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Contents
Preface
Unit 1 – Elements of a story
Unit 1 objectives
General vocabulary for Unit 1
Practicing general vocabulary for Unit 1
Chapter 1- Vocabulary
Reading Activity 1: George Washington Carver (Chapter 1, pages 5-10)
Practicing vocabulary for Chapter 1
Chapter 2 - Vocabulary
Reading Activity 2: George Washington Carver (Chapter 2, pages 11-14)
Practicing vocabulary for Chapter 2
Chapter 3 - Vocabulary
Reading Activity 3: George Washington Carver (Chapter 3, pages 15-20)
Practicing vocabulary for Chapter 3
Chapter 4 - Vocabulary
Reading Activity 4: George Washington Carver (Chapter 4, pages 21-24)
Practicing vocabulary for Chapter 4
v
1
1
2
2
3
4
5
6
7
8
9
10
11
12
13
14
Unit 2 – Pronominal and adverbial referents in context
Unit 2 objectives
Chapter 5 - Vocabulary
Reading Activity 5: George Washington Carver (Chapter 5, pages 25-30)
Practicing vocabulary for Chapter 5
Chapter 6 - Vocabulary
Reading Activity 6: George Washington Carver (Chapter 6, pages 31-36)
Practicing vocabulary for Chapter 6
Chapter 7 and 8 - Vocabulary
Reading Activity 7 and 8: George Washington Carver (Chapter 7 and 8, pages 37-46)
Practicing vocabulary for Chapters 7 and 8
17
17
18
19
22
23
24
27
28
29
34
Unit 3 – Basic question forms
Unit 3 objectives
Chapter 9 - Vocabulary
Reading Activity 9: George Washington Carver (Chapter 9, pages 47-50)
Practicing vocabulary for Chapter 9
Chapter 10 - Vocabulary
Reading Activity 10: George Washington Carver (Chapter 10, pages 51-55)
Practicing vocabulary for Chapter 10
Chapter 11 – Vocabulary
Reading Activity 11: George Washington Carver (Chapter 11, pages 56-61)
Practicing vocabulary for Chapter 11
Chapter 12 - Vocabulary
Reading Activity 12: George Washington Carver (Chapter 12, pages 62-67)
Practicing vocabulary for Chapter 12
37
37
38
39
40
41
42
44
45
46
47
48
49
51
iii
Unit 4 – More question forms
Unit 4 objectives
Chapter 13 - Vocabulary
Reading Activity 13: George Washington Carver (Chapter 13, pages 68-70)
Practicing vocabulary for Chapter 13
Chapter 14 - Vocabulary
Reading Activity 14: George Washington Carver (Chapter 14, pages 71-74)
Practicing vocabulary for Chapter 14
Chapter 15 – Vocabulary
Reading Activity 15: George Washington Carver (Chapter 15, pages 75-77)
Practicing vocabulary for Chapter 15
Chapter 16 - Vocabulary
Reading Activity 16: George Washington Carver (Chapter 16, pages 78-81)
Practicing vocabulary for Chapter 16
53
53
54
55
56
57
58
59
60
61
62
63
64
65
Unit 5 – Positive and negative statements
Unit 5 objectives
Chapter 17 – Vocabulary
Reading Activity 17: George Washington Carver (Chapter 17, pages 82-86)
Practicing vocabulary for Chapter 17
Chapter 18 - Vocabulary
Reading Activity 18: George Washington Carver (Chapter 18, pages 87-94)
Practicing vocabulary for Chapter 18
Chapter 19 – Vocabulary
Reading Activity 19: George Washington Carver (Chapter 19, pages 95-96)
Practicing vocabulary for Chapter 19
67
67
68
69
71
72
73
75
76
77
78
iv
Preface
This book includes materials for teaching grammar, vocabulary, and reading
comprehension with the biography, The Story of George Washington Carver by Eva Moore
published by Scholastic Inc., ISBN 0-590-42660-5.
The activities in this book have been developed to promote the learning of selected
fundamental English grammar structures and general contextual vocabulary in reading
comprehension and reading vocabulary courses. Students who have studied English for a
number of years, but are still encountering significant challenges will find these materials
most helpful.
Each unit includes an introduction to the activities of the unit and the vocabulary
needed to understand the biography. The teacher should plan to introduce students to the
activities at the start of each unit. Each unit has a particular reading comprehension focus.
In addition, all units have vocabulary items for students to learn. The first unit is designed
to teach students to understand and determine the essential elements of a story. The second
unit contains materials for teaching students to recognize adverbs, adjectives, and pronouns
that are used in English to refer to past and future textual information and then to determine
appropriate referents. In the third and fourth units, students learn how to distinguish
between simple yes/no questions and information questions and how to write short answers
in correct English to show that they have comprehended the biography. In the last unit,
students learn to recognize, comprehend and respond appropriately to past positive and past
negative sentence constructions.
Students should plan to read each chapter of the biography two times. The objective
of the first reading is to obtain a very general understanding of the content of the chapter.
While doing this first reading, students should pay attention to the vocabulary items for that
chapter. It is strongly recommended that students keep a vocabulary notebook for new
words. The objective of the second reading is to reinforce the vocabulary that is new to the
student and to begin to gather the information needed to complete the activity for the
chapter.
Before moving to the next activity within a unit, students should have an
opportunity to discuss their work in small groups with a teacher’s guidance. It is
recommended that quizzes or tests occur in the middle of and after each unit. The units in
this book are developmentally sequenced. A reasonable level of mastery is needed on
earlier units before students can succeed on later units.
v
George Washington Carver was the
son of a slave. No one knows for sure
what day he was born, or even what
year. Dr. Carver thought he was born
about 1864. Some people think he
may have been born in 1859 or 1860.
This picture was taken when Dr.
Carver was a college student. He was
about twenty-six years old.
vi
Unit 1 – Elements of a story
This unit will help you read and understand important elements in stories. A
biography is a true story of someone’s life. This biography of George Washington
Carver starts when he is a child and ends when he dies. Each chapter in this biography
tells a story about part of George Washington Carver’s life.
Unit 1 objectives
In this unit, you will learn to
1. understand the words for the different elements of a story
2. find the setting
3. find the main characters
4. find the important parts of a plot
5. use strategies to remember and arrange the important parts of the story in order
1
General vocabulary for Unit 1
Word, Part-of-speech, Definition
biography (noun C) story of someone’s life
characters (noun C) the people in a story
plot (noun C) important things that happen in a story
setting (noun C) time(s) and place(s) in a story
location (noun C) where things happen in a story
time (noun C) when things happen in a story
Study Notes
Practicing general vocabulary for Unit 1
Directions: Select a vocabulary item from above to use in the blanks.
1. One of the most important ______________ in this biography is George Washington
Carver.
2. The __________ in this biography is 19th and 20th century United States.
3. The 19th and 20th centuries are the _____________ in this biography.
4. The United States is the ________________ in this biography.
5. What happens in George Washington Carver’s life is the ________________ in the
story.
6. You will read a ______________ of George Washington Carver.
2
Chapter 1- Vocabulary
Word, Sentence, Part-of-speech
captured – Robbers captured Mary. (verb T)
cot - He ran to a cot where a little boy was sleeping. (noun C)
deal - "It's a deal," he said. (noun C)
galloping - The horses were galloping fast. (verb I)
go after - Bentley would go after stolen slaves. (verb phrase)
hooves - Horses' hooves were beating on the road. (noun C)
plantation – Many slaves worked on a large plantation. (noun C)
property – A slave could not own property. (noun U)
robbers - Robbers came at night and stole slaves. (noun C)
sign - The man found no sign of the girl. (noun C)
slave – Before the Civil War, people in the southern states owned slaves. (noun C)
slavery - Slavery was allowed in southern Missouri. (noun U)
stable -Moses Carver went to the stable to get the horse. (noun C)
stole - Robbers came at night and stole slaves. (verb T)
suddenly - Suddenly he heard a sound outside. (adv)
timberland - I will give you forty acres of my best timberland. (noun U)
trail - "I followed their trail into Arkansas," the man told Moses and his wife. (noun C)
Study Notes
3
Reading Activity 1: George Washington Carver (Chapter 1, pages 5-10)
Directions: Write short answers. Do not copy sentences or phrases from the text.
1. Characters: Who are four important people in this chapter? (Tell who is free and who
is a slave.)
a.
b
c.
d.
2. Setting: Where does this chapter happen?
3. Setting: When do the events in this chapter happen?
4. Plot: What are 4 important things that Moses Carver does in this chapter? (Put them
in order.)
a.
b
c.
d.
5. Plot: What are 4 important things that Mary does in this chapter? (Put them in order.)
a.
b
c.
d.
4
Practicing vocabulary for Chapter 1
Directions: Tell the part-of-speech of each underlined item in these sentences from
Chapter 1. Then find the correct vocabulary item.
Vocabulary Items
Meanings
Example:
n(C) A George Washington Carver is
the most important character
in this biography.
A. person in a story
B. where something happens in a story
C. when something happens in a story
____ ____ Before the Civil War, people in
the southern states owned
slaves.
1. area with many trees for wood
____ ____ A slave could not own
property.
3. farm
2. caught and kept (someone) as a prisoner
4. follow (someone) to catch (them)
____ ____ Many slaves worked on a large
plantation.
5. humans who are owned by someone
(Owners could buy and sell these people
like animals.)
____ ____ Suddenly he heard a sound
outside.
6. land, animals, homes, and other things
____ ____ Robbers came at night and
stole slaves.
7. marks that have been left by someone
____ ____ Robbers captured Mary.
8. people who steal money or property
____ ____ Bentley would go after stolen
slaves.
9. quickly without warning (unexpectedly)
10. something showing that a person or
animal has been in a place
____ ____ I will give you forty acres of
my best timberland.
11. the system of owning humans as property
____ ____ Bentley followed the robbers’
trail into Arkansas.
12. what happens in a story
____ ____ He found no sign of Mary.
5
Chapter 2 - Vocabulary
Word, Sentence, Part-of-speech
bending - George was bending over a bush. (verb I)
bloomed – Soon the roses bloomed. (verb I)
damp - He liked to lie on the damp ground and watch the tiny worlds of insects. (adj.)
free - Jim and George were free. They were not slaves now. (adj.)
noticed - George noticed strong plants and weak plants. (verb T)
petals - He liked to put his cheek against the soft petals of the roses. (noun C)
sank – He looked at the roses and his heart sank. (verb I)
shade – He told her to take the roses out of the shade. (noun U)
stutter - George stutters. (verb I)
wild – He liked to touch the wild plants in the forest. (adj.)
Study Notes
6
Reading Activity 2: George Washington Carver (Chapter 2, pages 11-14)
Directions: Write short answers. Do not copy sentences or phrases from the text.
1. Characters: Who are three important people in this chapter? (Tell who is free and who
is a slave.)
a.
b
c.
2. Setting: Where does this chapter happen?
3. Setting: When do the events in this chapter happen?
4. Plot: What are 4 important things that George does in this chapter? (Put them in
order.)
a.
b
c.
d.
5. Plot: What are 4 important things that Mrs. Baynham does in this chapter? (Put them
in order.)
a.
b
c.
d.
7
Practicing vocabulary for Chapter 2
Directions: Tell the part-of-speech of each underlined item in these sentences from
Chapter 2. Then find the correct vocabulary item.
Vocabulary Items
Meanings
Example:
n(C) A George Washington Carver is
the most important character
in this biography.
A. person in a story
B. where something happens in a story
C. what happens in a story
____ ____ George stutters.
1. blossomed; had flowers
____ ____ Jim and George were free.
2. colored parts of a flower that are
shaped like leaves
____ ____ George liked to lie on the damp
ground.
3. living in a natural state, not changed or
controlled by people
____ ____ He liked to touch the wild
plants in the forest
4. lost hope or confidence
____ ____ George noticed strong plants
and weak plants.
5. moist; slightly wet
6. moved part of his body down (to see
something better)
____ ____ George was bending over a
bush.
7. not slaves any more
____ ____ He put his cheek against the
soft petals of the roses.
8. place with no sunlight
____ ____ He looked at the roses and his
heart sank.
9. repeats the same sound many times
when he speaks
____ ____ He told her to take the roses out 10. saw
of the shade.
____ ____ Soon the roses bloomed.
8
Chapter 3 - Vocabulary
Word, Sentence, Part-of-speech
stools – In another part of the house was a long, cross-legged table with four stools
around it. (noun C)
carpet – There was a carpet on the floor. (noun C)
spinning wheel – A spinning wheel was near the fireplace in the house. (noun C)
yarn – Susan was spinning cotton into yarn. (noun U)
knit, crochet – George learned how to knit and crochet by watching Aunt Susan. (verb I)
whittle – George used a knife to whittle little shapes out of wood. (verb T)
woods – George had a secret garden in the woods where he grew plants and flowers. (noun
plural)
roots – When George found a dying plant, he would pull it up gently by its roots and plant
it in his secret garden. (noun C)
patted – He talked to the plant as he patted dirt around its roots. (verb T)
bookcase – Mrs. Baynham had rugs on the floor, pictures on the wall, and a whole
bookcase full of books. (noun C)
dim – Inside, the house was dim and quiet. (adj.)
carpet – George took a few steps. The rug under his feet felt as soft as a carpet of moss.
(noun C)
moss – The rug under his feet felt as soft as a carpet of moss. (noun U)
fireplace – George saw were two big pictures hanging over the fireplace. (noun C)
swirls – He drew until he had filled the rock with swirls of red flowers. (noun C)
Study Notes
9
Reading Activity 3: George Washington Carver (Chapter 3, pages 15-20)
Directions: Write short answers. Do not copy sentences or phrases from the text.
1. Who are three important characters in this chapter? (Tell who is free and who is a
slave.)
a.
b
c.
2. Setting: Where does this chapter happen?
3. Setting: When do the events in this chapter happen?
4. Plot: What are 6 important things that happen in this chapter? (Put them in order.)
a.
b
c.
d.
e.
f.
10
Practicing vocabulary for Chapter 3
Directions: Tell the part-of-speech of each underlined item in these sentences from
Chapter 3. Then find the correct vocabulary item.
Vocabulary Items
Example:
n(C) C George Washington Carver is
the most important character
in this biography.
____ ____ In another part of the house
was a long, cross-legged table
with four stools around it.
____ ____ There was a carpet on the
floor.
____ ____ A spinning wheel was near the
fireplace in the house.
____ ____ Susan was spinning cotton into
yarn.
____ ____ George used a knife to whittle
little shapes out of wood.
____ ____ George had a secret garden in
the woods where he grew
plants and flowers.
____ ____ When George found a dying
plant, he would pull it up
gently by its roots and plant it
in his secret garden.
____ ____ He talked to the plant as he
patted dirt around its roots.
____ ____ Mrs. Baynham had rugs on the
floor, pictures on the wall, and
a whole bookcase full of
books.
____ ____ Inside, the house was dim and
quiet.
____ ____ George saw were two big
pictures hanging over the
fireplace.
____ ____ He drew until he had filled the
rock with swirls of red flowers.
Meanings
A. person in a story
B. where something happens in a story
C. story of a person’s life
1. cut a piece of wood into a particular
shape by cutting off small pieces with a
knife
2. fairly dark or not having much light, so
that you cannot see well
3. heavy woven material for covering
floors
4. lightly touched something several times
with flat hands
5. make clothing out of wool by using two
long needles
6. parts of a plant or tree that grows under
the ground and gets water from the soil
7. piece of furniture with shelves to hold
books
8. seats with three or four legs, but no
back or arms
9. simple machine that people used in
their homes in the past for making
thread
10. small forest
11. special place in the wall of a room,
where you can make a fire
12. thick thread made of cotton or wool
13. twisting circular patterns
14. very small green plant that grows in a
thick soft furry mass on wet soil, trees,
or rock
11
Chapter 4 - Vocabulary
Word, Sentence, Part-of-speech
fields – Moses Carver and Jim worked in the fields on Sundays. (noun C)
curious - George was curious about church. (adj.)
minister – The minister asked George to come to Sunday school. (noun C)
news – One Sunday, Mrs. Baynham had news for him. (noun plural)
hail – He didn't learn what made snow and hail. (noun U)
nodded – George nodded. Nobody could make him change his mind. (verb I)
stuffed – She stuffed each piece of corn bread with some bacon and wild onion. These
were corn dodgers for George to eat on his way. (verb T)
carvings – There were only a few things George wanted to take with him – his box of
wood carvings and some pretty rocks he had found in the woods. (noun C)
handkerchief - He tied them up in a handkerchief. (noun C)
Study Notes
12
Reading Activity 4: George Washington Carver (Chapter 4, pages 21-24)
Directions: Write short answers. Do not copy sentences or phrases from the text.
1. Who are three important characters in this chapter? (Tell who is free and who is a
slave.)
a.
b
c.
2. Setting: Where does this chapter happen?
3. Setting: When do the events in this chapter happen?
4. Plot: What are 6 important things that happen in this chapter? (Put them in order.)
a.
b
c.
d.
e.
f.
13
Practicing vocabulary for Chapter 4
Directions: Tell the part-of-speech of each underlined item in these sentences from
Chapter 4. Then find the correct vocabulary item.
Vocabulary Items
Example:
n(C) C George Washington Carver is
the most important character
in this biography.
____ ____ Moses Carver and Jim worked
in the fields on Sundays.
____ ____ George was curious about
church.
____ ____ The minister asked George to
come to Sunday school.
____ ____ One Sunday, Mrs. Baynham
had news for him.
____ ____ He didn't learn what made
snow and hail.
____ ____ George nodded. Nobody could
make him change his mind.
____ ____ She stuffed each piece of corn
bread with some bacon and
wild onion. These were corn
dodgers for George to eat on
his way.
____ ____ There were only a few things
George wanted to take with
him – his box of wood
carvings and some pretty rocks
he had found in the woods.
____ ____ He tied them up in a
handkerchief.
Meanings
A. person in a story
B. where something happens in a story
C. story of a person’s life
1. filled (something)
2. frozen rain drops that fall as hard balls
of ice
3. get (a person’s) attention
4. information about something that has
happened recently
5. interested and wanted to learn more
6. large farm
7. large pieces of land for growing things
8. moved his head up and down to show
he was sure
9. piece of cloth that you use for drying
your nose or eyes
10. preacher; leader of a Protestant church
11. small shapes made by cutting wood
12. subject that people study
14
Mariah Watkins took George into her
home and loved him as if he were her
son. George always called her "Aunt
Mariah."
15
Next door to Aunt Mariah's house was a school for black children
where ten-year-old George became a pupil. The schoolhouse was a
log cabin. It may have looked like the school in this old drawing.
16
Unit 2 – Pronominal and adverbial referents in
context
This unit will help you find and understand what words like here and there and
his and hers mean. These kinds of words depend on other words for meaning. There is
more grammar information about these words on the course web site.
[http://people.rit.edu/kecncp] You will also practice using context to figure out the
meanings of vocabulary items.
Unit 2 objectives
In this unit, you will learn to
1. recognize words that depend on other words for their meaning
2. use context to select the best meaning for words that refer to other words in a
paragraph
3. figure out the best meaning for new vocabulary items
17
Chapter 5 - Vocabulary
Word, Sentence, Part-of-speech
cabin – The school was in an old log cabin. (noun C)
clover – He found berries and wild clover to eat. (noun U)
headed for – George headed for the town of Neosho. (verb T)
orchids – He found wild orchids in the forest. (noun C)
pile – They had a pile of wood near the house. (noun C)
pupil – George was a pupil at a school for black children. (noun C)
shack – Marion and Andy lived in a shack. (noun C)
slate – In school, the children wrote on a slate. (noun C)
stalls – Horses live in stalls in a barn. (noun C)
was going to – Now, Jim was going to be a student. (verb expression)
Study Notes
18
Reading Activity 5: George Washington Carver (Chapter 5, pages 25-30)
Directions: Open your book to these pages and select the correct words for the blanks.
You will need to use your dictionary for some of these items.
(page 25)
George knew which road went to Neosho. Uncle Moses used to
take him and Jim ______________ once a year. They rode in Uncle
Moses' wagon then. Now George walked all the way
______________.
It was getting dark when George came to ______________. He
would have to hurry and find a place to spend the night. He
______________ the part of town where black people lived.
George passed some little wooden ______________. He could not
stay in any of these – people lived in ______________. Then he saw a
big barn. Some of the boards were hanging loose. Some
______________ were missing. George ______________ inside and
he saw stalls – ______________ for horses. And ______________
were all empty.
(page 26)
George was tired from his long walk ______________. He lay
down in one of the dark stalls. How hungry he was! He wished he had
not eaten all of the corn bread.
Outside ______________ George could hear the birds calling,
"Whip poor will, whip poor will." The sound made George feel sad,
and a little afraid. “Why did I ever leave ______________?" he asked
himself. "What am I going to do in this strange place all by myself?"
But George did not lie awake for long. He was too tired. He fell asleep.
In the morning, George was more hungry than ever. He found some
berries and some wild ______________ to eat. That wasn't enough.
George climbed onto a ______________ of wood and sat down. He
tried to stop feeling hungry, but all he could think about was the good
breakfast ______________ would be cooking right then. He was
almost ready to start walking back to Diamond Grove.
19
(page 25)
1.
2.
3.
4.
5.
boards
looked
Neosho
small rooms
small, lousy
buildings
6. the stalls
7. these lousy
buildings
8. to Neosho
9. to Neosho
10. went to
(page 26)
11. Diamond Grove
12. green plants with
three leaves
13. Mrs. Carver
14. of the barn
15. stack (many
pieces collected
together)
16. to Neosho
17. small, lousy
building
"Hey, there – you, boy!" A woman came out of the _____________
across the yard. "What are you doing on my wood pile?" the woman
asked.
George felt like running away. He was too afraid to say anything.
(page 27)
The woman came closer. She was small, but she looked very
strong. There was a friendly look in her eyes. George did not feel afraid
any more.
"You're new ______________, aren't you?” the woman asked.
"Y-yes, ma'am," George answered. "I just c-came yesterday – from
Diamond G-grove."
"Where's your ma and pa?" the woman wanted to know. "Don't
have a m-ma or pa," George told her. "I'm alone. C-came to go to sschool."
The woman smiled. "It's too early for school," she said, "but it's just
the right time for breakfast. Come on into ______________, and I'll see
what I can find for your breakfast – if you're hungry, that is."
The woman's name was Mariah Watkins. She and her husband
Andy did not have any children of their own. When ______________
found out that George was alone, they were glad to take
______________ into their home. Soon George was calling them
"Aunt Mariah" and "Uncle Andy."
Just over the fence from the Watkins' house was an old log cabin.
This was the Lincoln School, a school for black children set up by the
(page 29)
United States government. ______________ had one room. George sat
on a wooden bench, ______________ with other boys. There were
over seventy children in the room. But George didn't care how crowded
it was. He had a ______________ to write on and a book to read. And
he had a last name.
All the children were given last names. George had been called
"Carver's George" all his life. Now everyone called him George
Carver.
After school, George helped around ______________. Aunt Mariah
was away sometimes, taking care of newborn babies. Then George
20
(page 27)
18. George
19. in Neosho
20. Mariah and
Andy Watkins
21. my home
(page 29)
22. Mariah
23. Mariah’s and
Andy’s shack
24. small chalk
board
25. The school for
black children
26. these beautiful
flowers
27. beautiful,
colorful flowers
would do the housework.
Aunt Mariah showed him how to cook a few things so he could
make meals for Uncle Andy when she was away. And she showed
George how to wash clothes in the big laundry tub outside. He helped
______________ hang the clothes up to dry.
George wanted to give Aunt Mariah a garden. He found some wild
______________ growing in the woods and he planted
______________ near the fence.
Every Sunday, Aunt Mariah and Uncle Andy took George with
them to the African Methodist Church. Now George could hear the
talking part
28. very close
together
(page 30)
of church, and he grew to like ______________ almost as much as the
singing part. He wanted to be just like the minister when he grew up.
As soon as ______________ had learned how to read well, Aunt
Mariah gave him a Bible. George read to ______________ and Uncle
Andy every night.
In school George had learned how to read and write, how to add
and subtract. But he wanted to know much more. The teacher taught
the children everything he could. But ______________ couldn't teach
things he didn't know, and George was always asking questions the
teacher could not answer.
One Saturday, George went to visit Jim and the Carvers. He told
them about school, and about Aunt Mariah and Uncle Andy. The
Carvers were glad that ______________ had found such a good home
with ______________. Jim began to think that he was missing
something.
When George made the trip back to Neosho, he was not alone. Jim
was with him. Now ______________ was going to be a
(page 30)
______________ in Lincoln School, like his little brother,
______________.
21
29. George
30. George
31. George
32. Jim
33. Mariah
34. Mariah and
Andy
35. student
36. the talking part
37. the teacher
Practicing vocabulary for Chapter 5
Directions: Tell the part-of-speech of each underlined item in these sentences from
Chapter 5. Then find the correct vocabulary item.
Vocabulary Items
Example:
n(C) A George Washington Carver is
the most important character
in this biography.
____ ____ Marion and Andy lived in a
shack.
Meanings
A. person in a story
B. where something happens in a story
1. bundle of stuff
2. flowers with large beautiful blossoms
____ ____ Horses live in stalls in a barn.
____ ____ They had a pile of wood near
the house.
3. small areas for horses in a barn on a
farm
4. small board to write on
____ ____ In school, the children wrote
on a slate.
____ ____ He found wild orchids in the
forest.
____ ____ George was a pupil at a school
for black children.
5. small green plant with three leaves
6. small wooden house
7. small, old, lousy (broken down)
building
8. student
____ ____ George headed for the town of
Neosho.
____ ____ The school was in an old log
cabin.
9. went to
10. would (will)
____ ____ He found berries and wild
clover to eat.
____ ____ Now, Jim was going to be a
student.
22
Chapter 6 - Vocabulary
Word, Sentence, Part-of-speech
biscuits - He made honey-baked ham, biscuits, and pudding. (noun C)
carvings – George made small wood carvings. (noun C)
hail – The rain changed into hail. (noun U)
invented – George invented his own recipes. (verb T)
meal – George learned how to make a fancy meal. (noun C)
mob – One summer, a mob of white people killed a black man. (noun C)
pudding – He made honey-baked ham, biscuits, and pudding. (noun U)
recipes - George invented his own recipes. (noun C)
simple – George knew how to make a simple meal. (adj.)
sin – The Bible says that hate is a sin. (noun C)
Study Notes
23
Reading Activity 6: George Washington Carver (Chapter 6, pages 31-36)
Directions: Open your book to these pages and select the correct words for the blanks.
You will need to use your dictionary for some of these items.
(page 31)
George's brother did not stay in school long. He didn't like reading,
writing, and arithmetic. But he did like the people in Neosho, so he
stayed ____________ and went to work.
George still went to school, even though he had learned everything
the teacher could teach him.
One day George heard that some neighbors were going to leave
Neosho and travel far away – to a place called Fort Scott in the state of
Kansas. Fort Scott was a bigger town than Neosho, and there was
probably a free school ____________. George wished he could go. In a
new school, there would be a new teacher – maybe ____________ who
knew about snow and ____________ and flowers.
(page 31)
(page 32)
The neighbors liked George. They told him he could go with
(page 32)
____________ if he could find a place to sit in ____________ loaded
wagon.
Before George left, he and Jim went to see the Carvers. George was
afraid he might never come back ____________ and he wanted to say
good-by to Aunt Susan and Uncle Moses. The traveling picture-taker
was ____________, and ___________ had their picture taken together.
Back in Neosho, George packed his bag. He put in the Bible Aunt
Mariah had given him, and the little blue spelling book from Aunt
Susan. He put in the box with his rocks and wood ____________ –
there were over five hundred little wooden shapes.
It was hard to say good-bye to Aunt Mariah and Uncle Andy. For a
minute, George wished he wasn't going away ____________. But the
wagon was there, waiting for him. ____________ was loaded with pots
and pans and furniture.
George climbed up ____________ and found a good place to sit.
He looked so small, more like a little brown bird than a thirteen-yearold boy.
24
1.
2.
3.
4.
a teacher
in Fort Scott
in Neosho
small pieces of
ice falling like
rain
5. George and Jim
6. in Diamond
Grove
7. onto the wagon
8. shapes
9. the neighbor’s
10. the neighbors
11. The wagon
12. to Diamond
Grove (where
Moses and Susan
Carver lived)
13. to Fort Scott,
Kansas
"1’11 write I-letters!" he called as the wagon started down the road.
(page 33)
Aunt Mariah and Uncle Andy and Jim waved ____________. They
could hardly keep from crying. Then they turned around and walked
sadly home.
When he got to Fort Scott, George needed to find a job right away.
But what kind of job could he get? ____________ was not strong
enough to do outdoor
(page 33)
(page 34)
work. And people who needed someone for housework wanted girls.
When George tried to get a house job, he was turned down again and
again.
Then he went to see a woman named Mrs. Payne. She had put an ad
in the newspaper for a girl, but she talked to George anyway.
"Can you cook?" ____________ asked him.
George thought of the simple meals he had made for Uncle Andy.
____________ was all the cooking he knew how to do. But he needed
this job, and all he said ____________ was, "Yes, ma'am."
"Good!" Mrs. Payne clapped her hands. "You can cook Mr. Payne's
dinner tonight. Let's see ... I think we'll have honey-baked ham and
sweet potatoes, ____________, ____________, and coffee."
George swallowed hard. He had never baked a ham before. He had
never made biscuits, or pudding. But if he told Mrs. Payne he couldn't
make ____________, he would never get the job. Suddenly he had an
idea.
(page 34)
"Yes, ma'am," he said. "But I want to make everything j-just the
way you I-like it. If you could just s-show me your way of f-fixing
everything...”
25
14. George
15. good-bye to
George
16. baked ham,
biscuits, and
pudding
17. Making simple
meals
18. Mrs. Payne
19. small shapes of
bread
20. soft creamy
dessert
21. to Mrs. Payne
(page 35)
"Of course," Mrs. Payne said. She showed him how much honey
she put on the ham. She showed him how she mixed the biscuits and
the pudding. She never knew that she was really showing George how
to cook everything. Mr. Payne liked his dinner, and George got the job
____________.
Before long George learned to cook other ____________. Soon he
was ____________ his own recipes. Mr. Payne thought ____________
was the best cook in Fort Scott.
In Fort Scott, there was no ____________ to take care of George.
(page 35)
22. doing housework
for the Payne
family
23. George
24. making
25. meals
26. nice
27. person
28. take care of
He had to ____________ himself. He had to earn money to buy his
meals and to rent a room to sleep in. He had to work so much of the
time that he could not go to school very often.
When he did go to school, George learned fast. He could go
through one grade twice as fast as other boys.
George was small and quiet, and most people were ____________
to him. But some white people would pick on him or make fun of him
when they saw him in the street – just because he was black. The
Carvers had given George a good home. Other white people, too, had
been good to him. But he
(page 36)
knew that many white people did not like any ____________.
George did not know why ____________. The Bible said it was
wrong to hate another person – hate was a ____________. And a sin
was a weakness in the eyes of God.
Then one summer day, something terrible happened in Fort Scott. A
____________ of white men and women ____________ a black man,
and George saw everything they did. ____________ dragged the
____________ man out of the city jail, beat him, and killed him right
on the street. Their faces were full of hate. George never wanted to see
____________ faces again. The next day, he left Fort Scott
____________.
26
(page 36)
29. black
30. black people
31. forever
32. killed
33. The angry white
people
34. the angry white
people’s
35. very angry group
36. white people did
not like black
people
37. wrong thing
Practicing vocabulary for Chapter 6
Directions: Tell the part-of-speech of each underlined item in these sentences from
Chapter 6. Then find the correct vocabulary item.
Vocabulary Items
Meanings
Example:
n(C) A George Washington Carver is
the most important character
in this biography.
A. person in a story
B. where something happens in a story
____ ____ The rain changed into hail.
1. bad, evil action or thought
____ ____ George made small wood
carvings.
2. directions for making something to eat
3. food at breakfast, lunch, or dinner
____ ____ George knew how to make a
simple meal.
____ ____ George learned how to make a
fancy meal.
4. large group of angry people
5. made new for the first time
6. not fancy; very basic
____ ____ He made honey-baked ham,
biscuits, and pudding.
____ ____ He made honey-baked ham,
biscuits, and pudding.
____ ____ George invented his own
recipes.
7. shapes cut from wood
8. small ice pieces in rain
9. soft food; a dessert (eaten after lunch or
dinner)
10. soft small bread
____ ____ George invented his own
recipes.
____ ____ The Bible says that hate is a
sin.
____ ____ One summer, a mob of white
people killed a black man.
27
Chapter 7 and 8 - Vocabulary
Word, Sentence, Part-of-speech
accordion – George learned how to play the accordion. (noun C)
cactus – George grew many kinds of cactus. (noun C)
checkers – George liked to play checkers. (noun single)
concerts - He played his accordion in school concerts. (noun C)
crops – Farmers plant crops like wheat and corn. (noun plural)
earned – He earned money by working. (verb T)
initial – At first, George had no middle initial. (noun C)
invited – Mr. and Mrs. Seymour invited George to live in their home. (verb T)
ironing (pressing) – George was ironing (pressing) other people’s clothes. (verb T)
laundry – George did other people’s laundry. (noun U)
nickel – He had a nickel in his pocket. (noun C)
tears – He had tears in his eyes from crying. (noun C)
tub – George bought a tub. He did laundry in the tub. (noun C)
Study Notes
28
Reading Activity 7 and 8: George Washington Carver (Chapter 7 and 8, pages 37-46)
Directions: Open your book to these pages and select the correct words for the blanks.
You will need to use your dictionary for some of these items.
(page 37)
George went to another town in Kansas. Then he went to another
____________, and another, and another. He stopped in any town
where there was a school, and where he could find work. Some of the
schools George went to were just for blacks. Some ____________
were for both black and white children. George learned everything he
could in each school, and then he moved on ____________. He was
sure that some day he would finish all the grades. He knew what he
would do then. He would go to college.
As he traveled from town to town, George was always alone. He
saved enough money to buy an accordion, and he taught himself to
play ____________. Music made him feel less ____________.
(page 37)
(page 39)
When George came to the town of Olathe, Kansas, he went to the
Presbyterian Church. ____________ he met a man named Christopher
Seymour and his wife Lucy. ____________ made ____________ think
of Uncle Andy and Aunt Mariah. When the Seymours ____________
George to stay with them, George knew he had found a new home, a
new aunt and uncle to love.
Aunt Lucy Seymour had a laundry business, and people brought
their clothes to ____________ to be washed and ironed. George
wanted to help ____________. He was so good with his hands that
soon ____________ could iron as well as Aunt Lucy ____________.
He would spend half a day ____________ a lady's dress so
(page 39)
____________ would be just right.
George was good at games too. Uncle Chris taught him to play
checkers. When George began to win ____________ all the time,
Uncle Chris was sorry he had such a good ____________.
Now George did not have to work all the time, and he went to
school every day. In one year, he went through the fifth and sixth
grades. George was older than most of the other school boys, but he
looked as young as ____________. He had not grown very much since
29
1. alone without
friends
2. schools
3. this musical
instrument with a
keyboard
4. to a different
town and school
5. town in Kansas
6. asked
7. could iron
8. George
9. George
10. In Olathe,
Kansas,
11. ironing
12. Lucy Seymour
13. Lucy Seymour
14. Mr. and Mrs.
Seymour
15. student
16. the dress
17. the game of
checkers
18. the other boys in
the 5th and 6th
grades
he left Neosho when he was thirteen.
(page 40)
George made friends at school and in church. He played his
accordion in school ____________. He and his friends liked to put on
plays. Being in plays helped George to stop ____________ so much.
After George finished sixth grade, Uncle Chris got a job in the town
of Minneapolis, Kansas, and the Seymours moved ____________.
They took George with them on the train. Even though George was
over sixteen, he was so small that he only had to buy a child's ticket
____________.
Then, in just one year, George did enough growing to make up for
all the years of being small. He grew to be six feet tall. But
____________ voice did not change. He had a high, clear singing
voice, and people liked to hear him sing. But it seemed strange to hear
such a sweet, tiny voice coming from such a tall, grown-up man.
Now George was a young man, and he thought it was time he had a
place of his own. He found a small house with one room and a little
kitchen built onto it. Instead of steps going up to the door, the steps
went down because the house was below street level. George moved
into this little
(page 41)
house. He bought a ____________, an ironing board, and an iron, and
he opened his own ____________.
George had learned everything the school in Minneapolis could
teach him. He thought he was ready for college. He began to write
letters to different colleges, asking if ____________ would take him as
a student.
George looked for the mail every day. Some days the mailman left
him letters addressed to George Carver – but the letters were not for
____________. There was another George Carver in town, and George
was getting ____________ mail.
George wanted to be sure to get his own mail. He decided to make
his name different by adding a middle ____________. He went down
the ____________, trying different initials until he came to "W."
George W. Carver – that sounded good.
30
(page 40)
19. for the train trip
to Minneapolis,
Kansas
20. George’s
21. music shows
22. repeating sounds
of words when
speaking
23. to Minneapolis,
Kansas
(page 41)
24. a, b, c, d, e, etc.
25. clothes cleaning
business
26. George
27. large bowl for
washing things
28. letter for a name
29. the colleges
30. about the name,
Washington
31. the other George
Carver’s
George's friends thought the "W" should stand for a real middle
name. "How about Washington?" one of them said as a joke. "George
Washington."
George thought ____________. "Might as well be Washington as
be W.," he said. Soon all his friends were calling him George
Washington Carver.
(page 42)
One day the mailman left a letter at George's house. The letter was
addressed to him – George W. Carver. ____________ was from
Highland College, in Highland, Kansas. ____________ was one of the
schools George had written to.
George ____________ the envelope open. Would Highland take
him as a student? He let the envelope drop to the floor ____________
he opened the letter. Yes! The letter said yes, he could come to
Highland in the fall and sign up for classes.
George did a little dance of joy. He was going to college
____________.
(page 43)
Highland was far away from Minneapolis, ____________ , and
George would need money for the train ride. He had a little money
saved. If he could sell his laundry tub, his iron, and ironing board, he
would have enough money for the train ticket. He was sure he could
get a job in Highland, and pay the college after he had ____________
some more money ____________.
That September, Aunt Lucy and Uncle Chris went to the train
station with George. ____________ the train came into the station,
George could see people sit- ting in the ____________ cars. Most of
the people were white, and ____________ were sitting on big soft seats
that looked like ____________. In one car, George saw black faces
looking out of cracked or broken windows. This was the "Jim Crow"
car for black people. Blacks could not ride in the cars with white
people.
George kissed Aunt Lucy good-bye and ____________ climbed
into the Jim Crow car. He was on his way ____________.
31
(page 42)
32. at the same time
33. finally
34. Highland
College
35. The letter
36. tore
(page 43)
37. At the same time
38. easy (pleasant)
39. from Highland
College
40. from his new job
41. George
42. Kansas
43. large chairs with
arm rests
44. long, hard seats
45. made (collected)
46. moved quickly
47. the white people
48. to Highland,
Kansas
49. train
For most people in the Jim Crow car, the ride was not __________.
There were no soft armchair seats, just hard wooden __________. But
George hardly felt the bumps as the train ___________ over the rails.
In his pocket was the letter ____________ that said he was
(page 44)
going to be a college student. He felt as if he were living in a dream.
When the train got to Highland, ____________, George went right
to the college. He asked to see the ____________ of the school.
"What do you want?" the man asked as George walked into
____________ office.
"I'm George W. Carver, sir." George pulled the letter out of his
pocket. "You wrote to me. I am here to begin college."
The man did not look at the letter. "I'm sorry," he said to George,
"there has been a mistake. We do not take black people ____________.
If I had known you were ____________, I would not have asked you to
come.”
George felt ____________ come into his eyes. He walked out of the
office and into the sunny street, trying to ____________ the tears. He
had never felt so sad and so angry. He knew that the ____________
was not really sorry. This man did not care how hard George had
worked to come to Highland. All that ____________ to him was the
color of George's skin.
Now what would George do? He wanted to run
(page 45)
away, to get as far away from ____________ as he could. But he did
not have much money left. He would have to stay ____________.
George went looking for work. After a while, some people he did
housework for learned what had happened at the college.
____________ were sorry for George, and they wanted to give
____________ extra money. But George would not take even a
____________. "I will not take any money that I don't earn," he told
his friends.
One of the men George worked for told George about his son,
____________ had a big farm in western Kansas. "The government is
giving away land ____________,” he said. "My son has to live on his
land and ____________ for five years – and then ____________ is his,
32
(page 44)
50. a black person
51. at Highland
College
52. close and open
his eyes to take
away
53. Kansas
54. leader (president)
55. leader of
Highland
College
56. the leader’s
57. was important
58. water from
crying
(page 45)
59. and the man’s
son
60. Farming
61. five-cent piece
62. George
63. get free farm
land
64. grow things like
wheat and corn
65. Highland,
Kansas
66. in Highland,
Kansas
67. in western
Kansas
free and ____________. You could ____________ too."
George liked the idea of having a farm of his own. And here was a
way to get land even though he didn't have much money.
In 1886, when George was twenty-two, he moved ____________
and tried to start a farm. ____________ was hard work. Western
Kansas was like a ____________. It was hot, and the land was dry and
sandy.
68. land without
water
69. People that
George worked
for
70. the farm land
71. to Western Kansas
72. without owing
money
(page 46)
George thought the desert flowers were beautiful. He grew many
kinds of ____________, but most of the ____________ he planted
(page 46)
would not grow. In two years, George knew he could not make a living
____________. He found someone to take over his farm and he moved
east again.
33
73. desert plants
with sharp
needle-like
pieces
74. farm plants like
corn and wheat
75. in Western
Kansas
Practicing vocabulary for Chapters 7 and 8
Directions: Tell the part-of-speech of each underlined item in these sentences from
Chapters 7 and 8. Then find the correct vocabulary item.
Vocabulary Items
Meanings
Example:
n(C) A George Washington Carver is
the most important character
in this biography.
A. person in a story
B. where something happens in a story
____ ____ George learned how to play
the accordion.
1. a board game played with red and black
pieces
____ ____ Mr. and Mrs. Seymour invited
George to live in their home.
2. asked
3. desert plant with sharp needles
____ ____ George did other people’s
laundry.
____ ____ George was ironing other
people’s clothes.
4. farm plants growing for food
5. first letter of a name
6. five cent piece
____ ____ George liked to play checkers.
7. got money for working
____ ____ George bought a tub. He did
laundry in the tub.
____ ____ At first, George had no middle
initial.
____ ____ He played his accordion in
school concerts.
____ ____ He earned money by working.
____ ____ He had tears in his eyes from
crying.
8. large bowl for washing
9. music shows
10. musical instrument played by
squeezing and using a keyboard
11. removing wrinkles from clothes by
pressing with heat
12. washing and ironing
13. water drops
____ ____ He had a nickel in his pocket.
____ ____ Farmers plant crops like wheat
and corn.
____ ____ George grew many kinds of
cactus.
34
Study Notes
35
36
Unit 3 – Basic question forms
This unit will teach you the difference between yes/no questions and information
questions. The yes/no questions in this unit start with Is, Are, Was, Were. The
information questions in this unit start with What, When, Who, Where. You will also
practice writing short answers for these questions in correct English. There is more
information about these basic question forms on the course web site.
[http://people.rit.edu/kecncp]
Unit 3 objectives
In this unit, you will learn to
1. indicate if questions require a simple yes/no answer or if they require specific
information
2. use yes or no to answer questions that begin with Is, Are, Was, Were
3. use complete noun phrases to answer What and Who questions
4. use complete adverb phrases to answer Where and When questions
37
Chapter 9 - Vocabulary
Word, Sentence
belong – You belong in college.
errands – George had many jobs; he ran errands.
excited – All the students were happy and excited to be starting college.
headed – He headed north.
is running – George is running his own school.
pitched hay - George pitched hay.
weed – Often George found a weed in the woods.
woods – George walked in the woods.
Study Notes
38
Reading Activity 9: George Washington Carver (Chapter 9, pages 47-50)
What, When, Who, Where are information question words.
Is, Are, Was, Were are yes/no questions.
Directions: First, circle each Yes/No question word. Then write a very short answer to
each question. Do not copy sentences or phrases from the text.
1.
(page 47) What were some of George’s jobs?
2.
(page 47) Was George working in a greenhouse?
3.
(page 47) Where was George in the winter?
4.
(page 47) What was George’s job at the hotel?
5.
(page 48) Were black people at church with George?
6.
(page 48) Was George invited to the Millholland’s house?
7.
(page 48) What did George plant at the Millholland’s house?
8.
(page 48) Are Mrs. Millholland and George interested in painting?
9.
(page 48) Is George still a cook at the hotel?
10. (page 48) Who rented a little house?
11. (page 48) What did George open?
12. (page 49) When did George walk in the forest?
13. (page 49) What did George find in the forest?
14. (page 49) Where did George go to learn about plants?
15. (page 49) Were the Millhollands encouraging George to go to college?
16. (page 50) Is Simpson College far away?
17. (page 50) Is Simpson College willing to accept a black student?
18. (page 50) Was George the first black student at Simpson College?
19. (page 50) Are the other students younger than George?
20. (page 50) Who was the happiest student at Simpson College?
39
Practicing vocabulary for Chapter 9
Part-of-speech, Definition
Directions: Write the Chapter 9 words for these parts-of-speech and definitions.
____________________ (adj.) motivated and ready to be active
____________________ (noun C) small, odd jobs
____________________ (noun C) wild, unwanted plant
____________________ (noun plural) forest; area with many trees
____________________ (verb I) fit well; feel comfortable
____________________ (verb I) went
____________________ (verb T + noun U) used a large farm fork to pick up hay (a long
dry grass)
____________________ (verb T) directing; managing
40
Chapter 10 - Vocabulary
Word, Sentence
agriculture – It was a college of agriculture.
ashamed – After that, George's friends felt ashamed.
basement – He was told to have his meals down in the basement.
bothered – But one thing really bothered George.
cattle – They learned to raise cattle.
comforts – I was working too hard and had not enough home comforts.
crops – They learned to grow crops.
field hands – He was told to have his meals with the field hands.
hope – Maybe he could do something that would give them hope for a better life.
kind – The people are very kind to me here.
livestock – They learned to raise cattle and other livestock.
make a living – It would be harder for a black artist to make a living.
realize – I realize that God has work for me to do.
scrubbed – He read his lessons while he scrubbed clothes.
set – They bought me a whole set of furniture.
while – George worked while he talked to his friends.
yet – He had been hurt many times because he was a black. Yet he knew that other blacks
were not as lucky as he.
Study Notes
41
Reading Activity 10: George Washington Carver (Chapter 10, pages 51-55)
What, When, Who(m), Where are information question words.
Is, Are, Was, Were are yes/no questions.
Directions: First, circle each Yes/No question word. Then write a very short answer to
each question. Do not copy sentences or phrases from the text.
1. (page 51) Whom did George write to from college?
2. (page 51) Was George working hard at college?
3. (page 51) What did the students buy for George?
4. (page 51) Where did George and the students take walks?
5. (page 51) What did George talk about on these walks?
6. (page 52) Is George a good teacher?
7. (page 52) Was George earning money at a laundry?
8. (page 52) What class did George like best in college?
9. (page 52) Was George’s art teacher encouraging him to become an artist?
10. (page 52) Were black artists making a good living?
11. (page 52) Was George a good artist?
12. (page 52) Who is Miss Budd?
13. (page 52) What did George’s art teacher want him to study?
14. (page 53) Is George lucky?
15. (page 53) Were most black people educated?
16. (page 53) What was Miss Budd’s father’s job?
17. (page 53) Where did Miss Budd’s father work?
18. (page 54) When did George begin to study at Iowa State College?
19. (page 54) What did most students study at Iowa State College?
20. (page 54) Is George popular at Iowa State College?
42
21. (page 54) Was George allowed to eat with the white students at Iowa State College?
22. (page 54) Whom does George eat with?
23. (page 54) Where does George eat?
24. (page 55) Who came to visit George?
25. (page 55) Was Mrs. Liston allowed to eat with the white students at Iowa State
College?
26. (page 55) Where does Mrs. Liston eat?
27. (page 55) Are George’s friends ashamed?
28. (page 55) Is George finally allowed to eat with the white students?
29. (page 55) Was George hoping to teach farmers in the future?
30. (page 55) Is George taking better care of his health?
43
Practicing vocabulary for Chapter 10
Part-of-speech, Definition
Directions: Write the Chapter 10 words for these parts-of-speech and definitions.
____________________ (adj.) embarrassed; not happy to face others because of
something you did
____________________ (adj.) nice
____________________ (conj.) at the same time
____________________ (conj.) but
____________________ (noun C) area under the main floor of a house
____________________ (noun C) farm plants (examples: vegetables, grain)
____________________ (noun C) farm workers
____________________ (noun C)) group
____________________ (noun plural) cows and bulls
____________________ (noun plural) farm animals (examples: cattle, pigs, sheep,
horses)
____________________ (noun plural) things that make life easy (examples: soft chairs,
good food, a good bed)
____________________ (noun U) thoughts and feelings that things will improve
____________________ (verb T) disturbed; annoyed
____________________ (verb T) know and understand
____________________ (verb T) rub to wash out spots
____________________ (verbal expression) earn enough money to live
44
Chapter 11 – Vocabulary
Word, Sentence
botany – He studied zoology and botany.
experiments – He did experiments in the laboratory.
expert – George was becoming an expert in agriculture.
fungus – He studied a plant fungus (examples: mushroom, mold).
laboratory – He worked in a science laboratory.
microscope – He used a microscope.
nature – George liked to paint about nature.
scenes – George painted nature scenes.
stooped – His shoulders were stooped.
treasures – George packed his treasures.
zoology – He studied zoology and botany.
Study Notes
45
Reading Activity 11: George Washington Carver (Chapter 11, pages 56-61)
What, When, Who(m), Where are information question words.
Is, Are, Was, Were are yes/no questions.
Directions: First, circle each Yes/No question word. Then write a very short answer to
each question. Do not copy sentences or phrases from the text.
1. (page 56) Is George willing to stop painting?
2. (page 56) What did George paint?
3. (page 56) Where did George go in 1892?
4. (page 56) Was George able to send many paintings to the State Fair?
5. (page 56) Where did George see a desert yucca?
6. (page 58) What did George study during his last two years of college?
7. (page 58) Was George the first black student to graduate from Iowa State College?
8. (page 58) When did George graduate from Iowa State College?
9. (page 58) Where did George get a job after he graduated?
10. (page 58) Is George the first black person to work for the college?
11. (page 58) What did George study under a microscope?
12. (page 58) What was printed and sent to scientists?
13. (page 59) Where did George go with Dr. Wilson?
14. (page 59) Was George still stuttering?
15. (page 59) Were George’s shoulders stooped?
16. (page 59) Where did George put a flower?
17. (page 59) What famous teacher knew about George’s work?
18. (page 60) Where did Booker T. Washington work?
19. (page 60) Is George planning to go to Tuskegee?
20. (page 61) Is George sad about making new friends?
46
Practicing vocabulary for Chapter 11
Part-of-speech, Definition
Directions: Write the Chapter 11 words for these parts-of-speech and definitions.
____________________ (adj.) bent and rounded, not straight
____________________ (noun C) living thing that grows in water, in soil, or on other
plants (example: yeast)
____________________ (noun C) places
____________________ (noun C) room with equipment for doing experiments
____________________ (noun C) scientific tests to learn new information
____________________ (noun C) scientific tool for making things large enough to study
____________________ (noun C) things that are valuable to someone
____________________ (noun C) very skilled person
____________________ (noun U) outdoor areas where there are plants, wildlife, rocks,
water
____________________ (noun U) study of animal life
____________________ (noun U) study of plant life
47
Chapter 12 - Vocabulary
Word, Sentence
acres – They had 20 acres of land.
countryside – George looked around at the countryside.
dairy –The dairy would be in the basement.
dump lots – They searched through dump lots.
fertilizer – They made fertilizer from waste.
harmful – Cotton crops can be harmful to soil.
legumes – Legumes are good for the soil.
manure – They put manure in the waste pile.
mope (whine) – He told them not to mope.
nitrogen – Cotton takes nitrogen out of the soil.
plots –They divided the land into small plots.
plowed – They plowed the land.
rotted – The grass, paper, rags and leaves rotted.
soil – Crops need good soil.
spread – They spread fertilizer on the land.
waste – They found many kinds of waste.
Study Notes
48
Reading Activity 12: George Washington Carver (Chapter 12, pages 62-67)
What, When, Who(m), Where are information question words.
Is, Are, Was, Were are yes/no questions.
Directions: First, circle each Yes/No question word. Then write a very short answer to
each question. Do not copy sentences or phrases from the text.
1. (page 62) Where is Tuskegee Normal School?
2. (page 62) Who met George at the train station?
3. (page 62) Was George able to look closely at the soil?
4. (page 62) What four things did George see on his trip from the station to the school?
1.
2.
3.
4.
5. (page 62) Are poor black farmers living in shacks?
6. (page 63) What did farmers grow?
7. (page 63) Were cotton crops good for the soil?
8. (page 63) What did cotton crops take from the soil?
9. (page 63) Is nitrogen a plant?
10. (page 64) Is nitrogen necessary for good crops?
11. (page (64) What did George plan to teach at Tuskegee Normal School?
12. (page 64) Were the buildings fancy at Tuskegee Normal School?
13. (page 65) Who would build the agriculture building at Tuskegee Normal School?
14. (page 65) Who was going to plan the agriculture building?
15. (page 65) Where was the plant room going to be?
16. (page 65) What was missing from Dr. Carver’s class?
17. (page 65) Where did Dr. Carver and his students find things for a laboratory?
49
18. (page 65) Where did Dr. Carver start a farm?
19. (page 66) Is Dr. Carver planning to do experiments on the farm?
20. (page 66) Is there good soil on the farm?
21. (page 66) Was it going to be easy to grow things in the soil?
22. (page 66) What seven things did Dr. Carver use to make fertilizer?
1.
2.
3.
4.
5.
6.
7.
23. (page 66) What did Dr Carver plant in the soil?
24. (page 67) What are some legumes?
25. (page 67) What will legumes put into the soil?
50
Practicing vocabulary for Chapter 12
Part-of-speech, Definition
Directions: Write the Chapter 12 words for these parts-of-speech and definitions.
____________________ (adj.) causing damage
____________________ (noun C) areas with garbage
____________________ (noun C) beans, peas, lentils (vegetables)
____________________ (noun C) land measure, 43,560 square feet (a little smaller than
a football field)
____________________ (noun C) pieces of land
____________________ (noun C) place where milk is collected and sold
____________________ (noun single) area outside of a city
____________________ (noun U) animal waste (animal shit)
____________________ (noun U) garbage; trash
____________________ (noun U) ground for growing things
____________________ (noun U) important chemical gas
____________________ (noun U) something people put in soil to improve plant growth
____________________ (verb I) decayed; spoiled
____________________ (verb I) whine, cry
____________________ (verb T) dug into and turned over soil to prepare for growing
____________________ (verb T) put a thin cover of one thing on another thing
(example: We put butter on bread.)
51
The students at Tuskegee helped to build the school's church.
This photograph was taken about 1910.
52
Unit 4 – More question forms
This unit will teach you more differences between yes/no questions and information
questions. The yes/no questions in this unit start with Do, Does, Did, Can, Could, Will,
Would. The information questions in this unit start with How, Why, What … do, Whose.
You will also practice writing short answers for these questions in correct English. There is
more information about these basic question forms on the course web site.
[http://people.rit.edu/kecncp]
Unit 4 objectives
In this unit, you will learn to
1. indicate if questions require a simple yes/no answer or if they require specific
information
2. use yes or no to answer questions that begin with Do, Does, Did, Can Could, Will,
Would
3. use complete noun phrases with quantity words to answer How long, How many,
How much questions.
4. use complete adverb phrases to answer Why questions
5. use complete verb phrases to answer What … do questions
6. use complete possessive adjective phrases to answer Whose questions
53
Chapter 13 - Vocabulary
Word, Sentence
fool – The student could not fool Dr. Carver.
hog – People saved money and could buy a hog.
humbug – It was not a real insect; Dr. Carver said, “This is called a humbug.”
lawn – There was a beautiful lawn on the school grounds.
legumes – Dr. Carver told the farmers to plant legumes.
trample – They made paths so people would not trample the lawn.
Study Notes
54
Reading Activity 13: George Washington Carver (Chapter 13, pages 68-70)
How …, Why, What … do, Whose are information questions.
Do, Does, Did, Can, Could, Will, Would are yes/no questions.
Directions: First, circle each Yes/No question word. Then write a very short answer to
each question. Do not copy sentences or phrases from the text.
1. (page 68) Do the students like Dr. Carver?
2. (page 68) How many students were studying agriculture at Tuskegee in 1897?
3. (page 68) What does Dr. Carver want his students to do?
4. (page 68) Could Dr. Carver name all of the plants?
5. (page 68) Whose students brought in strange plants?
6. (page 68) Why did students bring in strange plants?
7. (page 69) Did the students find a rare bug?
8. (page 69) Whose joke was funny?
9. (page 69) Did the students really fool Dr. Carver?
10. (page 69) Would the students try to fool him again?
11. (page 69) What does Dr. Carver think all students should do?
12. (page 69) Does Dr. Carver help the students make the land more beautiful?
13. (page 69) Why did Dr. Carver put walking paths on the land?
14. (page 69) How long did it take to finish the agriculture building?
15. (page 69) Do different groups of people use the building?
16. (page 69) What did Dr. Carver do at the farmers’ meetings?
17. (page 69) Could plants grow in wet soil?
18. (page 70) Does Dr. Carver think farmers should plant beans and peas?
19. (page 70) Why was it important for people to have a vegetable garden?
20. (page 70) What could people do with money that they saved?
55
Practicing vocabulary for Chapter 13
Part-of-speech, Definition
Directions: Write the Chapter 13 words for these parts-of-speech and definitions.
____________________ (noun C) beans, peas, lentils (vegetables)
____________________ (noun C) land covered with neatly cut grass
____________________ (noun C) pig
____________________ (noun C) trick
____________________ (verb T) trick
____________________ (verb T) walk on and crush
56
Chapter 14 - Vocabulary
Word, Sentence
booklets – Dr. Carver wrote many different booklets to help farmers.
fertilizer – The wagon also held bags of fertilizer.
mats – Dr. Carver taught people how to make mats.
nitrogen – Crops need nitrogen to grow.
raise – Farmers learned how to raise different crops
samples – Dr. Carver showed samples of different farm crops to farmers.
shelves - He drew a big wagon with shelves to hold tools.
worth - Many farmers thought that wild plants were not worth much.
Study Notes
57
Reading Activity 14: George Washington Carver (Chapter 14, pages 71-74)
How …, Why, What … do, Whose are information questions.
Do, Does, Did, Can, Could, Will, Would are yes/no questions.
Directions: First, circle each Yes/No question word. Then write a very short answer to
each question. Do not copy sentences or phrases from the text.
1. (page 71) Did the students plant sweet potatoes for two years?
2. (page 71) How much nitrogen do sweet potatoes take from the soil?
3. (page 71) Could the students plant cotton when the soil had enough nitrogen?
4. (page 72) Why did Dr. Carver write booklets?
5. (page 72) What did other farmers learn to do?
6. (page 72) Does Dr. Carver help farmers who cannot read?
7. (page 72) Did Dr. Carver show his crops to poor farmers?
8. (page 72) What did Dr. Carver teach poor farmers to do?
9. (page 72) Whose backyards had wild fruits and strawberries?
10. (page 73) Can someone make jelly from wild fruits?
11. (page 73) Could wild plants be valuable to poor farmers?
12. (page 73) Why did Dr. Carver tell the farmers to put up fences?
13. (page 73) Does Dr. Carver show the farmers how to make paint from clay?
14. (page 73) What could the farmers do with this paint?
15. (page 73) What two things did he teach women to do?
1.
2.
16. (page 73) Did some farmers think Dr. Carver was showing off at first?
17. (page 74) Does the book tell us who gave money to Tuskegee?
18. (page 74) Would the farmers travel to the school on wheels?
19. (page 74) Would the school on wheels travel to the farmers?
20. (page 74) What would farmers learn to do at the school?
58
Practicing vocabulary for Chapter 14
Part-of-speech, Definition
Directions: Write the Chapter 14 words for these parts-of-speech and definitions.
____________________ (preposition) valued at
____________________ (noun C) examples
____________________ (noun C) little books (usually under 25 pages)
____________________ (noun C) long flat boards on a wall [You can put things (books,
bottles) on them.]
____________________ (noun C) small thin rugs
____________________ (noun U) substance put in the ground to improve the growth of
plants
____________________ (noun U) important chemical gas
____________________ (verb T) grow
59
Chapter 15 – Vocabulary
Word, Sentence
dress up – His students thought he should dress up for the speech.
expert – Dr. Carver was an expert.
hired – The school hired new teachers.
suits – He had a few suits.
turn … loose – They turned the bird loose.
verses – He read verses from the Bible.
wore – He wore an old suit.
Study Notes
60
Reading Activity 15: George Washington Carver (Chapter 15, pages 75-77)
How …, Why, What … do, Whose are information questions.
Do, Does, Did, Can, Could, Will, Would are yes/no questions.
Directions: First, circle each Yes/No question word. Then write a very short answer to
each question. Do not copy sentences or phrases from the text.
1. (page 75) How long had Dr. Carver worked at Tuskegee?
2. (page 75) How many students attended Tuskegee in 1906?
3. (page 76) What did groups of black farmers invite Dr. Carver to do?
4. (page 76) Whose meetings did Dr. Carver speak at?
5. (page 76) Did Dr. Carver dress up for these meetings with the farmers?
6. (page 76) Do you think Dr. Carver had many suits?
7. (page 76) Why did Dr. Carver give up teaching?
8. (page 76) What did Dr. Carver do on Sunday after dinner?
9. (page 76) Could young children attend a class taught by Dr. Carver?
10. (page 76) Does Dr. Carver think young children can take care of plants and animals?
11. (page 77) Did Dr. Carver tell a young boy a lot about a baby bird?
12. (page 77) Did Dr. Carver know how the baby bird would look when it was big?
13. (page 77) What did Dr. Carver tell the young boy to do with the baby bird?
14. (page 77) Do you think the young boy will return the baby bird to its mother?
15. (page 77) What would you do with the young bird?
61
Practicing vocabulary for Chapter 15
Part-of-speech, Definition
Directions: Write the Chapter 15 words for these parts-of-speech and definitions.
____________________ (noun C) highly skilled person
____________________ (noun C) pants with matching jackets
____________________ (noun C) small parts; a few sentences
____________________ (verb I) wear good clothes
____________________ (verb T) gave jobs to
____________________ (verb T) let go free
____________________ (verb T) put on (clothes)
62
Chapter 16 - Vocabulary
Word, Sentence
dozens – Dr. Carver made dozens of useful things with sweet potatoes.
head – The head of the school believed in Dr. Carver.
instead of – He wanted farmers to plant peanuts instead of cotton.
products – He made over a hundred different products.
recipes – Dr. Carver’s booklet had many recipes.
went on – Dr. Carver went on with his work.
went to waste – The potatoes they couldn't sell went to waste.
Study Notes
63
Reading Activity 16: George Washington Carver (Chapter 16, pages 78-81)
How …, Why, What … do, Whose are information questions.
Do, Does, Did, Can, Could, Will, Would are yes/no questions.
Directions: First, circle each Yes/No question word. Then write a very short answer to
each question. Do not copy sentences or phrases from the text.
1. (page 78) How long did Dr. Carver work in his laboratory every day?
2. (page 78) Did Dr. Carver want other people in his laboratory with him?
3. (page 78) Do the other teachers think Dr. Carver should lock his door?
4. (page 78) Does the director of the school ask Dr. Carver to open his door?
5. (page 79) What were more and more farmers doing?
6. (page 79) Could the farmers sell all of their sweet potatoes?
7. (page 79) Did the farmers throw out the potatoes that they don’t sell?
8. (page 79) Does Dr. Carver find different uses for sweet potatoes?
9. (page 79) What things could people do with sweet potatoes?
10. (page 79) How many things could people make from the sweet potato?
11. (page 79) Will farmers continue to throw out many sweet potatoes?
12. (page 79) Whose work became famous in many countries?
13. (page 79) What did Dr. Carver do next?
14. (page 81) Did Dr. Carver want farmers to plant more cotton?
15. (page 81) Does Dr. Carver tell farmers how to raise peanuts?
16. (page 81) Can people use peanuts to make many different foods?
17. (page 81) How many different foods could people make with peanuts?
18. (page 81) Do scientists in England know about Dr. Carver’s work?
19. (page 81) Would Dr. Carver join an organization in England for scientists?
20. (page 81) How many Americans were members of this organization?
64
Practicing vocabulary for Chapter 16
Part-of-speech, Definition
Directions: Write the Chapter 16 words for these parts-of-speech and definitions.
____________________ (noun C) directions for cooking something
____________________ (noun C) director; leader
____________________ (noun C) more than one dozen (examples: 24, 36, 48, etc.)
____________________ (noun C) things that are made
____________________ (adverb) in place of (example: I would like tea in place of
coffee.)
____________________ (verb expression) continued; did not stop
____________________ (verb expression) spoiled; did not get used
65
In 1909, a new agriculture building was built. Now Dr.
Carver and his students had a real laboratory to work in.
66
Unit 5 – Positive and negative statements
This unit will teach you the sentence elements that are required for positive and negative
sentences with past verb forms. You will practice reading and understanding true and
false statements. You will also learn to rewrite the main verb phrase portion of false
statements. There is more information about these basic question forms on the course
web site. [http://people.rit.edu/kecncp]
Unit 5 objectives
In this unit, you will learn to
1. distinguish between true and false statements that refer to your reading
2. recognize the main verb phrase element in positive and negative statements
3. write positive past verb phrases that include verb + past marker
4. write negative past verb phrases that include do + past marker + not + verb
5. write negative past verb phrases that include be + past marker + not
67
Chapter 17 – Vocabulary
Word, Part-of-speech, Definition
credit – (noun U) respect from other people
folks – (noun plural) people
inventor – (noun C) person designing, developing, making something new
linoleum – (noun U) shinny floor covering (often in hallways and kitchens)
mock – (adj.) fake, not real
rights – (noun plural) legal permission to do things
sharp – (adj.) very clear
sunrise – (noun U) sun coming up in the morning
through – (adj.) finished with something
wizard – (noun C) magician
Study Notes
68
Reading Activity 17: George Washington Carver (Chapter 17, pages 82-86)
Directions:
1. Study the examples. The main verb phrase is underlined. In false statements, the main
verb phrase is changed. In true statements, there is no change.
2. Next, follow these steps.
a. Underline the main verb phrase(s) in each statement.
b. Decide if each statement is true or false.
c. Rewrite the main verb phrases in false statements to make them true. You
will need to add or remove “not” in these verb phrases.
Examples:
a. (page 82) True
b.
(page 82) False
c. (page 82) False
Dr. Carver got up early in the morning.
___________________________________
Dr. Carver did not get dressed in the dark.
got
Dr. Carver went to church in the morning.
did not go
1. (page 82) ______ Dr. Carver felt close to God in the forest.
______________________________________________________
2. (page 82) ______ Dr. Carver found a weed in the woods. (CLUE: use “did not”)
______________________________________________________
3. (page 83) ______ Many farmers were not planting cotton.
______________________________________________________
4. (page 83) ______ Farmers sold all of their peanuts. (CLUE: use “did not”)
______________________________________________________
5. (page 83) ______ Dr. Carver was ready to give up peanuts. (CLUE: use “was not”)
______________________________________________________
6. (page 83) ______ Dr. Carver wanted to find different things to make with peanuts.
______________________________________________________
7. (page 83) ______ Dr. Carver used peanuts to make food like “chicken” and “ice
cream.”
______________________________________________________
8. (page 83) ______ The guests guessed that they were eating peanuts.
______________________________________________________
9. (page 85) ______ Dr. Carver used peanuts to make hundreds of different things.
______________________________________________________
69
10. (page 85) ______ Dr. Carver was a magician.
______________________________________________________
11. (page 85) ______ Dr. Carver did not make things with the shells of peanuts.
______________________________________________________
12. (page 85) ______ People called him “The Wizard of Tuskegee” because he made so
many things with peanuts.
______________________________________________________
13. (page 85) ______ Dr. Carver became rich.
______________________________________________________
14. (page 85) ______ Dr. Carver did not collect any money for his ideas.
______________________________________________________
15. (page 85) ______ Dr. Carver visited Menlo Park to work with Thomas Edison.
______________________________________________________
16. (page 85) ______ Dr. Carver wanted African Americans to get credit for his work.
______________________________________________________
17. (page 86) ______ Dr. Carver had equal rights with European Americans.
______________________________________________________
18. (page 86) ______ When Dr. Carver lived, African Americans could not stay in some
hotels.
______________________________________________________
19. (page 86) ______ A guard kicked Dr. Carver out of a park because he touched a
flower.
______________________________________________________
20. (page 86) ______ When Dr. Carver lived, African Americans were able to walk in all
parks.
______________________________________________________
70
Practicing vocabulary for Chapter 17
Sentence with blanks, Part-of-speech
Directions: Use the correct words from the Chapter 17 vocabulary list in the blanks.
1. Blacks did not have equal ______________________ (noun plural).
2. Dr. Carver had a ______________________ (adj.) understanding of what God meant
to him.
3. Dr. Carver wanted his people to get ______________________ (noun U) for his
work.
4. Dr. Carver was called “The ______________________ (noun C) of Tuskegee.”
5. Edison was a famous ______________________ (noun C).
6. He made ______________________ (adj.) chicken from peanuts.
7. He made ______________________ (noun U) from peanut shells.
8. Other ______________________ (noun plural) were still asleep.
9. The woods are beautiful before ______________________ (noun U).
10. When he was ______________________ (adj.), he had made more than three
hundred things.
71
Chapter 18 - Vocabulary
Word, Part-of-speech, Definition
advice – (noun U) information about how to do things
anniversary – (noun C) yearly date for some special thing (example: a wedding
anniversary)
bookcases – (noun C) shelves for books
celebration – (noun C) party for something or someone special
cushion – (noun C) soft material used to stop things from banging together
fuss – (noun U) excitement and attention
medal – (noun C) an award (usually a round piece of metal with your name and a picture)
(example: an Olympic Gold Medal)
monument – (noun C) statue to remember someone or something
pavement – (noun U) hard material for a road
stare – (verb I) look for a long time
synthetics – (noun plural) materials made with chemicals by people (example: cotton is a
natural material; nylon is a synthetic material.)
universe – (noun C) everything (all planets, moons, stars, galaxies, space, and everything)
Study Notes
72
Reading Activity 18: George Washington Carver (Chapter 18, pages 87-94)
Directions:
1. Study the examples in Activity 17.
2. In Activity 18, underline the main verb phrase(s) in each statement.
3. Decide if each statement is true or false.
4. Add or remove “not” to the main verb phrases in false statements to make them true.
1. (page 87) ______ Dr. Carver got many letters from the mailman every day.
______________________________________________________
2. (page 87) ______ When Dr. Carver gave speeches, there were empty seats.
______________________________________________________
3. (page 88) ______ Dr. Carver did experiments because he wanted to find out what the
peanut was and why God had made the peanut.
______________________________________________________
4. (page 88) ______ In 1941, Dr. Carver spoke at Simpson college where he first
studied.
______________________________________________________
5. (page 89) ______ Many people wrote to Dr. Carver for advice, and they paid him to
answer their letters.
______________________________________________________
6. (page 89) ______ When people asked Dr. Carver about the peanut, he gave people a
free packet of seeds.
______________________________________________________
7. (page 89) ______ Dr. Carver thought that a woman wanted to live with a man who
got up at four o'clock in the morning.
______________________________________________________
8. (page 89) ______ When Dr. Carver got older, he continued to walk alone in the
woods every day.
______________________________________________________
9. (page 89) ______ Dr. Carver lived in a room with students when he was old.
______________________________________________________
10. (page 89) ______ There were many plants and books in Dr. Carver’s room.
______________________________________________________
11. (page 90) ______ Dr. Carver had hundreds of paintings of beautiful rocks.
______________________________________________________
12. (page 90) ______ Dr. Carver continued to work every day in his new laboratory.
______________________________________________________
73
13. (page 90) ______ There were many young students, but Dr. Carver usually did not
ask them to work with him.
______________________________________________________
14. (page 90) ______ People came to watch Dr. Carver work in his laboratory, and
sometimes they stared at him. He told them to go away.
______________________________________________________
15. (page 90) ______ In 1936, there was an anniversary celebration. Dr. Carver had
worked at Tuskegee for 40 years.
______________________________________________________
16. (page 90) ______ An artist made a statue of Dr. Carver for the anniversary
celebration.
______________________________________________________
17. (page 92) ______ Dr. Carver did a lot to help black farmers.
______________________________________________________
18. (page 92) ______ More farmers were planting cotton because of Dr. Carver’s work.
______________________________________________________
19. (page 92) ______ Dr. Carver found ways to use cotton for building walls and for
building roads.
______________________________________________________
20. (page 93) ______ Dr. Carver figured out ways to use wood to make artificial marble.
______________________________________________________
21. (page 94) ______When Dr. Carver became ill, he ate wild plants.
______________________________________________________
22. (page 94) ______ Dr. Carver became very weak; he did not continue working.
______________________________________________________
23. (page 94) ______ Dr. Carver was planning a museum at Tuskegee. Examples of the
things he made from sweet potatoes and peanuts would be in the
museum.
______________________________________________________
24. (page 94) ______ President Franklin D. Roosevelt visited the museum.
______________________________________________________
25. (page 94) ______ President Franklin D. Roosevelt gave Dr. Carver a medal because
of his work in science and his work for the United States.
______________________________________________________
74
Practicing vocabulary for Chapter 18
Sentence with blanks, Part-of-speech
Directions: Use the correct words from the Chapter 18 vocabulary list in the blanks.
1. Dr. Carver did not like so much ______________________ (noun U).
2. He didn’t want people to ______________________ (verb I) at him.
3. He found a way to use peanuts as a ______________________ (noun C) in road
pavement.
4. He found a way to use peanuts as a cushion in road ______________________ (noun U).
5. He said, “I’m not ready to be a ______________________ (noun C).”
6. His ______________________ (noun C) were full of books.
7. How was the ______________________ (noun C) created?
8. It was his ______________________ (noun C).
9. Many people wanted help and ______________________ (noun U) from Dr. Carver.
10. The President of the U.S. gave him a ______________________ (noun C).
11. There was a ______________________ (noun C) for Dr. Carver.
12. Today scientists use chemistry to make ______________________ (noun plural).
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Chapter 19 – Vocabulary
Word, Part-of-speech, Definition
clay – (noun U) soft material from soil; you can make shapes with clay (example: He
made a pot with clay.)
design – (noun C) art with many different sizes and shapes
picture frame – (noun C) something to hold a picture and hang it on a wall
Study Notes
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Reading Activity 19: George Washington Carver (Chapter 19, pages 95-96)
Directions:
1. Study the examples in Activity 17.
2. In Activity 19, underline the main verb phrase(s) in each statement.
3. Decide if each statement is true or false.
4. Rewrite the main verb phrases in false statements to make them true. You will need
to add or remove “not” to these verb phrases.
1. (page 95) ______ The George Washington Carver museum did not open in 1941.
______________________________________________________
2. (page 95) ______ There were a lot of people from Asia and South America at the
museum.
______________________________________________________
3. (page 95) ______ People were surprised because they did not expect to see paintings
and lacework.
______________________________________________________
4. (page 95) ______ Dr. Carver did not save his paintings from art school.
______________________________________________________
5. (page 96) ______ Some of his pictures were painted with paint that he made from
clay.
______________________________________________________
6. (page 96) ______ Dr. Carver did not paint when he worked at Tuskegee.
______________________________________________________
7. (page 96) ______ Dr. Carver did not keep the wood carvings that he whittled as a
boy.
______________________________________________________
8. (page 96) ______ People could see more than one thousand of his wood shapes in the
museum.
______________________________________________________
9. (page 96) ______ Dr. Carver glued the wood shapes together.
______________________________________________________
10. (page 96) ______ The large design made Dr. Carver think of his life long ago.
______________________________________________________
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11. (page 96) ______ Many things were different now because of Dr. Carver’s work.
______________________________________________________
12. (page 96) ______ Dr. Carver did not work all of his life to help people.
______________________________________________________
Practicing vocabulary for Chapter 19
Sentence with blanks, Part-of-speech
Directions: Use the correct words from the Chapter 19 vocabulary list in the blanks.
1. He made paint from Alabama ______________________ (noun U).
2. Dr. Carver joined many little pieces of wood together and made a
______________________ (noun C).
3. Then, Dr. Carver put the design into a ______________________ (noun C).
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