (fer)
1. (n.) a feeling that danger is near
or that something bad might happen
2. (v.) to be afraid of
feast (fest)
(n.) a very large meal on a
special day
Q
evening (ev* nirj)
(n.) the part of the day between
afternoon and night
exactly (ig zakt' lë)
(adv.) happening in the same way
excuse
1. (n.) (ek sküs') a reason that
explains a mistake
2. (v.) (ek sküz') to forgive
expert (ek' spûrt)
(n.) someone who knows a lot
about some special thing or does
something really well
170 ■ Glossary
field (fëid)
1. (n.) a grassy area where a game
is played
2. (n.) a large area without trees
finally (fr* nei ë)
(adv.) at last
float (flot)
(v.) to stay on top of water or in
the air
flour (flour)
(n.) grain that is ground into
powder and used for baking
forest ► island
forest (fôr' est)
(n.) a large area with
many trees
hero (hir' ô)
(n.) a person who is brave and does
good things
fresh (fresh)
1. (adj.) clean or new
2. (adj.) cool or refreshing
hollow (hdl' ô)
(adj.) having a hole or an empty
space inside
frighten (fn' ten)
(v.) to scare someone
honest (an' ist)
(adj.) when you tell the truth
frown (fraùn)
1. (v.) to move your
eyebrows together
and wrinkle your
forehead if unhappy
or annoyed
2. (n.) an unhappy
look on your face
hour (aùr)
(n.) a unit of time that is 60
minutes long
1111111111111 i 1111 i i 111111111 i i 111 i 1111111111111111
lllllllllllllllllllllllllllllllllllllllllllllllllll
idea (Ï dê' e)
(n.) a thought or a plan. An idea is
something that you think of.
lllllllll lllllllllllllllllllllIlliIIIIIIIIIIIIIIIII
gentle (jen* tel)
(adj.) soft and mild
greedy (gre’ de)
(adj.) wanting more of something
than what is needed
llllll llllllll Illi llllllll 11 11111111111 II 111111111 II
Hh
lllllllllllllllllllllllllllllllllllllllllllllllllll
Nllllllllllllllllllllllllllllllllllllllllllllllllll
inn (in)
(n.) a small place where people can
rent rooms and stay for the night
o
o
vn
vn
>
73
insect (in' sekt)
(n.) a tiny animal with three main
body parts, three pairs of legs, one
or two pairs of wings, and no
backbone. Ants and beetles are
insects.
handle (han' del)
1. (n.) the part of something you use
to lift or hold it
2. (v.) to take care of something
harm (harm)
(v.) to hurt
herd (hûrd)
(n.) a group of animals that may feed
or travel together
island (r lend)
(/?.) land that has water all around it
Glossary ■ 171 ’
I
label ► pass
llllllllllllllllllllllllllllllllllllIIlllllllllllll
lllllllllllllllllllllllllllllllllllllilllllllllllll
label (la' bsi)
1. (/?.) a sticker or tag fastened to
something to tell more about it
2. (v.) to write something on a sticker
or tag to tell more about it
leader (ie' dsr)
(n.) a person who shows people
where to go or how to do something
111111111111111111111111111111111111111111111111111
Illllllllllllllllllllllllllllllllllllllllllllllllll
Object (db' jakt)
{n.) a thing you can see or touch
ocean (o' shan)
{n.) a very large area of salt water
that covers almost three quarters
of the earth
lean (len)
1. (iz.) to bend in a certain direction
2. {adj.) having little fat
leap (iep)
(v.) to take a jump
forward
■s.
<
Vi
Vi
o
o
lllllllllllllllllllllllllllllllllllllllllllllllllll
Mm
lllllllllllllllllllllllllllllllllllllllllllllllllll
major (ma' jar)
{adj.) important or great in size or
number
midnight (mid' mt)
{n.) 12 o’clock at night
modern (mod' am)
{adj.) having something to do with
the present time
111111U11111111111111111111111111111111111111111111
Nn
lllllllllllllllllllllllllllllllllllllllllllllllllll
nibble (ni' bal)
{v.) to eat with very small bites
notice (no' tas)
1. {v.) to see something or be aware
of it for the first time
2. {n.) a sign put up for people to read
■ Glossary
odd (ad)
1. {adj.) not what you are used to
2. {adj.) cannot be divided evenly
by two
lllllllllllllllllllllllllllllllllllllllllllllllllll
llllllllllllllllllllllllllllllllllllllllllllllllIII
pack (pak)
1. {v.) to put things into a container,
such as a bag, box, or suitcase
2. (n.) a group of something, such
as animals, people, or things
pain (pan)
(n.) a feeling of hurt
pale (pal)
{adj.) having little color
pass (pas)
1. {v.) to go by someone or
something
_——— ____
2. {n.) a piece of paper / to porx
that says the holder
can do something or
go some place
/
| Con porA in the lot?™ I
passenger ► seal
passenger (pas' en jer)
(n.) someone who travels in a vehicle
but is not the driver
pitch (pich)
(z) to throw
&
p)
plant (plant)
1. (n.) a living thing that grows
in soil or in water. It often has
green leaves.
2. (z) to put something, such as
a seed, into the ground so that it
can grow
prepare (ph pâr')
(z) to get ready
present (pre' zent)
1. (n.) something that is given to
someone out of kindness
2. (adj.) in a place at a certain time
proper (prop' er)
(adj.) right or correct
prove (prüv)
(z) to show that something is true
111111111 ! 11111111111111111111 ! 111111 ! 1111111 ! 11111
Rr
lllllllllllllllllllllllllllllllllllllllllllllllllll
lllllllllillllllllllllllllllllllllllllllllllllllllll
Ss
lllllllllllllllllllllllllllllllllllllllllllllllllll
safe (sâf)
1. (adj.) not in danger of being
harmed or stolen
2. (n.) a strong box in which you
can lock up money and other
valuable things
scatter (ska' ter)
(z) to throw things over a large area
Scrape (skrâp)
1. (z) to rub something against a
rough or sharp surface
2. (n.) a mark made on a surface by
rubbing or scratching against
something rough or sharp
O
0
>
73
screech (skrêch)
1. (n.) a loud, high sound
2. (z) to make a loud sound
seal (sei)
1. (n.) a sea animal that has thick fur
and flippers. A seal can swim and
live in cold places.
2. (z) to close
up tightly
rainbow (ran' bo)
(n.) long stripes of color that appear
in the sky after a rainfall
relax (ri laks')
(z) to become less tense
Glossary ■
7731
i
■
search ► stream
search (serch)
(v.) to look for or try to find
seashell (se' shei)
(n.) the shell of a sea animal such as
an oyster or clam
soil (soil)
{n.) the dirt or earth that plants grow in
section (sek' shen)
(/?.) part of a whole
squeeze (skwëz)
(v.) to hold something tightly
select (si lekt')
(v.) to pick something out
Stable (stâ' bel)
1. (n.) a building where horses are
kept
2. {adj.) strong and not easily moved
separate
1. (v.) (sep' q rat) to sort or set apart
2. {adj.) (sep' er it) not joined
<
vn
vi
o
Ü
soar (sôr)
{v.) to fly very
high in the air
shiver (shi’ ver)
(v.) to shake quickly
when cold or afraid
signal (sig' nel)
(n.) anything that
sends a message
or a warning
similar (sim' e 1er)
{adj.) alike; much the same
Slender (sien' der)
{adj.) thin
smooth (smüth)
{adj.) not rough and bumpy, but flat
and even
sniff (snif)
{v.) to take in air through your nose
in short, quick breaths
snowstorm (sno' storm)
(n.) a storm with a lot of snow
174 ■ Glossary
stack (stak)
1. (n.) a neat pile of something
2. (v.) to pile one thing on top of
another
Stamp (stamp)
1. {n.) a small piece of printed paper
that shows when postage is paid
2. {v.) to put your foot down
with force
steady (ste* de)
{adj.) continuing and not
changing much
steep (step)
{adj.) having a sharp slope; difficult
to go up
steer (stër)
1. (v.) to move something in a
certain direction
2. {n.) a bull that is raised for meat
stream (strém)
{n.) a body of flowing water that is
narrow and shallow
task ► worry
i if i ii i il ni 11 ii ii ii limn limn min i h ni hi n
lllllllllllllllllllllllllllllllllllllllllllllllllll
task (task)
(n.) a job to be done
team (tem)
(n.) a group of people who work
together or play a sport together
tender (ten' der)
(adj.) soft and easy to cut
tense (tens)
(adj.) not able to relax
tiny (tr ne)
(adj.) very small
trail (trâi)
(n.) a path for people to follow,
especially in the woods
travel (tra' vei)
(v.) to go from one place to another
tremble (trem' bel)
(v.) to shake a little from excitement
or anger
village (vi* lij)
(n.) a small town
Vv
Ww lllllllllllllllllllllllllllllllllillllllllllllilllll
warn (worn)
(v.) to tell someone about possible
danger
wave (wav)
1. (v.) to move your hand back and
forth
2. (n.) something that looks like a
long bump moving through the water
in a lake or an ocean
weak (wék)
(adj.) not strong
weekend (wek* end)
(n.) the two days of the week called
Saturday and Sunday
tool (tül)
(n.) a piece of
equipment used
to do a certain job
llllllllllllllllllllllllllllllllllllllllllllllllllll
llllllllllllllllll IIIIIIIIIIHI111IIHill I Illi 1111II
llllllllllllllllllllllllllllllllllllllllllllllllllll
O
0
whisper (hwis' per)
(v.) to speak in a
very soft and
quiet voice
<A
VA
>
7>
whole (hoi)
(adj.) complete;
having all its parts
wise (wiz)
(adj.) showing good sense
and judgment
wonder (wan' dar)
(v.) to be curious about something
worry (war' ë)
(v.) to feel that something bad
may happen
L
Glossary ■
175^
Index
A
Analogies, 27, 97
Antonyms, 22, 44,
66, 92, I 14,
136, 158
c
Classifying, 23,
45, 67, 93, I 15,
137, 159
Completing the
Idea, 25, 47,
69, 95, I 17,
139, 161
Completing the
Sentence, I I,
19, 33, 41, 55,
63, 81, 89, 103,
III, 125, 133,
147, 155
Compound Words,
48
Comprehension.
See Context
Clues; Reading
Passages;
Vocabulary for
Comprehension;
Words in
Context
Context Clues,
162. See also
Completing
the Sentence;
Reading
Passages
D
Definitions, 8-9,
16-17, 30-31,
38-39, 52-53,
60-61, 78-79,
86-87, 100-
176 ■ Index
101, 108-109,
122-123, 130131, 144-145,
152-153
Dictionary, 140
Final Mastery
Test, 164-167
G
Glossary, 9, 17,
22, 31, 39, 44,
53, 61, 66, 79,
87, 92, 101,
109, I 14, 123,
131, 136, 145,
153, 158, 168
H
Homophones, 70
I
Introducing
the Words.
See Reading
Passages
M
Match the
Meaning, 10,
18, 32, 54, 62,
80, 88, 102,
I 10, 124, 132,
146, 154
Midyear Review,
72-75
Multiple-Meaning
Words, 140
P
Prefixes, un, re,
96
R
w
Word Associations,
24, 46, 68, 94,
I 16, 138, 160
Word Choice, 71,
119, 163
Word Endings, s,
es, ed, ing, 26
Word Families, 49
Word Games, 13,
21, 35, 43, 57,
65, 83, 91, 105,
I 13, 127, 135,
149, 157
Words in Context,
12, 20, 34, 42,
56, 64, 82, 90,
104, I 12, 126,
134, 148, 156
Word
Relationships.
See Antonyms;
Classifying;
Synonyms;
Word Choice;
Shades of
Words That
Meaning. See
Describe Food
Analogies; Word Words That
Choice; Word
Describe Food,
Families; Words
141
That Describe
Word Study. See
Food
Compound
Suffixes, ful, less,
Words;
I 18
Context Clues;
Synonyms, 22,
Homophones;
44, 66, 92, I 14,
Multiple136, 158
Meaning Words;
Prefixes;
V
Suffixes; Word
Vocabulary for
Endings
Comprehension,
74-75, 166-167
Reading
Passages, 6-7,
14-15, 28-29,
36-37, 50-51,
58-59, 76-77,
84-85, 98-99,
106-107, 120121, 128-129,
142-143, 150151
Reference
Sources. See
Dictionary;
Glossary
Review. See
Antonyms;
Classifying;
Completing
the Idea;
Synonyms;
Word
Associations
s
SADLIER
'ocabulary
Workshop
Enriched Edition
with iWords
Audio Program
► Level Purple
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1
[ONLINE COMPONENTS
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Grade 2
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