g6 Vocabularyresource

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VOCABULARY RESOURCE
EMCParadigm Publishing Saint Paul, Minnesota

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Staff Credits
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Cover Credits
Cover Designer: C. Vern Johnson
The Fate of Animals [Detail], 1913. Franz Marc.
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ISBN 0-8219-2030-8
©2002 EMC Corporation
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10 9 8 7 6 5 4 3 2 1 XXX 02 03 04 05 06 07 08 09 10 11
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Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . iv Unit 7
To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . vii “The Creation” . . . . . . . . . . . . . . . . . . . . . . . . . . 61
“The Twelve Labors of Hercules” . . . . . . . . . . . . 63
Unit 1 Getting into Storytelling: Of Myths, Legends,
“The Goodness of Matt Kaizer” . . . . . . . . . . . . . . 1 and Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
“Eleven” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 “The Singing, Springing Lark” . . . . . . . . . . . . . . 66
“Why?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 “The Magic Mortar” . . . . . . . . . . . . . . . . . . . . . . 67
“Ta-Na-E-Ka” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 “The Cow of No Color” . . . . . . . . . . . . . . . . . . . 68
“The All-American Slurp” . . . . . . . . . . . . . . . . . . . 8 “Don’t Step on a Crack” . . . . . . . . . . . . . . . . . . . 72
Unit 2 Unit 8
“How Robin Hood Saved “All Summer in a Day” . . . . . . . . . . . . . . . . . . . . 78
the Widow’s Three Sons” . . . . . . . . . . . . . . . . . . 12 “The Woman and the Wolf” . . . . . . . . . . . . . . . . 79
from Still Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 “I, Hungry Hannah Cassandra Glen” . . . . . . . . . 81
“Joyriding” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 “Raymond’s Run” . . . . . . . . . . . . . . . . . . . . . . . . 82
A Woman Called Truth . . . . . . . . . . . . . . . . . . . . . 20 “The Boy Who Talked with Animals” . . . . . . . . . 84
“Priscilla and the Wimps” . . . . . . . . . . . . . . . . . 22 “Potter’s Gray” . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Unit 3 Unit 9
“The Face of the Deep Is Frozen” . . . . . . . . . . . 24 Getting into Poetry:
“The Springhill Disaster” . . . . . . . . . . . . . . . . . . 28 Power of the Pen . . . . . . . . . . . . . . . . . . . . . . . . 88
“The Cutoff: The Story Poetry: Imagery and Shape . . . . . . . . . . . . . . . . 89
of the Donner Party” . . . . . . . . . . . . . . . . . . . . . 29 Poetry: Sound . . . . . . . . . . . . . . . . . . . . . . . . . . 90
“The Wreck of the Hesperus” . . . . . . . . . . . . . . . 31 Poetry: Narrative . . . . . . . . . . . . . . . . . . . . . . . . 94
“Big Wind” and “Child on Top Poetry: Lyric . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
of a Greenhouse” . . . . . . . . . . . . . . . . . . . . . . . . 33 Poetry: Translated Verse . . . . . . . . . . . . . . . . . . . 96
Unit 4 Unit 10
“My Friend Flicka” . . . . . . . . . . . . . . . . . . . . . . . 34 “All the World’s a Stage” . . . . . . . . . . . . . . . . . . 98
“Rikki-Tikki-Tavi” . . . . . . . . . . . . . . . . . . . . . . . . 36 The Ugly Duckling . . . . . . . . . . . . . . . . . . . . . . . . 99
“Zlateh the Goat” . . . . . . . . . . . . . . . . . . . . . . . 38 In the Fog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
“Shelter Shock” . . . . . . . . . . . . . . . . . . . . . . . . . 39
“Cat on the Go” . . . . . . . . . . . . . . . . . . . . . . . . . 41 Unit 11
from Ranch of Dreams . . . . . . . . . . . . . . . . . . . . . 44 “Madam C. J. Walker” . . . . . . . . . . . . . . . . . . . 102
“Satchel Paige” . . . . . . . . . . . . . . . . . . . . . . . . 103
Unit 5 from Geronimo’s Story of His Life . . . . . . . . . . . . 104
“The Creation of Music” . . . . . . . . . . . . . . . . . . 47 from Gorillas in the Mist . . . . . . . . . . . . . . . . . . 106
“Forever Young” . . . . . . . . . . . . . . . . . . . . . . . . 48 “The Five ‘Wanderers’ of the Ancient Skies” . . 108
“Scarborough Fair” . . . . . . . . . . . . . . . . . . . . . . 49 “Night” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
“Nothing But Drums” “A Breath of Fresh Air?” . . . . . . . . . . . . . . . . . . 111
and “Three/Quarters Time” . . . . . . . . . . . . . . . . 50
from To Be or Not to Bop . . . . . . . . . . . . . . . . . . . 53 Unit 12
Getting into Media: Contests! . . . . . . . . . . . . . 112
Unit 6 “Earth from Space” . . . . . . . . . . . . . . . . . . . . . 113
from The Hobbit . . . . . . . . . . . . . . . . . . . . . . . . . 55 from Dear Ms. Demeanor . . . . . . . . . . . . . . . . . . 115
“The Tunnel” . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 “Beads & Bangles” . . . . . . . . . . . . . . . . . . . . . . 117
“Dragon, Dragon” . . . . . . . . . . . . . . . . . . . . . . . 58 “Hearing Under Siege” . . . . . . . . . . . . . . . . . . 118
“The Rebellion of the Magical Rabbits” . . . . . . . 60 from The Adventures of Tintin: The Black Island . 119
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Index of Topics and Activities . . . . . . . . . . . . . . 164
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To the Teacher
Introduction
The purpose of this Vocabulary Resource is to assist teachers in providing meaningful vocabulary instruction
while studying the literature selections in THE EMC MASTERPIECE SERIES, LITERATURE AND THE LANGUAGE ARTS. The
Vocabulary Resource provides lessons and activities in vocabulary and spelling that correspond with the
selections of the textbook. The complementary Word Study Resource offers additional vocabulary and
spelling projects and assignments within a scope and sequence that highlights skills to be mastered at each
grade level. By using the Vocabulary Resource in conjunction with the Word Study Resource, you will be
able to provide a very rich base for meaningful vocabulary instruction. But what is “meaningful vocabulary
instruction”?
The study of literature has traditionally included some vocabulary study. Well-intentioned English and
reading teachers, very aware of the limits of their students’ word knowledge, often spend an extensive
amount of time selecting words from a piece of literature and having students define the words before they
read. The words may be, in the opinion of the teacher, essential to the meaning of the text or may simply
be words the teacher knows students will be least familiar with. Sometimes the decision about which words
are emphasized is based on how frequently they appear in the media or on standardized tests and college
entrance exams. Based upon the difficulty level of the literature selection and the knowledge level of
students, the list of words to be learned is sometimes quite long. Although some teachers provide
definitions or lead the class in discussions to arrive at consensus on the meanings of the words, students are
often asked to work independently to look them up in a dictionary or glossary. Teacher-made vocabulary
assessments are most often objective tests that require students to match words with definitions.
The motives behind this practice are praiseworthy. Teachers of literature want students to increase their
vocabularies so that they can comprehend what they hear and read and may speak and write effectively in
a variety of situations. However, educational research does not support the most common practices in
teaching vocabulary. According to Stahl and Fairbanks (1986), “Methods that provided only definitional
information about each to-be-learned word did not produce a reliable effect on comprehension. Also, drill-
and-practice methods, which involve repetitions of the same type of information about a target word using
only associative processing, did not appear to have reliable effects on what they read and hear or to be able
to use new words correctly in their own writing and speaking.” Allen (1999) asserts that students need
“extensive reading and direct instruction in word-learning strategies in order to become fluent,
independent readers.”
What, then, should effective vocabulary instruction include? Brain research has shown that important
factors in the retention of new information are multiple exposure and meaningful practice. Allen (1999)
states that students must encounter and use words in a meaningful context ten to fifteen times before the
words become their own. Explicit teaching using a variety of strategies and opportunities to read or hear
new words in various contexts provides students the repeated exposure they need. Therefore, the first
ingredient of effective vocabulary instruction is a word-rich environment. Students should be inundated
with words so that their incidental exposure to new vocabulary occurs as frequently as possible.
This does not mean, however, that students should be bombarded with long lists of words to memorize
every week. A limited number of select words, such as those highlighted in the Words for Everyday Use
section of the text, should be emphasized for direct instruction and assessment. Those words appear in this
book under the heading REVIEW: VOCABULARY FROM THE SELECTION. Additional vocabulary from each selection or
grouping of selections is listed in GET TO KNOW: ADDITIONAL EXPRESSIONS, IDIOMS, PHRASES, AND TERMS FROM THE
SELECTION. Words grouped by topic, spelling pattern, or root and affix construction help to provide a
contextual base for learning new vocabulary. Many of the activities in this book group words in these ways.
Depending on their developmental level, students should be held responsible for no more than ten to
twenty new words per week. The words should be reviewed and recycled throughout the school year.
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It is also essential that vocabulary instruction include a variety of strategies. Lessons in the Vocabulary
Resource provide many different ways of exploring and studying words, word parts, semantic families, and
spelling patterns and rules. Activating students’ prior knowledge of both words and the essential concepts
related to the words helps students make associations among the new terms and words they already know.
Repeated teacher and peer modeling of word attack skills is also important. Students need to see teachers
and other students applying and talking through the strategies they use to approach and demystify new
words. Vocabulary learners should be “word detectives,” encouraged to use all the structural and context
clues they can find to “solve” the mystery of a new word. They should then be able to describe it and use it,
as well as define it. Many of the activities in this book allow students to be creative and innovative in
studying words.
In a language-rich classroom, the teacher should create student-friendly contexts in which to teach new
words, so that students are able to connect them to personal experience. Talking about how words relate to
their own lives helps students discern levels and shades of meaning. A successful vocabulary program
deepens and enriches the reading experience. Moreover, finding vocabulary words in print and non-print
media and sharing them with the rest of the class helps reinforce new words and concepts. By studying
vocabulary and spelling within the context of the literature they are reading, students using this Vocabulary
Resource can connect the words they examine with the topics and themes in the reading.
Another key principle of effective vocabulary instruction is that it must be multi-sensory. Also supported by
brain research is the knowledge that retention of new information is increased when more than one of the
senses is involved in learning. Thus, direct instruction of vocabulary should include visual clues, tactile
experiences, and kinesthetic response as well as auditory input. Students can make vocabulary cards that
include color and illustrations with class-consensus definitions, correct spelling, and example sentences.
They can act out words or create mental pictures as mnemonics. They can create charts of word categories
or examples and non-examples of correct usage based upon their knowledge of target words and their
meanings. They can make jokes, play word games, and create and define their own words in the style of
E. E. Cummings or Dr. Seuss. Word play should be encouraged. Students using this Vocabulary Resource will
have the opportunity to work and play with words on many levels and use multi-sensory approaches to the
words they study.
Students must have meaningful opportunities to write and speak using new words. Other language arts
activities, such as practicing the type of timed writings students often encounter on state proficiency exams,
can integrate appropriate target vocabulary. Students can practice effective speaking techniques by giving a
brief impromptu speech comparing and contrasting two recently learned vocabulary words. Many
innovative activities in this book challenge students to use the words they are studying in their own writing
and speaking.
Even weekly vocabulary tests should involve using new words in sentences rather than matching them with
the correct definitions. In addition to having students create their own sentences, teachers should write fill-
in-the-blank tests containing context-rich sentences in which students write in the correct word. Or pairs of
students can create the sentences, and the teacher can select ones to be included on the test. An additional
advantage of this type of test is that alternative answers that can be justified help students recognize
synonyms and alternative ways of saying the same thing. The more actively students are engaged in word
study, the greater their vocabularies will become.
In short, vocabulary study must be more meaningful than mechanical. It must be tied to reading a variety of
literature selections. It must rely on the application of word knowledge and word-learning strategies. It must
actively engage students in using new words as they read, write, speak, and listen. And ideally, it should
help create word-curious students who are confident in their ability to attack, learn, and experiment with
new words. The Vocabulary Resource allows teachers and students to work with words on many levels and
encourages learners to explore with enthusiasm the meanings and spellings of words and the relationships
among words.
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REFERENCES
Allen, Janet. 1999. Words, Words, Words: Teaching Vocabulary in Grades 4-12. York, Maine: Stenhouse
Publishers.
Stahl, S., and M. Fairbanks. 1986. “The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis.”
Review of Educational Research 56, 721-810.
Bear, Donald R., Marcia Invernizzi, Shane Templeton, and Francine Johnston. 1996. Words Their Way: Word
Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, New Jersey: Prentice-Hall, Inc.
Beers, Kylene and Barbara G. Samuels, eds. 1998. Into Focus: Understanding and Creating Middle School
Readers. Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.
Jensen, Eric. 1995. Super Teaching. San Diego, California: The Brain Store.
Laminack, Lester L. and Katie Wood. 1996. Spelling in Use: Looking Closely at Spelling in Whole Language
Classrooms. Urbana, Illinois: National Council of Teachers of English.
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To The Student
Introduction
If you are like most people, you often encounter unfamiliar words when you read—whether you are reading
a story, a poem, a newspaper article, or a biography. When you write, you may have trouble thinking of the
right word to express what you want to say, or you might not remember the correct spelling of a word.
Studying words and language can help you to tackle those unfamiliar words as you read, and it can help
you to increase the number of words in your vocabulary and to remember how to spell those words.
Word study does not have to be limited to memorization of word lists and definitions. By learning how to
use specific skills to tackle unfamiliar words as you read, you will be able to make reasonable conclusions
about these words. By expanding your vocabulary and developing your knowledge of common spelling
rules and patterns, you will be a more successful writer. Working and playing with words is an important
part of making yourself a proficient reader, writer, speaker, and listener. Words surround you every day—in
print, on the radio and television, in your own work, and out in the community. Become aware of the
language around you and master it.
When you are reading, you can really make great strides in increasing your vocabulary and spelling skills.
You may notice that word meaning and spelling are interconnected and that by studying one aspect of a
word (meaning), you learn a lot about another (spelling).
Keeping a Word Study Notebook
You may want to keep a word study notebook, in which you can keep track of the new words you encounter.
Besides recording the word, you can include a brief definition, a sentence using the word in context, a picture,
a phonetic description of the pronunciation of the word, and anything else that will help you master the word.
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Spelling Memory Aids
If your focus is on the correct spelling of words, you may want to work with some memory aids for spelling.
Using a word study notebook certainly can help you with spelling words. Another technique is a series of
steps:
1) look at the word closely
2) say the word out loud
3) cover the word and picture it in your mind
4) write the word
5) check your spelling
6) rewrite the word correctly.
This technique works well with a flip folder. Cut the front of a manila folder into thirds from the top down
to the crease. Turn the folder upside down and write the following words on the left flap: LOOK, SAY,
COVER, and SEE. On the center flap, write: WRITE and CHECK. On the right flap, write: REWRITE. On blank
sheets of paper, make three columns across the page, holding it horizontally. Insert your paper into the
folder. Write words you want to practice in the left column. After doing the first three steps, use the middle
column to write the word and check it. Then rewrite the word in the third column.
Spelling comes easier for many people if they are able to memorize certain patterns that occur frequently in
English. You may want to keep a list of these patterns and common rules to refer to when you are writing.
Some students may find that creating memory aids of their own can help them to remember the correct
spellings of certain words. For example, a student who frequently misspells defense as defence, with a c
instead of an s, might remember to use s if she thinks of the word safety when writing defense, connecting
the idea of safety to defense in her mind. You can come up with memory aids of your own and keep them in
your word study notebook.
This book contains activities for each literature selection or group of selections in your textbook. REVIEW:
VOCABULARY FROM THE SELECTION, a list of the Words for Everyday Use from the selection or selections, is shown
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with selections that contain Words for Everyday Use. GET TO KNOW: ADDITIONAL EXPRESSIONS, IDIOMS, PHRASES, AND
TERMS FROM THE SELECTION introduces additional words that may be unfamiliar to you. Your teacher may want
you to study the terms in these lists, or you may want to add some of them to your word study notebook.
Activities that follow these lists highlight specific concepts and strategies that you can learn and then use as
you encounter new words in your reading and include them in your writing.
As you master the English language, you will find the material you read more interesting, and your own
writing and speech will become more colorful. Always keep in mind that language is a basic form of
expression, and the more you use and appreciate it, the more fun it can be!
RESOURCES
Brownstein, Samuel C. and Mitchel Weiner. 1984. Vocabulary Builder. Hauppauge, New York: Barron’s
Educational Series, Inc.
Bromberg, Murray, Julius Liebb, and Arthur Traiger. 1996. 504 Absolutely Essential Words. Hauppauge,
New York: Barron’s Educational Services, Inc.
Deptula, Edward, ed. 1998. Everything You Need to Score High on the SAT and PSAT. New York, New York:
Macmillan General Reference.
Downing, David. 1990. 303 Dumb Spelling Mistakes…and What You Can Do about Them. Lincolnwood,
Illinois: National Textbook Company.
Kensler, Chris. 2000. SAT Verbal Velocity. New York, New York: Kaplan Books.
Meyers, Judith N. 1998. Vocabulary and Spelling Success in 20 Minutes a Day. New York, New York:
Learning Express.
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COMMON PREFIXES
Prefix Meaning Examples
anti- against antigen, antibody
co- together cooperate, coexist
de- opposite defrost, decipher
dis- not, opposite of dislike, disguise
il-, im-, in-, ir- not illogical, impossible,
inoperable, irrational
mal- bad malformed, maligned
mis- wrongly mistake, misfire
non- not nonsense, nonsmoker
over- over overlook, oversee
pre- before prefix, premature
pro- before, forward proceed, prologue
re- again, back redo, recall, retract
semi- half semicircle
sub- under substandard, subfloor
super- above superstar, superfluous
trans- across transatlantic, transfer
un- not unethical, unhappy
under- under underweight, undersea
COMMON WORD ROOTS

Root Meaning Examples
act do actor, react, transact
ambi/amphi both ambidextrous, amphibian
aud hear auditory, audience, audition
auto self autobiography, automatic
bio life biology, biography
chron time chronic, chronological
cred believe credible, accredited, incredible
dict speak, tell dictate, predict, verdict
fig form figure, configure
form form conform, formulate
geo earth geography, geology
graph write autograph, paragraph
hydr water hydrology, hydrolic
ject throw reject, interject, eject
loc move location, relocate, allocate
man hand manual, manufacture
mot move motor, promote, automotive
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ped foot pedal, pedestrian

pop people population, popular
port carry portable, import, transport
sign mark cosign, signal, significant
spect see inspect, spectacle, respect
syn together synergy, synonym
tele from afar telephone, television
tract pull, drag tractor, retract, contract
vid/vis see evidence, visual, video
vol/volv roll revolve, involve, revolution
COMMON SUFFIXES
Suffix Meaning Examples
-able/-ible can be done attainable, possible
-age action or process marriage, voyage
-al having characteristics of personal,
governmental
-ant/-ent one who defendant, assistant
-dom state or quality of freedom, martyrdom, boredom
-ed past tense of verb walked, acted, fixed
-er comparative adjective higher, calmer, shorter
-er/-or one who lawyer, actor, debtor
-est superlative adjective lowest, craziest, tallest
-ful full of helpful, gleeful, woeful
-ic having characteristics of scientific, static
-ing present participle running, thinking, being
of verb
-ion/-tion act, process revolution, occasion
-ity/-ty state of longevity, infinity
-ive performs or tends creative, pensive
toward
-less without homeless, careless
-ly characteristic of; adverb slowly, studiously, smartly
-ment action or process; development, government;
state or quality; product amusement, amazement;
or thing ointment; fragment
-ness state of kindness, happiness
-ous possessing the qualities of generous, joyous, bilious
-s/-es plural form of noun trees, siblings
-y characterized by happy, dirty, flowery
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Name________________________________________ Class_____________________ Date ____________________
“The Goodness of Matt Kaizer”

Unit 1, page 6
REVIEW: VOCABULARY FROM THE SELECTION

bolt ghastly reputation
convulsive imploring retreat
delirious leer sulky
flush rasping taunt
GET TO KNOW: EXPRESSIONS, IDIOMS, PHRASES, AND OTHER TERMS FROM THE SELECTION
ate it up gross you’re chicken
baddest of the bad stank
SPEAKING SLANG
Slang is informal language used by a group of people who use new words and different meanings for old
words. The gang members in “The Goodness of Matt Kaizer” used slang when talking. Match each slang
phrase from the story with its meaning.
Slang Phrases Meanings

1. gross ___ to relax with friends
2. ate it up ___ the person with the worst behavior
3. baddest of the bad ___ to be afraid to do something
4. you’re chicken ___ disgusting
5. small straw of a sad slug ___ a person who appears to be weak
6. hanging out ___ to like something
7. sweet ___ great—a good thing or situation
What slang do you use? Create your own slang quiz for friends and classmates to solve. First, choose six
slang terms that you know. Then write a definition for each. Mix the terms and definitions in the space
provided to create a quiz. Then trade quizzes with a classmate and see how you both do.

8. __________________________________ A. __________________________________
9. __________________________________ B. __________________________________
10. __________________________________ C. __________________________________
11. __________________________________ D. __________________________________
12. __________________________________ E. __________________________________
13. __________________________________ F. __________________________________
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Name________________________________________ Class_____________________ Date ____________________
“Eleven”
Unit 1, page 21
NUMBERS COUNT
Numbers Spelled Out
eight one thirty-two
eleven one hundred and two thousand
five seven three
four six two
nine ten
Numbers can be written numerically (11) or spelled out as words (eleven). How you decide to write a
number depends on how it is being used (called usage) and the manner in which the kind of writing you
are doing typically displays numbers (called style). In “Eleven,” the author wrote out all the numbers she
used. These numbers are written as words in the left column below. Translate them to numerals in the right
column.
Words Numerals
eight ____
eleven ____
five ____
four ____
nine ____
one ____
one hundred ____
seven ____
six ____
ten ____
thirty-one ____
a thousand ____
three ____
two ____
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Name________________________________________ Class_____________________ Date ____________________
The numbers below are written as numerals. Translate them to words.
Numerals Words
1,000,000 _________________________________________________
29 _________________________________________________
14 _________________________________________________
16,000 _________________________________________________
99 _________________________________________________
How old are you?

A. Write your age as a word: __________________________
B. Write your age as a numeral: ____

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Why?”
Unit 1, page 27

badger conscience reasonable
character pedantic
LONG VOWELS
LONG VOWELS
Sound Spelling Examples Your Word
Long a (a– ) a snake, flavor, plane
ai mail, train, faint
ei sleigh, weight, neighborhood
Long e (e– ) e me, even, recent
ea heat, teach, please
ee street, green, greed
ei seize, neither, deceive
y quickly, fishy, fairy
Long i ( –ı ) i time, bribe, mile
ie lie, vie, spied
igh high, bright, flight
y sly, my, style
Long o (o– ) o rode, odor, no
oa road, goal, loan
ow tow, grown, slow

–)
Long u (u u flute, fumes, prune
ew grew, fewer, new
oo too, boost, toot
ue blue, true, virtue

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Long vowel sounds are written by single vowels or by vowel combinations. The single vowels are often—
but not always—found in words that end with the letter e. Vowel combinations are found in words that also
have rules and patterns. Study the chart on page 4 to review some of the ways long vowel sounds are
formed. Then add your own example word for each vowel sound spelling.
Below are sentences that contain words with long vowel sounds. After each word containing an underlined
syllable, fill in the blank with the vowel sound the syllable contains.
EXAMPLE
“I’m pleased (long e ) to meet (long e ) you,” she said.
1. Mother fried (long __ ) the bacon (long __ ) on the campfire (long __ ).
2. We (long __ ) are quite busy (long __ ) these (long __ ) days.
3. Ralph brought his bow (long __ ) and arrow (long __ ) to the picnic.
4. Max fixed his boot (long __ ) with glue (long __ ).
5. I (long __ ) would like (long __ ) to go to France, but I’m afraid to fly (long __ ).
6. The baby began to drool (long __ ) and chew (long __ ) on his toy.
7. Rose (long __ ) asked the dentist to look at her tooth (long __ ).
8. “Stop it!” my sister cried (long __ ). “You (long __ ) are being rude (long __ )!”
9. The toad (long __ ) hopped along the sidewalk (long __ ).
10. My grandmother grows (long __ ) beets (long __ ), chives (long __ ), and beans (long __ ) in her
garden.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Ta-Na-E-Ka”
Unit 1, page 35

anticipate heritage shrewd
audacity hospitality skirmish
dejected hostility unsightly
equate ordeal virtue
fend sacred
endurance ritual gorging horrendous
dumbfounded hooey loftiest
OTHER VOWEL SOUNDS

When you were learning to read, the first vowel sounds you learned were the short vowel sounds. For
example:
vowel short sound
a hat
e get
i trim
o hot
u shut
Some vowels make a sound that is neither long, as reviewed on page 4, or short, but somewhere in
between. For example:
aw sound vowel/s examples
a hall, water, quart
o floss, cross, operate
aw claw, fawn, draw
au applause, audacity, sauce

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
The aw Sound
Here are two sentences from the short story “Ta-Na-E-Ka.” Circle the correct spelling for each word with the
aw sound.
1. As my birthday drew closer, I had auful/awful nightmares about it.
2. It was bitter, and even grasshoppers were probably better tasting, although/olthough I never intended
to find out.
Word Hunt
For this exercise, you will need a magazine or a newspaper. Find three words for each aw sound letter
combination found below. Circle or highlight the words in the periodical. Then write each word in the
appropriate column below.
EXAMPLES “Soggy weather dries up.”
“The flood began when the man left the faucet running.”
“Small-cap funds were the investment stars of the second quarter...”
“Apply mulch—grass clippings, straw, or shredded leaves—to dry gardens

to hold in moisture.”
a o aw au
small soggy straw faucet
3. __________________ __________________ __________________ __________________
4. __________________ __________________ __________________ __________________
5. __________________ __________________ __________________ __________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The All-American Slurp”

Unit 1, page 47

consumption ladle spectacle
disgrace mortified sultry
electronics residence systematic
etiquette retreat unison
favoritism revolting zingy
inflection
chow mein maneuvers relish
emigrated PTA meeting smugly
lasso
MORPHEMES
One way of figuring out an unfamiliar word is to look at its parts. The parts of a word are called
morphemes. Morphemes can be either free or bound.
Free morphemes can stand alone as words. Base words, or root words, are free morphemes.
Compound words are words made up of two free morphemes. The following compound words each
contain two free morphemes.
eyesore daybreak anybody herself jumpstart motorcycle
Bound morphemes must be attached to other morphemes to make words. Prefixes, suffixes, and word
roots are bound morphemes.
Many words are made up of word roots, prefixes, and suffixes. Word roots are word parts that cannot stand
alone. Prefixes are groups of letters that attach to the beginning of a word. Suffixes are groups of letters that
attach to the end of a word. Although they are unable to stand alone, word roots, prefixes, and suffixes all
have meaning.
EXAMPLES
prediction made up of a prefix (pre-), a word root (dict), and a suffix (-ion)
transportation made up of a prefix (trans-), a word root (port), and a suffix (-ation)
If you encounter an unfamiliar word, think of it as an assembled puzzle and check to see if you understand
any of the pieces, or morphemes, that make up the word. Does the word contain a free morpheme? Does it
contain a prefix? a suffix? a word root? Do you know the meanings of any of these word parts? If so, you
are closer to understanding the word as a whole.
Learn more about morphemes by examining the following words from “The All-American Slurp.” Try
predicting the word meanings based on the parts of the word. You may want to look at the charts on pages
x-xi to review the meanings of key prefixes, suffixes, and roots.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
1. disgrace (page 48)
Is there a free morpheme? If so, what is its meaning? _____________________________________________
Is there a prefix? If so, what is its meaning?______________________________________________________
Is there a word root? If so, what is its meaning?__________________________________________________
Is there a suffix? If so, what is its meaning? ______________________________________________________
Prediction of word meaning: __________________________________________________________________
2. revolting (page 48)
Is there a prefix? If so, what is its meaning? _____________________________________________________
Is there a word root? If so, what is its meaning? _________________________________________________
3. unison (page 48)
4. retreat (page 49)
5. mortified (page 49)
Is there a free morpheme? If so, what is its meaning? ____________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
6. inflection (page 50)
7. headwaiter (page 51)
Is there a second free morpheme? If so, what is its meaning? ______________________________________
8. consumption (page 52)
9. wallpaper (page 52)

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
10. Frenchman (page 52)

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“How Robin Hood Saved the Widow’s

Three Sons”
Unit 2, page 74

earnest
ponder
dare not halt ‘twas
for shame pray tell ‘tis
MORE MORPHEMES
Analyze the morphemes in these words from “How Robin Hood Saved the Widow’s Three Sons.”
1. longbows (page 74)
Is there a word root? its meaning? _____________________________________________________________
2. earnest (page 75)

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
3. disguise (page 75)
4. propose (page 75)
5. exchange (page 75)
6. himself (page 75)
7. pretended (page 75)

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
8. impatiently (page 76)
9. prepared (page 76)
10. hangman (page 76)
A compound word is made up of two free morphemes. Do you know what these compound words mean?
Write a definition for each word. If you are unsure what a word means, estimate its definition based on its
two free morphemes.
11. thumbtack
meaning: ___________________________________________________________________________________
12. cookbook
meaning: ___________________________________________________________________________________
13. kickball
meaning: ___________________________________________________________________________________
14. heartbreaker
meaning: ___________________________________________________________________________________
15. earthworm
meaning: ___________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
16. troublemaker
meaning: ___________________________________________________________________________________
17. crossroads
meaning: ___________________________________________________________________________________
18. anytime
meaning: ___________________________________________________________________________________
19. motorbike
meaning: ___________________________________________________________________________________
20. whirlwind
meaning: ___________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
from Still Me
Unit 2, page 80

cherish glib spontaneity
construct incapacitate sustain
cordon instinctive visceral
devastate mythical
amputation physical therapists tack
cyst quadriplegics turn out
MRI
SPELLING THE K SOUND

The k sound can be spelled a number of ways. Some letters that make the k sound are c, k, ch, and ck.
Spelling Word
c cold
k kids
ch chemistry
ck pick
If you study words with the k sound, you’ll soon discover some basic rules regarding when to use which
spelling. For example:
• The letters ck are never found at the beginning of a word.

EXAMPLES kick, track
• The letters ch are found at the beginning or middle of a word when making the k sound—and never at
the end.
EXAMPLES lichen, chord
• If the k sound is followed by an e, i, or y, spell it with a k.

EXAMPLES kestral, kitten, lanky
• At the end of a word, spell the k sound with a k if it comes after a consonant.
EXAMPLES drank, milk

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
• After a short vowel sound, spell the k sound with a ck.

EXAMPLES bicker, track
• At the end of a word, the k sound is spelled with a k (or a ke) if it follows a long vowel sound.
EXAMPLES creek, like
Word Hunt
Find ten words with the k sound in this word search puzzle. Words are spelled with c, k, ch, and ck and
appear horizontally or vertically.
D B G M C N G K W X
G K K G X L E E H S
H T A K V F C Y U I
Y C I Y C K H B J N
K A N G A R O O I L
B S T L R T F A T G
O E B D P R T R E H
P C E P E A K D J I
Y H J H T C X H T C
A R Y Y Z K F M N O
D O R S O M B G N N
L N R I J G G G U S
O I N C A D S G A T
M C H A R A C T E R
Q T L L V E J H J U
Q S O E V P S A B C
X G D I G O Q C G T

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Joyriding”
Unit 2, page 92

audible lurch quizzical
conspiratorial mediocre relentless
fluid motive throng
gaunt perpetual venture
hindrance poised
dug down deep taking [it] for a ride
joyriding winded
MORE VOWEL SOUNDS

These vowels are neither long nor short. Here are some others vowels that sound neither long nor short, but
somewhere in between:
oi sound vowel/s examples
oi foil, choice, toil
oy soy, loyal, ploy
oo sound vowel/s examples
oo took, crook, poor
u pull, ensure, during
ou could, would, detour
ow sound vowel/s examples
ow downtown, power, crown
ou proud, shout, hour
Circle the sound pattern that corresponds with each word.
1. about
oi / oo / ow
2. voice
oi / oo / ow

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
3. plural
oi / oo / ow
4. flower
oi / oo / ow
5. crowd
oi / oo / ow
6. brook
oi / oo / ow
7. employ
oi / oo / ow
8. cure
oi / oo / ow
9. voyage
oi / oo / ow
10. mouth
oi / oo / ow

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
A Woman Called Truth

Unit 2, page 105
accustomed intellect reception

adjourn intensity rue
appall narrative smug
behalf podium spite
default prominent tenacity
defiance proposition warrant
disdainful ramification wary
emphatic rant wince
DOUBLE TROUBLE
Double consonants are another sticky spelling situation. Here are a few rules to help you decide on whether
to double or not to double.
• In words with long vowel sounds, one consonant is usually found after the vowel.
EXAMPLE bail
• In words with short vowels, two consonants are usually found after the vowel.
EXAMPLE ball
• In very short words, the consonants are not doubled—except for words that end in f, l, or s.
EXAMPLE fall
In practice, a good way to deal with the “to double or not to double” puzzle is to memorize the words that
you know cause you problems.
Listed below are some difficult words that contain double consonants and even two pairs of double
consonants. Circle the correct spelling for each word.
1. narrative or narative
2. apall or appall
3. occurred or occured
4. address or adress
5. accidentaly or accidentally
6. accommodate or acommodate
7. aparent or apparent
8. attendance or atendance
9. begining or beginning
10. committee or comittee

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
11. embarass or embarrass
12. fulfil or fulfill
13. mispell or misspell
14. suceed or succeed
15. tomorow or tomorrow
16. parallel or paralel
17. accustomed or acustomed
18. warant or warrant
Make a list of words with double consonants that give you problems. Study the words and think of ways to
remember the correct spelling. Next to each word, write your idea for remembering the correct spelling.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Priscilla and the Wimps”

Unit 2, page 135

bar laceration slither
fate pun subtle
SPELLING THE S SOUND

The s sound can be made in several ways. It can be spelled s, c, ss, and sc.
Spelling Word
s seek
c cent
ss pass
sc scene
Write the consonant or consonants that make the s sound in each of these words from “Priscilla and the
Wimps.”
1. Priscilla (page 135) ____
2. pass (page 135) ____
3. agency (page 135) ____
4. subtle (page 136) ____
5. serpent (page 136) ____
6. laceration (page 136) ____
7. romance (page 136) ____
8. swaggers (page 136) ____
9. wittiness (page 137) ____
10. circling (page 137) ____

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Crossword Puzzle
Complete the crossword puzzle using s, c, ss, and sc words.
Across
2. The p________ lived in the castle with her parents, the king and queen.
4. The M__________ is the longest river in North America.
5. Kim’s handwriting was s______ and hard to read.
6. The waltz is a kind of d____.
10. The s____ of her perfume is nice.
Down
1. Another word for pants is t________.
3. Biology and physics are included in the field of s______.
7. The teacher told the students in the c____ to be quiet.
8. A c___ is a very large

town.
1
9. If you plant this s____, T
it will grow into a 2
flower. P
3
S
4
M
5
S
6 7
D C
8
C
9
S
10
S

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Face of the Deep Is Frozen”

Unit 3, page 154

abrupt congeal erode
atmospheric consolidate improviser
cache dense trek
compression dire
SHHHHH! SILENT LETTERS!

Some words contain silent letters, which make spelling and pronouncing them tricky business. B, g, h, k and
w are letters that sometimes are silent. Unfortunately, there are no rules to guide your spelling of these
words. Memorization is the key to learning them.
Study the chart below to review some words that contain silent letters. Add your own example for each
silent letter to the Your Word column.
Silent Letter Examples Your Word
b plumb
bomb
tomb
g sign
gnat
gnome
h rhyme
thyme
rhinoceros
k knife
know
knit
w wreath
whole
writer

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Silent Letter Search
Find these words with silent letters in the word search puzzle below. Words are written vertically,
horizontally, and diagonally.
wristwatch knuckle
gnash wrangle
why knees
wrinkle knockout
debt gnawing
rhythm rhumba
K G V M Y I Z F P M K K R T W P G R
W L E Y M J E X R X N G N A W I N G
J C M O W W Z P H J O J O U B H X E
R M S A S R W A Y Y C L J E C C U
W Y O L Z X H N T B K H K T I K U J
R R F B O S Y U H N O K A C C K L F
A I I H A G B Q M W U W C U S X X E
N U J N F M G D E B T D V U O P B Q
G H G W K R I Y S S A R S J D H T Q
L O C I M L F E I Y E I K Q J B A B
E C A T W I E R G Q M O C U R H Y G
U E K D G N W I K L O L N U G G H Q
I C Q Q K O M D F W J K L M L P K Q

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Pompeii”
Unit 3, page 164

belch gaudy project
bewilder haphazard rutted
catastrophe imposing shrewdness
critical molten shroud
engulf monopoly tranquility
excavation oblige unruly
fruitless ominous vitality
archaeology inscription suffice
fanfare perish unslackening
CONTRACTION ACTION
A contraction is formed when two words are combined and an apostrophe is used to replace the letter(s)
that are left out. Contractions are perfectly correct English. They are typically used in friendly, less formal
kinds of writing. When a writer wants to sound proper, he or she may not choose to use contractions.
EXAMPLES can + not = can’t
he + will = he’ll
Now you try it. Combine these word pairs to make familiar contractions.
1. does + not = __________________________
2. you + have = __________________________
3. will + not = ___________________________
4. she + will = ___________________________
5. was + not = ___________________________
6. should + not = ________________________
7. he + has = ____________________________
8. they + have = _________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Fill in the blanks below with contractions.
Dear Eloise,
Thank you for the gift of money for my twelfth birthday. ______________ very thoughtful to
You + are
always remember my special day. ______________ be using the money to buy a new bike.
I + will
______________ going camping this summer and ______________ bring our bikes along to ride
We + are we + will
on the trails. What fun!
Thanks again, Eloise.
Your friend,
Chris

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Springhill Disaster”

Unit 3, page 179
RHYME TIME
In her song, “The Springhill Disaster,” songwriter Peggy Seeger uses rhyme and repetition. Two words
rhyme if they have the same ending sounds. Here are some of the words that rhyme from the song. Draw a
line that connects each pair of rhyming words.
roll stone
bread sky
team coal
alone instead
lie seam
Now it’s your turn to create rhymes. Write a word that rhymes with each of the pairs from above.
________________ rhymes with ________________ and ________________.
________________ rhymes with ________________ and ________________.
________________ rhymes with ________________ and ________________.
________________ rhymes with ________________ and ________________.
________________ rhymes with ________________ and ________________.
Do you know another song whose lyrics contain rhyming words? Write the words to a verse from the song
below. Underline the rhyming words.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Cutoff: The Story

of the Donner Party”
Unit 3, page 186

anguish confide grim
anxious despair harbor
arrogance emigrant perpetual
banish fiery provision
betray fraud relinquish
bicker gaunt remnant
SOLVING THE ie/ei PUZZLE

When i and e are found next to each other in a word, i usually comes first. One exception is after the letter
c. Another exception is in words such as veil, that have the long a sound. The letter e comes before the
letter i in these words.
An easy way to remember these spelling rules is the rhyme:
i before e, except after c, or when sounded like a as in neighbor and weigh.
You’ll discover that some words don’t follow these rules. For special cases, such as the word seize, for
example, you must simply memorize the spelling.
Decide if the spelling of the ie/ei words in the signs below are correct or incorrect and circle your answer.
Change the spellings that are wrong, using the proofreading symbols found on page 886 in your textbook.
Then write the correct spelling in the blank below each sign.
A friend in need is Children measuring below this hieght

a friend indeed. are not allowed on the roller coaster.
correct/incorrect correct/incorrect
spelling: ______________ spelling: ______________
Recieving Dock Randall Webster,

Entrance Cheif of Police

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Please do not Feed Neighborhood Garage

the Riendeer Sales Today!
Museum’s Ancient Artifacts Believe in Yourself!

Collection, Walk This Way
Pie for Sale—One University

Dollar per peice. Sceince Lab
correct/incorrect
spelling: ______________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Wreck of the Hesperus”

Unit 3, page 202

aghast gored schooner
brine gusts smite
gale
corpse frothed ope
STORMY WEATHER
“The Wreck of the Hesperus,“ by Longfellow, is a poem about a ship at sea during a hurricane. The poem
contains the words gale and gusts, terms that describe the wind. Other words—such as brine, billows, and
breakers—are used in reference to describe the ocean.
All kinds of storms and natural phenomena have their own language associated with them. Below is a list of
words that relate to natural disasters. Do you recognize what kind of disaster each word relates to? After
each term, write the term tornado, earthquake, hurricane, or volcano.
eye _____________
fault line _____________
lava _____________
aftershock _____________
tidal wave _____________
crater _____________
twister _____________
epicenter _____________
Many kinds of things have special vocabulary associated with them. Take sports, for example. Most athletic
activities have terms that players and spectators use to describe the game. Write two terms that are specific
to each sport listed below. For the last three, write in additional sports of your choice and list the related
vocabulary.
Hockey
example: hat trick

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Soccer
Skateboarding
Gymnastics
Basketball
Sport:
Sport:
Sport:

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Big Wind” and “Child on Top

of a Greenhouse”
Unit 3, page 211

flail
veer
POSSESSIVES
You’ve already reviewed contractions, which use apostrophes in place of letters when two words are
combined. Apostrophes also are used to show ownership. Here are a few guidelines for creating possessive
nouns:
• Use ‘s to make a singular noun possessive.

EXAMPLE Ralph’s telephone
• Use an apostrophe alone to make a plural noun possessive.

EXAMPLE the cheerleaders’ uniforms
• Pronouns do not require apostrophes to show ownership. These include: his, hers, its, hers, theirs, yours,
and ours. The contraction it’s means “it is.”
Choose the correct possessive nouns to complete the paragraph below. Circle your answers.
Special thanks to the student’s/students’ parents. Our/Our’ annual carnival was a great success because
of your’/your excellent volunteer work. The groups’/group’s efforts raised over one thousand dollars for
the gymnasium’s/gymnasiums’ new equipment. Thanks also to Rachel’s/Rachels’ mother, Jackie
Washington, who donated the painting for the silent auction. Its/It’s frame was beautiful, too!

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“My Friend Flicka”

Unit 4, page 231

abate fanatical prosperous
auspicious groom range
calculation guffaw rebellious
chagrined impulse saunter
coax inimitable stoical
despair monotonous tress
disinfectant personage triumphant
enclose pore vivid
entranced pressure waver
envision prestige winsome
coax gullies ravines
demerits lax spurs
fidgety leverage wince
gallant
HONING YOUR WORD STUDY SKILLS

All readers encounter words they don’t know. When reading, what do you do if you see an unfamiliar word?
It’s easy to want to skip it. But your understanding will improve if you try to learn the word.
“My Friend Flicka” is a story with many challenging words in it. Revisit the story, which starts on page 231
of your textbook, and make a list of ten words. Choose some words you know and some words you don’t.
Write the words on the lines below.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Now rate your knowledge of each word below by placing an X in the appropriate column:
Your Words I don’t know I think I know I really know this

this word. the basic meaning word and can use it
of this word. in a sentence.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Try to learn the words you don’t know from your list. Here are some things to try:
1) Read the word aloud. Hearing it may help you.
2) Read the entire paragraph the word appears in. Reading the word in context may give you a better
understanding of the word.
3) Perform a structural analysis of the word.
4) Look up the word in the book’s glossary.
5) Look up the word in a dictionary.
6) Ask your teacher or a parent what the word means.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Rikki-Tikki-Tavi”
Unit 4, page 250

cower providence
cultivate sluice
cobra snakeling
mongoose tailor bird
muskrat
WORD STUDY SKILLS—PICTURE THIS

At the start of “Rikki-Tikki-Tavi,” author Rudyard Kipling offers a description of the story’s title character:
He was a mongoose, rather like a little cat in his fur and his tail, but quite like a weasel in his head and his
habits. His eyes and the end of his restless nose were pink; he could scratch himself anywhere he pleased, with
any leg, front or back, that he chose to use; he could fluff up his tail till it looked like a bottle brush, and his war
cry as he scuttled through the long grass, was: “Rikk-tikk-tikki-tikki-tchk!”
By reading the text that follows the word “mongoose,” you could get a pretty good idea of what a
mongoose is—even if you’ve never seen one.
Now if you still want to know more about the creature (or about another element in a particular passage),
you might look for any pictures (or diagrams and charts) that accompany the story. On page 250, for
example, is an illustration of a mongoose and two cobras. Combined with Kipling’s description, this image
will provide you with an even better understanding of what a mongoose is.
Some of the other animals in “Rikki-tikki-tavi”—the muskrat, tailor bird, and snakeling—do not appear in
this story’s illustrations. Look these animals up in an encyclopedia.
Does knowing what the characters look like help you to better understand the story? How so?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Now it’s your turn to provide context. Choose an animal from the list below. Write a description of the
animal in the space provided below. In other words, provide context for a reader.
dolphin snake
cat parrot
dog pig
horse animal of your choice
Next, look in a magazine or on the Internet to find an image of the animal. Read your description once with
the image in sight and once with the image out of sight.
Do you think having a picture would help a reader to better understand the animal you’ve described? Why,
or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Zlateh the Goat”

Unit 4, page 264

cleft
eddy
THE F SOUND
The f sound is usually spelled with the letter f, but sometimes it is spelled with the letters ph. For example,
the word photograph has the f sound at both the beginning and ending. Both are spelled with ph. Even
more uncommon still are f sounds spelled with the letters gh. The word tough is an example.
Unscramble the letters to make a word that completes the sentence. Fill in the blanks to complete the
sentence, circling the letters that make the f sound in each word.
1. houneg
Do you have _______________ money for the bus?
2. eerrf
To find out what time the bus leaves, _______________ to the transit schedule.
3. tlnaehpe
The _______________ is the largest land mammal.
4. aghlu
The clown made us _______________.
5. fndulo
_______________ the blanket and place it on the bed.
6. tbphaeal
Twenty-six letters make up the _______________.
7. ehopn
Why don’t you _______________ your parents to see about a ride home?
8. cpayihls
Today I went to the doctor for my yearly _______________.
9. grouh
The road was bumpy and incredibly _______________.
10. ystfana
Zach reads science fiction and _______________ novels.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Shelter Shock”
Unit 4, page 272

affable dilapidated impassive
albeit discretion inordinate
allegiance diverse ironically
beguiling docile prevalent
bereft ethical prim
cavort euphemism skeptical
commodity exuberant temperament
conciliatory fluke transient
cynical gregarious unrelenting
decipher immune vintage
UH . . . SPELLING THE SCHWA SOUND

The soft “uh” sound (technically called the schwa sound) is often found with the letter l at the end of words.
It can be spelled a number of ways:
Spelling Word
al petal
el channel
il pencil
le trouble
Word Hunt
Find two words for each letter combination below in “Shelter Shock,” found on page 273 in your textbook.
al el il le
1.
2.
Word Scramble
3. plrAi
Olivia’s birthday is in ______________
4. ecalm
A ______________ can live in the hot desert.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
5. uzpezl
My grandmother likes to do the crossword ______________ everyday.
6. laepn
The ______________ of judges decided who would perform in the talent contest.
7. alnge
My mother calls me her little ______________.
8. iararvl
We waited for the ______________ of the airplane.
9. pcklei
I ordered by hamburger with mustard and a ______________.
10. endlee
Missy sewed on the button with a ______________ and thread.
11. uppil
An eye’s ______________ gets smaller in bright light.
12. tlmea
Gold is a ______________ and so is silver.
13. lmoar
The ______________ of the story is that it’s better to give than to receive.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Cat on the Go”

Unit 4, page 293

articulate emaciated lugubrious surreptitious
comrade grotesque manipulate unfathomable
distraught intrigue semblance unmerciful
PLURAL NOUN ENDINGS

Many words simply require an s to make them plural. But others take an es ending. Here are some word
endings that require es to become plural:
ending singular plural
ch ranch ranches
sh dish dishes
ss glass glasses
x fox foxes
zz buzz buzzes
To make a word that ends in y plural, drop the y and add ies to the end of the word. But if the letter before
the y is a vowel, simply add an s to the word to make a plural. For example:
y puppy puppies
y tray trays
Words that end in a long o sometimes are made plural by adding an es. Other times, you simply add an s.
o tomato tomatoes
o poncho ponchos

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Words that end in f or fe become plural by dropping these letters and adding a ves. Some exceptions exist.
See the examples below.
f calf calves
fe life lives
f chief chiefs
(this is an exception)
Some words are totally irregular. In these cases, you simply have to learn the plural forms, because there are
no rules to help you.
singular plural
man men
tooth teeth
child children
foot feet
Use the rules you reviewed above to make these words plural.
Singular Plural
1. loaf __________________
2. box __________________
3. knife __________________
4. potato __________________
5. boy __________________
6. mouse __________________
7. fly __________________
8. donkey __________________
9. radio __________________
10. ox __________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Now make these plural nouns singular.
Plural Singular
11. libraries __________________
12. echoes __________________
13. roofs __________________
14. reflexes __________________
15. porches __________________
16. ideas __________________
17. armies __________________
18. thieves __________________
19. geese __________________
20. wishes __________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
from Ranch of Dreams

Unit 4, page 308

adamant incidental nominal
converse indelible prominent
detest infuriate prospective
finite ingenious solemn
galvanize literally virtue
charity obstacle strained
correspondent outright saga
objective pursuit terrain
MORPHEME REVIEW
Learning to identify words based on their parts is a handy skill that you can use forever—even when you are
an adult, reading grown-up literature. Take some time to review your morpheme-busting skills by analyzing
the words below from Ranch of Dreams. Once you’ve predicted the word meanings, look each word up in a
dictionary to see how close your predictions are to the definitions.
1. correspondent (page 308)
Actual definition: ____________________________________________________________________________
2. dislike (page 309)

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
3. converse (page 309)
4. objective (page 309)
5. galvanize (page 311)
6. infuriate (page 311)

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
7. prospective (page 311)
8. indelible (page 312)
9. ingenious (page 312)
10. underfeeding (page 316)

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Creation of Music”

Unit 5, page 334

disposition raucous torrential
lash reluctant turbulent
ominous tempestuous
SYNONYMS
Synonyms are words that have the same or almost the same meaning. For example, start and begin are
synonyms. A synonym for a word can be found in a thesaurus, a synonym dictionary, or often a regular
dictionary. Synonyms are helpful when writing because they expand a writer’s vocabulary and help describe
something with more variety and precision.
Write a synonym for each of these words, which are found in “The Creation of Music.” Check your work
with a thesaurus or dictionary.
1. rise (p. 335) __________________________
2. quickly (p. 335) __________________________
3. beautiful (p. 335) __________________________
4. dawn (p. 335) __________________________
5. mighty (p. 335) __________________________
6. turbulent (p. 335) __________________________
7. silent (p. 335) __________________________
8. replied (p. 336) __________________________
9. crush (p. 336) __________________________
10. small (p. 336) __________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Forever Young”
Unit 5, page 343

courageous
righteous
swift
ANTONYMS
Antonyms are words that have opposite or almost opposite meanings. For example, bright and dark are
antonyms. Antonyms can be helpful to readers because they give insight into what something is by
describing what it is not.
Write an antonym for each of these words, some of which appear in Bob Dylan’s song, “Forever Young,”
on page 343 of your textbook.
1. young __________________________
2. always __________________________
3. true __________________________
4. courageous __________________________
5. swift __________________________
6. joyful __________________________
7. stay __________________________
8. high __________________________
9. loud __________________________
10. question __________________________
Write five antonym pairs of your own.
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Scarborough Fair”
Unit 5, page 351

acre parsley sage
bonny peppercorn thyme
lass rosemary
cambric tom-tit’s
sickle yonder
CAPITALIZATION
If you look on page 351 of your text, you’ll notice that the words “Scarborough Fair,” the name of a trade
fair once held in England, are capitalized. That’s because it’s appropriate to capitalize the names of places
(planets, continents, countries, cities, and specific geographic locations, such as Mount Rushmore),
buildings, days, months, holidays, and languages. For more information, refer to sections 3.84–3.89 in the
Language Arts Survey in your textbook.
Edit the capitalization in the following sentences. Circle the letter that is incorrectly capitalized or
lowercased. Use the following proofreading symbols:
• cap means capitalize this letter
• /l c/ means lowercase this letter

EXAMPLE hudson river
M
/yM
/ other
1. The mississippi river is the longest river in North america.
2. Maya’s birthday is in july.
3. We’re going Bowling on friday or Saturday.
4. We saw the white house when we were in washington, D.C.
5. The Fourth of July is also known as independence day.
6. She speaks french and spanish.
7. Ralph thinks that People will live on mars in the future.
8. In August, we’re going to see the grand canyon.
9. Jorge’s Family is from venezuela.
10. In October, many kids celebrate halloween by going to trick or treat.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Nothing But Drums” and

“Three/Quarters Time”
Unit 5, page 357

battery
spell
bougaloo descarga philly Squeeze
Cakewalk do-si-do tango
cha-cha jamming out two step
charleston peppermint twist waltz
conga drums
EASILY CONFUSED PAIRS

Homophones are words that sound alike, but are spelled differently.
EXAMPLE way and weigh
Homophones can be a problem in written English. Writers need to be very careful to choose the correct
spelling for the word they are using. Proofreading your work is a good way to confirm that homophones
are spelled correctly.
Choose five sets of homophones from the list below. Write a sentence for each word. Underline the
homophones in the sentences.
EXAMPLE Do you know the way to the zoo?
How much does the elephant weigh?
1. hole / whole
2. piece / peace
3. to / two / too

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
4. their / there / they’re
5. hair / hare
6. cent / sent / scent
7. through / threw
8. flower / flour
9. vein / vane / vain
10. its / it’s

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
In addition to homophones, it’s easy to confuse:
• Words that are spelled the same, but have different meanings and, often, different pronunciations. For
example, wind (air that moves) and wind (to wrap in a circle).
• Words that are pronounced almost the same. For example, consider conscious (able to see, feel, hear and
know what is happening) and conscience (a feeling that tells a person right and wrong).
Words like these can be confusing to read and write. Sometimes the context in which a word appears will
help you to know its meaning.
Fill in the blanks in the sentences below with words from this list of easily confused pairs.
desert / dessert
than / then
affect / effect
lose / loose
except / accept
advice / advise
breath / breathe
alter / altar
coarse / course
principal / principle
11. After dinner, we had pie for ___________________.
12. It is colder this morning ___________________ it was last night.
13. I had a big problem, so I asked my mother for ___________________.
14. The ___________________ of the school announced the pep rally.
15. Jerry took a deep ___________________ and dove into the water.
16. The Wildcats were sad to ___________________ the baseball game.
17. The teacher can’t ___________________ gifts of money from students.
18. I go to school everyday ___________________ Saturday and Sunday.
19. The ___________________ wool of the old sweater felt rough and scratchy.
20. The ___________________ sun is incredibly hot.
Think about it! Write five additional pairs of easily confused words below.
21. ______________________________________
22. ______________________________________
23. ______________________________________
24. ______________________________________
25. ______________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
from To Be or Not to Bop

Unit 5, page 363

barnstorm execution octave
chord harmony profound
cultivate incorporate theory
SYLLABICATION NATION
A syllable is a part of a word that contains a single vowel sound. Some words have only one syllable. But
many have more than one. Learning how to read a new word, based on the syllables it contains, is one
strategy for expanding your vocabulary.
Syllabication involves analyzing a word to figure out where it breaks into syllables. This process may sound
difficult, but, in fact, you probably have learned this in class previously and know how to do it. Here are
some common syllable patterns. In the patterns below, v stands for vowel and c stands for consonant.
Pattern How to divide Example Notes

pattern into
syllables
vccv vc/cv for ⋅ get The exception to this rule is when the
two consonant are a digraph (two
letters pronounced as one). For
example, the word fashion splits into
two syllables as such: fash · ion.
vcv v/cv pe ⋅ can When a single consonant appears

vc/v lin ⋅ en between two vowels, divide the word
before or after the consonant. (Note
that v/cv is more common than vc/v.)
vcccv vc/ccv up ⋅ stairs Words that have three consonants in

the middle usually divide after the first
consonant, because the second two
consonants are often digraphs and
pronounced together. An exception is
when the first two consonants are a
digraph, such as in bath · tub.
vccccv vc/cccv en ⋅ shrine Words that have four consonants in

the middle usually divide after the first
consonant, because the following
three consonants are often digraphs
and pronounced together.
vv v/v cli ⋅ ent When two vowels, which make two

sounds, are side by side, the vowels
are divided.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Match each word with the example of how to divide its vowel-consonant pattern into syllables.
1. pedal v/v
2. dial vc/cccv
3. unknown vc/cv
4. embrace vc/v
5. upstream vc/ccv
6. minor vc/ccv
7. octave v/cv
Now draw a line between the syllables in the words.
8. d i a l
9. e m b r a c e
10. m i n o r
11. o c t a v e
12. p e d a l
13. o c t a v e
14. u n k n o w n
15. u p s t r e a m

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
from The Hobbit

Unit 6, page 385

antiquity gall shamble
blunder haste sheathe
devour menacing subterranean
flummox morsel venture
fund oddments
a big to-do seeking in vain
at the end of his wits took a fancy
MORE SYLLABICATION
If dividing words into syllables reminds you of the morpheme exercises you worked on earlier, you’re right!
Syllables often divide between morphemes.
Once you can recognize prefixes and suffixes and divide the base word into syllables, you’re well on your
way to becoming a syllabication whiz. This process can help with word identification and pronunciation.
Here are a few guidelines for analyzing the syllables in a word:
1) Look for a prefix and/or suffix.
2) Use your knowledge of syllable division patterns to study the base word.
3) Try to pronounce the word by blending these parts together. This pronunciation should be close
enough for you to approximate the word.
4) Look for context clues or use a dictionary, if you still need help with the word.
Analyze these words, some of which are found in The Hobbit, using the process described above. Divide
each word into syllables.
1. z e r o
2. s a d n e s s
3. g r a v y
4. d e v o u r
5. i t c h y
6. o d d m e n t s
7. l i z a r d
8. b l u n d e r
9. d i s a g r e e
10. s h a m b l e
Now say each word aloud. As you pronounce a word, can you hear its syllable division?
CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Tunnel”
Unit 6, page 401

eternity hover initiative
hallucinate impersonate scorn
SPELLING BY SYLLABLES
The same rules you studied for dividing words into syllables that helped with word identification and
pronunciation can help with spelling.
For example, when you hear a word for the first time, and then attempt to write the word, do a quick
analysis:
1. Does the word have a prefix or suffix that you recognize? How is it spelled?
2. Are you familiar with the base word? How many syllables does it contain? What are its consonant
sounds? Are the vowel sounds short, long, or in between?
3. Now attempt to write the word.
4. Review the spelling using your spelling knowledge. Do any letters or letter combinations look wrong?
5. Confirm the spelling in the dictionary.
Word Sort
Sort these words from “The Tunnel” into categories based on their prefixes and suffixes. Some words may
fit into more than one category.
dusty unblinking irregular

hovering trapped extremely
pretend deadly initiative
scruffy dangerously prepared
echoing stretchy impersonating
imagined originated inhale
evidently previously

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
CATEGORIES
Prefixes
in-/im-/il-/ir- un- pre-
Suffixes
-ed -ing -ly -y

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Dragon, Dragon”
Unit 6, page 412

crane plague
lunge ravage
cobbler lair slain
flabbergasted out-fox wizard
in a jiffy
WORD ROOTS
Roots are the basic building blocks of words. Listed below are some common Latin and Greek word roots.
(Many more word roots exist.) Most of these roots appear in words with other roots, prefixes, and suffixes
because they can’t stand alone as words.
Six Latin Word Roots
Root Meaning Example
extra outside extraordinary
man hand manufacture
ped foot pedal
port carry transport
spect look spectator
vid/vis see video/envision
Six Greek Word Roots
Root Meaning Example
auto self automobile
bio life biography
geo earth geography
ist one who zoologist
micro small microbe
tele from afar telegraph

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Time for a word root brainstorm! Choose two roots from the tables on the previous page. Now, fill in the
following charts. Start by brainstorming words that contain these roots. Next, write the root in the center
circle, with its definition. In each exterior circle, write a word that contains the root, along with its definition.
Here’s an example:
chronic chronological
meaning: meaning:
marked by arranged
long duration according
to time
chron
meaning:
time
synchronize
chronicle
meaning:
meaning:
happening at
historical
the same time
account
Do the best you can with this exercise. If you

can’t think of six words for each word root,
list as many as you can.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Rebellion of the Magical

Rabbits”
Unit 6, page 425

ascend homage paralyze
audacious insist saucy
defiance loll
agile frolicked posterity
colossal innumerable sabotaging
epidemic jubilant subversive
ethics multitude twitter
exterminate plague
ACCENTED SYLLABLES
When you say a word with more than one syllable, one syllable is stressed. This means the syllable sounds
louder than the others. In a dictionary pronunciation, an accent mark (‘) is placed after the stressed syllable.
Try placing the accent mark on the correct syllable in these words from “The Rebellion of the Magical
Rabbits.” Say each word aloud. Try to hear which syllable you naturally stress. Mark this syllable with an
accent mark. Check your work with a dictionary.
EXAMPLE re bell’ ion
1. in sist
2. de fi ance
3. ag ile
4. sub ver sive
5. sauc y
6. par a lyze
7. ju bi lant
8. eth ics
9. twit ter
10. as cend

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Creation”
Unit 7, page 455

clutch
VERB TENSES
Many of the verbs in “The Creation” are past tense. The verbs listed below, some of which are from the
story, are irregular in their past tense forms. Write each of these irregular past tense verbs in their present
tense form.
EXAMPLE
irregular past tense present tense
came come
1. grew ____________________
2. was ____________________
3. made ____________________
4. fell ____________________
5. were ____________________
6. swam ____________________
7. dove ____________________
8. caught ____________________
9. became ____________________
10. flew ____________________
11. brought ____________________
12. began ____________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Write the past tense form of these verbs. Some past tense forms are regular, and others are irregular.
present tense past tense
13. walk ____________________
14. think ____________________
15. skate ____________________
16. climb ____________________
17. wiggle ____________________
18. jog ____________________
19. skip ____________________
20. race ____________________
21. stretch ____________________
22. bend ____________________
23. jump ____________________
24. ski ____________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Twelve Labors of Hercules”

Unit 7, page 460

assent expiate protrude
composure foliage remorse
dank iridescent semblance
derange lair serene
divert
MORE ACCENTED SYLLABLES

Try placing the accent mark on the correct syllable in these vocabulary words. Check your work with a
dictionary.
EXAMPLE Her’ cu les
1. com po sure
2. de range
3. di vert
4. pro trude
5. se rene
Some words have two stressed syllables. In the dictionary, these words have two accent marks in their
entries. The larger mark shows the primary accent. The smaller mark shows the secondary accent.
Place the accent marks on the correct syllables in these words from “The Twelve Labors of Hercules.” Use a
larger mark for the primary accent. Say each word aloud and try to hear the syllables you naturally stress.
Check your work with a dictionary.
EXAMPLE dis in’ te grat’ ed
6. o ver whelm ed
7. de ter mi na tion
8. pri ma ry
9. con grat u late
10. a pol o gize

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Getting into Storytelling: On the

Telling of Myths, Legends, and Stories
Unit 7, page 466
cherished
fabric of the universe
fantastical
intricate
reanimate
CREATING LANGUAGE
When you are inventing stories to tell other people, you will have to come up with names for your
characters and settings. You may also include in your stories other things that need names. For example, if
you are creating a futuristic story, you may develop a space-age vehicle and call it a Viritocopter. Or your
characters may live in houses called heliodomes. If you are creating a story in which your characters are
animals that can speak, you may create language that they would use to name the things in their lives—
Mole Hill, Carrot Corner, Big Water Place, and so forth.
Think about a story you would like to invent. Create names for the characters, settings, and other elements
of the story and write them below. Some of the categories listed may not apply to your story.
Character or characters:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Setting(s):
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Where do the characters live?
___________________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
What do the characters use for transportation?
___________________________________________________________________________________________
___________________________________________________________________________________________
What do the characters eat?
___________________________________________________________________________________________
___________________________________________________________________________________________
What pastimes do the characters have?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
What tools or machines do the characters use?
___________________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Singing, Springing Lark”

Unit 7, page 471

compel oblige ploy
console penetrate procession
forsake plight splendor
SPELLING: SELF-CORRECTION
One way to decrease the number of spelling errors you make is to catch the mistakes yourself and fix them
before you share your writing with others.
Self-correction is possible if you proofread your work. It’s also helpful to be aware of the kinds of mistakes
you tend to make. We all have words that are difficult for us to spell. Some people have trouble with
homophones, for example, writing “there” instead of “their” or vice versa. If you know you’re prone to a
problem, it’s easier to catch. In general, spelling errors occur in a few ways:
• Errors in the ways a word is pronounced. If you mispronounce the word temperature as “temprature,”
you are likely to misspell it as well.
• Errors because letters are out of order. Is it i before e or e before i?
• Errors because there are numerous ways a sound can be spelled. Would that be ph or f?
• Errors because you just aren’t familiar with a particular spelling rule.
On page 910 in the textbook is a list of words that are commonly misspelled in English. Read through the
list and note below any words that you regularly misspell.
My Problem Words
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
Here’s a simple study strategy for these, and other, words you’re trying to learn to spell.
• Look at the word.
• Say the word.
• Cover the word and think about its spelling.
• Write the word.
• Check the word.
• Rewrite the word—correctly, of course!

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Magic Mortar”

Unit 7, page 480

commotion
nestle
hibachi lotus root
kimonos tatami
BORROWING FOREIGN WORDS

Some English words are borrowed from other languages. These words are commonly spoken, appear in
literature, and can be found in the English dictionary. In fact, you may be so familiar with a word, you don’t
even realize it’s borrowed. For example, the word hibachi, which appears in “The Magic Mortar,” is a small
charcoal stove in Japanese. In English, the word refers to a small charcoal grill. Of course, English words are
also borrowed and can be heard in other languages.
Here are some words that are borrowed from languages spoken in other places around the world.
Africa Germany Scandinavia
zero kindergarten egg
voodoo waltz ski
sky
Australia Italy
boomerang fiasco South America
kangaroo opera jaguar
violin poncho
Caribbean
barbecue Middle East Spain
canoe bazaar hammock
potato caravan guitar
China Pacific Islands/Polynesia

kung fu taboo
tea tattoo
Choose six words from the list above. Use each in a sentence, underlining the borrowed word. If you know
additional words that are borrowed from other languages, incorporate them into your sentences.
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
6. ___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Cow of No Color”

Unit 7, page 489

ponder
executed
twilight
PAVE
A good way to help yourself remember the meaning of an unfamiliar word you encounter while reading is
using PAVE. PAVE stands for Prediction, Association, Verification, and Evaluation.
Prediction When you encounter an unfamiliar word, first try to predict the word’s meaning based on
the context and on your prior knowledge of the word or its parts.
Association Then, write a new sentence using the word.
Verification Next, verify the word’s meaning by using a dictionary or glossary or by asking your teacher.
A dictionary may offer multiple meanings for the same word. If you use a dictionary, select
and write down the most appropriate definition.
Evaluation Evaluate the sentence you wrote using the word. If necessary, rewrite the sentence to
reflect the meaning you found. If you wish, draw an image that will help you remember
the meaning of the word.
You may want to create a Word Study Notebook to use when trying PAVE. You can also use the Word Study
Notebook to write down new words you encounter in the news, in stores, on the street, or in other subject
areas.
Look for the following words in the short story “The Cow of No Color.” Try PAVE for each word.
1. advice (page 489)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
2. fame (page 489)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
3. spokesman (page 489)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
4. executed (page 490)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
5. jealousy (page 490)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
6. justice (page 490)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
7. stool (page 490)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
8. twilight (page 490)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
9. speechless (page 490)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
10. ponder (page 490)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Don’t Step on a Crack”

Unit 7, page 494
crockery
omen
orphan
superstition
MORE PAVE
Look for the following words in “Don’t Step on a Crack.” Try PAVE for each word.
1. paving (page 495)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
2. interpreted (page 495)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
3. innocent (page 495)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
4. venture (page 495)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
5. lurking (page 495)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
6. hazards (page 496)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
7. obvious (page 496)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
8. haggard (page 497)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
9. infancy (page 497)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
10. counteract (page 497)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
11. misfortune (page 497)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
12. mourners (page 497)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
13. haggard (page 497)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________
14. infancy (page 497)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
15. properties (page 497)
Prediction __________________________________________________________________________________
___________________________________________________________________________________________
Association _________________________________________________________________________________
___________________________________________________________________________________________
Verification _________________________________________________________________________________
___________________________________________________________________________________________
Evaluation __________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“All Summer in a Day”

Unit 8, page 515

apparatus immense slacken
bear resilient surge
concussion savor tumultuous
CONTEXT CLUES—INTRODUCTION
Sometimes the meaning of an unfamiliar word can be learned by studying the words, sentences, and
paragraphs surrounding the term. Learning from context is an excellent way to develop your vocabulary.
Definitions, restatements, comparisons, contrasts, synonyms, and antonyms are all context clues you’ll learn
about in the coming lessons. But first, concentrate on what you already know. Often your own experience
can help you define an unfamiliar word.
Read Ray Bradbury’s “All Summer in a Day,” which begins on page 516 in your textbook. Make a list of
three words you don’t know. You can take the words from the Words for Everyday Use vocabulary list or
choose your own words from the story.
Begin with one of the words you’ve selected to study. Read the sentence it is found in. Now, reread the
sentence. If you still can’t figure out the meaning of the word, read the sentences before and after the
sentence that contains the unknown word. If you discover a clue in the context surrounding the word,
replace the unknown word with your “best guess” synonym, based on the clues. Does the original sentence
make sense? If so, you may have solved the word puzzle. Confirm your work in a dictionary.
Keep track of word detective work below.
1. Word:
Best Guess: _________________________________________________________________________________
Actual Definition: ____________________________________________________________________________
2. Word:
Best Guess: _________________________________________________________________________________
3. Word:
Best Guess: _________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Woman and the Wolf”

Unit 8, page 525

abhorrent foreboding perception
aloof forsake pervade
ardent furtive proprietary
complacent indomitable rebuff
convulsive lithe strident
crescendo obscurity throng
envisage onslaught vagrant
erratic pallid void
CONTEXT CLUES: DEFINITIONS AND RESTATEMENTS

Sometimes writers provide clues that may help you figure out the meaning of a word you don’t know. They
may give the word’s definition or restate the word in language that is easier to comprehend, so you can
grasp the definition of the word.
Definitions give the meaning of the word. Words like is or means can signal that a definition follows.
Restatements use different words to say the same thing. Restatements often use words and phrases like or,
that is, and in other words to announce that a restatement follows.
EXAMPLES
Definition:
Jackie redoubled her efforts, spending twice as much time studying for her spelling tests.
Restatement:
Her grades improved dramatically, that is, the change was striking to her teachers.
Using what you know from the example, go back to the first paragraph of this exercise. Can you find more
examples of definition and restatement? Underline them.
Read the following sentences, which include vocabulary words from “The Woman and the Wolf.” Underline
the definitions and restatements you find in the text. Determine whether the context clue is a definition or a
restatement and circle the correct answer. Then write a definition for the underlined word.
1. To be aloof is to be unfriendly.
definition / restatement
Write your own definition of aloof: _____________________________________________________________
2. My grandmother is an ardent admirer of Elvis—that is, she’s crazy about him!
Write your own definition of ardent: ___________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
3. Randy was complacent, or satisfied, with a second place finish at the science fair.
Write your own definition of complacent: _______________________________________________________
4. The rock star greeted the throng, or a large group, of admirers with a big smile.
Write your own definition of throng: ___________________________________________________________
5. The pioneers decided to leave, forsaking their farmstead.
Write your own definition of forsaking: _________________________________________________________
Write a sentence that contains a definition context clue. Underline the word you are defining. Circle the
definition context clue.
6. ___________________________________________________________________________________________
___________________________________________________________________________________________
Write a sentence that contains a restatement context clue. Underline the word you are restating. Circle the
restatement context clue.
7. ___________________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“I, Hungry Hannah Cassandra Glen”

Unit 8, page 538

botch fluted pasty
bureau hereby upstanding
charity passable
ABBREVIATIONS AND ACRONYMS

In “I, Hungry Hannah Cassandra Glen,” the author uses the abbreviation AKA, which means “also know as.”
An abbreviation is a short way of writing a word or group of words. Many abbreviations use periods. Others
do not. You can look in a dictionary to confirm your spelling. An acronym is a word made from the first
letters of a group of words.
EXAMPLES abbreviations Dec. (December), rte. (route)
acronyms CD (compact disk), MADD (Mothers Against Drunk Driving)
Fill in the blanks with common abbreviations or acronyms.
1. Write the abbreviation for the state you live in _______.
2. Some months can be abbreviated (January, February, August, September, October, November, and
December). If your birthday falls in a month that has an abbreviation, write it here _________.
3. If an event is happening in the morning, it will occur at 10:00 ____. If an event is happening in the
afternoon, it will occur at 2:00 ____.
Write what each abbreviation or acronym means below.
4. Dr. ________________________________________________
5. Tues. ________________________________________________
6. lbs. ________________________________________________
7. U.S.A. ________________________________________________
8. TV ________________________________________________
9. UFO ________________________________________________
10. St. ________________________________________________
11. SOS ________________________________________________
12. NEA ________________________________________________
13. Assoc. ________________________________________________
14. Co. ________________________________________________
15. Inc. ________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Raymond’s Run”
Unit 8, page 550

corsage liable prodigy
fantasy organdy psych
CONTEXT CLUES: COMPARE AND CONTRAST

Writers may use comparison and contrasting clues to help readers understand difficult words.
Comparison clues compare similar words. Like and as often announce comparison clues. Contrast clues
suggest the difference between words. Words like although, however, yet, on the other hand, and but suggest
that a comparison clue is being used.
EXAMPLE
Comparison
Mimi’s mother said her messy room looked like a catastrophe had occurred.
Contrast
The trainer muzzled the dog, but it broke the restraint and bit the delivery person.
Read the following sentences, which include vocabulary words from “Raymond’s Run.” Underline the
definitions and restatements you find in the text. Determine whether the context clue is a definition or a
restatement and circle the correct answer. Then write a definition for the underlined word.
1. The story was a fantasy, like an unreal dream.
compare / contrast
Write your own definition of fantasy: ___________________________________________________________
2. For her graduation party, Cecile received a corsage that looked like a small copy of the flower
arrangement on the table.
compare / contrast
Write your own definition of corsage: __________________________________________________________
3. The campers are liable to catch a cold, as the weather was unfavorable and all their clothing and
equipment got wet.
compare / contrast
Write your own definition of liable: ____________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
4. The child was a piano prodigy, unlike his brother, who had no musical talent at all.
compare / contrast
Write your own definition of prodigy: __________________________________________________________
5. The color of the room was ridiculous, like the hot pink of cotton candy.
compare / contrast
Write your own definition of ridiculous: _________________________________________________________
6. Write a sentence that contains a comparison context clue. Underline the word you are defining. Circle
the comparison context clue.
___________________________________________________________________________________________
___________________________________________________________________________________________
7. Write a sentence that contains a contrast context clue. Underline the word you are restating. Circle the
contrast context clue.
___________________________________________________________________________________________
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Boy Who Talked with Animals”

Unit 8, page 563

bilious intercept restrain
commotion intimate sedate
consumption lethal stricken
deem patronizing subdued
extraordinary paunchy veranda
impassive
CONTEXT CLUES: SYNONYMS AND ANTONYMS

In addition to definitions, restatements, comparisons, and contrasts, writers may use synonym and antonym
context clues to help readers understand unknown words.
Synonym clues are words that have the same or nearly the same meanings. Antonym clues are words that
have the opposite or nearly the opposite meanings.
EXAMPLES
Synonym
Her purse was so cramped there was no room for anything else in the pocketbook.
Antonym
The librarian was so grumpy he made everyone else look like they were in great moods.
Read the following sentences, which include vocabulary words from “The Boy Who Talked with Animals.”
Underline the synonyms and antonyms you find in the text. Determine whether the context clue is a
synonym or an antonym. Circle the correct answer. Then write a definition for the underlined word.
1. Once the commotion ended, a complete sense of quiet filled the room.
synonym / antonym
Write your own definition of commotion: _______________________________________________________
2. The consumption of gasoline decreased because people use less gas when its price increases.
synonym / antonym
Write your own definition of consumption: ______________________________________________________
3. The review said the movie was extraordinary and truly remarkable.
synonym / antonym
Write your own definition of extraordinary: ______________________________________________________
4. The party was gigantic and not the least bit intimate.
synonym / antonym
Write your own definition of intimate: __________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
5. The lethal poison killed the rodents.
synonym / antonym
Write your own definition of lethal: ____________________________________________________________
Write a sentence that contains a synonym context clue. Underline the word you are defining. Circle the
synonym context clue.
6. ___________________________________________________________________________________________
Write a sentence that contains an antonym context clue. Underline the word you are restating. Circle the
antonym context clue.
7. ___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Potter’s Gray”
Unit 8, page 583

anguish essence plight
condemn gabble prophesy
contrary inconspicuous rove
disclose minute wayward
dogged parcel
CONTEXT CLUES: PREDICTION

The more you read, the more opportunities you’ll have to practice using context clues to help you
understand the meaning of new words. You may also discover that how you approach texts in general can
make a difference in your understanding.
When reading, use your prior knowledge to predict what’s to come. Here are some ideas:
• Title—Does it provide any insights into what the text will be about?
• Author—Have you ever read anything by this writer before? What do you know about her/his work? The
author’s biography may give you some insights into the work.
• Genre—Have you read this kind of writing before? What do you think the experience will be like?
• Subject—Is the subject new to you? What do you think it will be about?
• Opening artwork—What does the opening illustration tell you about the work that follows?
• Photo or illustration captions—Does reading the captions offer any clues about the work’s content?
• Pull quotes—Pull quotes are the display text that enhances the layout of a story. This larger text calls
attention to important text from the story.
• Cover copy—Sometimes the story synopsis and press quotes that are found on the cover of a book can
offer insights about the story inside.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Try practicing the techniques described on the previous page. Choose a selection from the textbook that
you’ve never read. Use the notes on the previous page to guide you as you take notes about your
predictions. When you’ve finished, read the work. Were your predictions on target? Would you use this
method in the future to help you with your understanding? What did the following items tell you about the
selection or about a passage in the selection?
1. Title _______________________________________________________________________________________
2. Author _____________________________________________________________________________________
3. Genre _____________________________________________________________________________________
4. Subject ____________________________________________________________________________________
5. Opening artwork ____________________________________________________________________________
6. Photo or illustration captions _________________________________________________________________
7. Pull quotes _________________________________________________________________________________
8. Cover copy _________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Getting into Poetry: Power of the Pen

Unit 9, page 611
RHYMING AND SPELLING

Many words that rhyme with one another actually are spelled quite differently. For example, in the poem
“Power of the Pen,” seas rhymes with sneeze. That can make it difficult to remember the correct spellings of
those words. A good way to help yourself remember the correct spellings is to visualize the word as a
picture. Another way is to create an association between a word and its spelling. For example, if you
commonly misspell the word attendance as attendence, you might remember to link the word to the correct
spelling by thinking of the attendance at the dance.
For each of the following commonly misspelled words, determine which letters people may have trouble
remembering. Then create a memory aid to help remember the correct spelling.
1. separate ____________________________________________________________________________________
2. embarrass __________________________________________________________________________________
3. fascinate____________________________________________________________________________________
4. weird ______________________________________________________________________________________
5. mysterious __________________________________________________________________________________
6. license _____________________________________________________________________________________
7. surprise_____________________________________________________________________________________
8. parallel _____________________________________________________________________________________
9. breathe_____________________________________________________________________________________
10. beggar _____________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Poetry: Imagery and Shape

Unit 9, pages 615–625
REVIEW: VOCABULARY FROM THE SELECTIONS

asphalt skim whirring
bettyandisbel perhaps queer
eddie and bill piracies to and fro
mud-luscious
DICTIONARY
A dictionary is an important resource for spelling and vocabulary development. In fact, you probably
already use a dictionary to help you with your schoolwork. If so, this review will remind you about the great
information a dictionary provides.
You can use a dictionary to find:
• How a word is spelled.
• What the word means.
• How to pronounce the word.
• What part of speech the word is.
• Examples of how to use the word.
Different dictionaries use slightly different styles for their entries. In general, though, you will find the
information you require, no matter the publisher.
Here’s an entry from Webster’s New Collegiate dictionary for the word asphalt, which is found in the poem
“The Sidewalk Racer, or On the Skateboard,” by Lillian Morrison.
as • phalt \’as-,folt\ n [ME aspalt, fr. LL aspaltus, fr. Gk asphaltos]

1: a brown to black bituminous substance that is found in natural beds
and is also obtained as a residue in petroleum refining and that consists
chiefly of hydrocarbons 2: an asphaltic composition used for pavements
and as a waterproof cement—as • phalt • ic \’as-,folt-tik\ adj
Label the following parts of the asphalt dictionary entry:
A. spelling
B. pronunciation
C. word origin
D. syllable division
E. part of speech
F. definition

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Poetry: Sound

airs incessant shun
askance seek supple
downy
‘twas gimble slithy
azure glance snicker-snack
Bandersnatch gyre thou
beamish hast thy
borogoves Jabberwock toves
brillig Jubjub bird tramp
burbled manxome tulgey
chortled mimsy Tumtum tree
crag mome raths uffish
frabjous outgrabe vorpal
frumious sedately wabe
galumphing shudder whiffling
MORE ON PRONUNCIATION
At the front of a dictionary is a pronunciation key. This chart explains how the symbols in the phonetic
spelling of a word, which is given as part of each entry, should sound.
For example, long vowel sounds are represented with straight lines over the vowels.
Long Vowel Symbol Example Word
a ā gāt gate
e ē fēt feet
i ¯ ¯ s ice
o ō gōl goal
u u —d
roo rude

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Here are some dictionary pronunciations for words found in the poem “You are Old, Father William.” Use
the pronunciation key to figure out what words they are.
Pronunciation Word
–o
1. yo–
2. hwı– t
3. bäks
4. jä
5. –ı
e
6. ev ‘ r
7. kik
8. hav
9. oint ‘ ment
e
10. gen’
Your turn! Try writing the phonetic spellings (pronunciation) for words from the poem. Consult a dictionary
if you are stuck.
Word Pronunciation
11. youth
12. pray
13. law
14. life
15. clever
16. case
17. brain
18. most
19. manage
20. hair
CONTEXT CLUES
Although the language in “Jabberwocky” is unusual and, at first glance, a little baffling, you can understand
it best if you use context clues. For example, even though you don’t know what a Jabberwock is, the
description of it gives you a good idea: it has jaws that bite, claws, and eyes of flame. From the context, you
can surmise that the Jabberwock is a scary beast. If you look at other parts of the page, you see an
illustration of what is likely a Jabberwock.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Many of the words used in “Jabberwocky” can be understood using context clues. Try to define the
following words from the poem. Then, for each word, write a sentence of your own using the word.
21. frumious ___________________________________________________________________________________
___________________________________________________________________________________________
22. uffish ______________________________________________________________________________________
___________________________________________________________________________________________
23. manxome __________________________________________________________________________________
___________________________________________________________________________________________
24. whiffling ___________________________________________________________________________________
___________________________________________________________________________________________
25. tulgey _____________________________________________________________________________________
___________________________________________________________________________________________
26. burbled ____________________________________________________________________________________
___________________________________________________________________________________________
27. vorpal _____________________________________________________________________________________
___________________________________________________________________________________________
28. beamish ___________________________________________________________________________________
___________________________________________________________________________________________
29. frabjous ____________________________________________________________________________________
___________________________________________________________________________________________
MORE ON DEFINITIONS
One of the most common reasons for using a dictionary is to look up what a word means. Some words
have more than one meaning. The definitions for these words are numbered within the dictionary entry.
Use your dictionary savvy to answer these questions about words from the poem “Two Girls...” by Charles
Rezhikoff.
30. What is an automat?
___________________________________________________________________________________________
___________________________________________________________________________________________
31. How many definitions does your dictionary have for the word sedate? What part of speech is the word
sedately?
___________________________________________________________________________________________
___________________________________________________________________________________________
32. ______________ is a synonym for the word tattered.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
33. How many definitions does your dictionary have for the word askance?
___________________________________________________________________________________________
34. Write how the word amused is used in an example in your dictionary.
___________________________________________________________________________________________
35. Does the term human being appear in your dictionary as a single entry? If not, how would you suggest
finding out the meaning of the phrase?
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Poetry: Narrative
GET TO KNOW: EXPRESSIONS, IDIOMS, PHRASES, AND OTHER TERMS FROM THE SELECTIONS
flaxseed hooped sheared
forge portion yoke
harness
DICTIONARY REVIEW: PUTTING IT ALL TOGETHER

Put your knowledge of dictionaries to use by writing a dictionary entry. Choose from the list below a word
that appears in the poem “Ox Cart Man.” Write a dictionary entry for the word.
barn honey salt

cart leather seed
cold ox tax
fire potato wool
Your entry should include the following items in this order:
1. word written with syllable division __________________________________
2. phonetic spelling (pronunciation) __________________________________
3. definition ________________________________________________________________________________
4. part of speech ____________________________________________________________________________
5. example of word in use
Compare your entry to an actual dictionary entry for the word. How do they compare?

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Poetry: Lyric
Unit 9, pages 671-672

dote magnanimous
indulgence suffuse
SEMANTIC FAMILY MAPPING: CITY TALK

The following words all have to do with cities. The words can be organized into groups. Use the cluster
chart to divide the words into groups. Then use the lines below to organize and label each subgroup. Meet
with a partner or small group to compare papers. Discuss the differences between the different items within
each group you created.
avenue
block
boulevard
city
community
district
downtown
metropolis
neighborhood
park
plaza
square
street
thoroughfare cities
town
trail
village

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Poetry: Translated Verse


dash
WORD CHOICE
Writer Mark Twain, who wrote Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, once said:
The difference between the right word and the almost right word is the difference between lightning and
the lightning bug.
What Twain was saying is that the words we choose are important. When selecting a word, you’ll want to
consider its connotation. Connotation is the positive or negative feelings a reader associates with a word.
Connotations do not align with the dictionary definitions of a word. For example, both mad and furious are
synonyms for the word angry. But it seems more extreme to be furious than to be mad.
Perhaps in no kind of writing is choosing the exactly right word more important than in poetry. Poets are
good at expressing ideas with very few words, so the ones they choose to use carry a lot of weight.
Poet Sandra Cisneros wrote “Good Hot Dogs” in English and later translated it to Spanish. Here are several
lines as she wrote them. Beside these phrases are the same lines rewritten with synonyms in place of some
words. What do you notice about the change in language? Is the difference like that between lightning and
lightning bug?
Original Poem Rewritten with Synonyms
Fifty cents apiece Fifty cents each

To eat our lunch To eat our meal
We’d run We’d race
Straight from school Directly from school
Instead of home Not going home
Two blocks A couple blocks
Then the store Then the shop
That smelled like steam That smelled like hot air
You ordered You chose
Because you had the money Because you had the cash
Two hot dogs and two pops for here Two wieners and two sodas for here

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Try rewriting the rest of Cisneros’ poem. Write the original line if you can’t think of replacement synonyms
for the words in the phrase.
Original Poem Rewritten with Synonyms
Everything on the hot dogs

Except pickle lily
Dash those hot dogs
Into buns and splash on
All that good stuff
Yellow mustard and onions
And french fries piled on top all
Rolled up in a piece of wax
Paper for us to hold hot
In our hands
Quarters on the counter
Sit down
Good hot dogs
We’d eat
Fast till there was nothing left
But salt and poppy seeds even
The little burnt tips
of french fries
We’d eat
You humming
And me swinging my legs
Review your work. Was it difficult to find “just the right word?” How do you think changing Cisneros’
language changed the poem?

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“All the World’s a Stage”

Unit 10, page 695
capon oaths pard satchel
mewling pantaloon reputation treble
USING A THESAURUS
Sometimes when writing, you might find it difficult to find the exact word you need to convey an idea.
Consulting a thesaurus is one way of finding “just the right word.” A thesaurus is organized alphabetically,
just like a dictionary. Both books can be found in the reference sections of libraries.
Entries from different thesauri may contain slightly different kinds of information. In general, though, an
entry will include:
• a short definition for the word;

• its part of speech;
• synonyms for the word;
• the word used in an example;
• and, sometimes, antonyms for the word.
Use a thesaurus to find synonyms for these words from Shakespeare’s “All the World’s a Stage,” which is
from his play, As You Like It.
Words Synonyms
players ________________________
exit ________________________
entrances ________________________
time ________________________
parts ________________________
quarrel ________________________
modern ________________________
spectacles ________________________
Review the list of Shakespeare’s words and your own. Which do you think you would be more likely to use
when writing? Why?

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
The Ugly Duckling

Unit 10, page 697

abandonment grudge precautionary
affirm homage propound
alter imperious retire
ardently inappropriate ruse
assume inevitable staple
attribute invariable strenuous
condemn meditation suitor
cryptic nonchalantly surreptitiously
dignified omen swoon
doggedness ordeal tactful
elusive pluck vain
exaggerate posterity waft
WORD ORIGINS
In addition to foreign words “borrowed” from other languages, the English language gains words from
other sources.
Names of People and Places

Sometimes words are named for people or places.
EXAMPLES
lindy—name of a popular dance whose name is taken from Charles A. Lindbergh
hamburger—named after the city of Hamburg, Germany
Acronyms
Acronyms are formed from the initial letters of a compound term
EXAMPLES
FDA—Food and Drug Administration
FBI—Federal Bureau of Investigation
Shortening Words
Words are sometimes shortened to make them easier to say.
EXAMPLES
ad—from the word advertisement
lab—from the word laboratory
Brand Names
Sometimes brand names for an object are used generically to describe the object—even when it’s a
different brand.
EXAMPLES
Xerox—for photocopies
Scotch tape—for tape

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Categorize these words as: people/place, acronym, shortened word, or brand name.
Word Category Word Category
Auto _________________________ Kleenex _________________________
NBA _________________________ Band-Aid _________________________
Rollerblade _________________________ phone _________________________
UFO _________________________ Laundromat _________________________
Walkman _________________________ PC _________________________
bike _________________________ CD _________________________
NASA _________________________ John Hancock _________________________
Teddy bear _________________________
Find the above words in this word search. Words are listed horizontally, vertically, diagonally, and in reverse.
A F T C X O G Y H E I U Z R W N
Z W C R C Q Y D O N F T S A B K
J E L R G A K Q G O D W F E O R
M O D F I N H T F W F Q W B C O
E E I A T F O I A I C G U Y E T
K W Y Z L I W A D A N N L D G L
M P O K B B E I G H I D Z D P K
K Q J L P N R O L C D R U E G J
K C X Z O A C E T W B U V T E K
M M O H D M X L L A R Q A V D C
V F P C U K N D H L N M V U T K
Z P E X N L B I K E O S C T T N
C H D E X A G A C R R R X F U O
N D M A L W H D D T U Z D C K M
S N A K L E E N E X A T H A H N
K L Y O N I U A H S O B Q Z M N
D J M N M A N B A O A P I F Y L
R E R E L T E N U K J M E X O H

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
In the Fog
Unit 10, page 717

arrogant grizzled ironic
dismissal grotesque scrutinize
enchantment indignant
WORD STUDY: PARTS OF SPEECH CLASSIFICATION

The following Word Study exercises are suggestions to help you study new words. Try them all. You may
find that some kinds of exercises work better for you than others. In addition, some work best for certain
types of words, so you may prefer to use different exercises at different times. Use your dictionary as a
resource for these exercises.
When learning new words, it can be helpful to classify them based on parts of speech. Thinking about them
in this manner encourages you to consider how you might use the words in sentences. Once you are
familiar with how words could be used, you are more likely to actually employ them in your everyday
vocabulary.
Fill in the table below. Classify these words based on their part of speech.
arrogant fastened indecision

dangerously fumbling moonshiner
drifting gauze scrutinize
Word people, actions describes describes Use the word in a sentence

place, thing (verbs) people, place, action
(noun) thing (adjective) (adverb)

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Madam C. J. Walker”
Unit 11, page 740

affection bequest provision reveal
ambition hygiene recruit segregate
astute lavish renovate shortcoming
WORD STUDY: VOCABULARY CARDS

Do you have a spelling test or vocabulary test coming up? Vocabulary Cards are great study aids. Here is
the information a card should contain:
write a write a definition in

synonym here your own words here
Vocabulary Word
phonetic spelling/pronunciation
write a sentence that write an antonym here

uses the word
Use index cards and colored pens to create your Vocabulary Cards. Writing each corner in a different color
pen will help you remember what you’re studying. Follow the design above. Make a card for each of the
twelve vocabulary words listed above from “Madam C. J. Walker.”
EXAMPLE
synonym: definition:
bountiful to spend
extravagantly/to have
in abundance
lavish
lav´ • ish
sentence: antonym:
The wedding banquet was lavish. meager
Once you’ve created them, Vocabulary Cards are handy and portable, so you can study anywhere—even
in a car or on the bus!

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Satchel Paige”
Unit 11, page 749

confrontation flamboyant taunt
dismay prosper waning
exploit rutted
WORD STUDY: DEFINITION MAP

A Definition Map is another handy study tool. It includes some of the elements found on a Vocabulary Card,
and some other items as well.
Picture/Graphic Category/Definition
What does it look like? What is it?
Word:
Phonetic spelling/Pronunciation
Comparisons Description
Antonym/Synonym What is it like?
Examples
EXAMPLE
What does it look like? What is it?

Game played with bat
and ball. The ball
used in this game.
baseball
bas-bal
Antonym: not applicable What is it like?
Synonym: kind of like softball fun to play and watch
national pastime
a summertime sport
Examples
Professional Little League
Sometimes, as in the example above, it may not be possible to fill in the entire Definition Map. When this
occurs, just write “not applicable” in the portion of the map that can’t be completed.
Make Definition Maps for two words from “Satchel Paige,” which is found on page 749 of your textbook.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
from Geronimo’s Story of His Life

Unit 11, page 759

abound banish secluded
administer loiter suspend
ascertain profane toil
assemble prostrate
WORD STUDY: WORD WHEEL

A Word Wheel is another kind of study aid. Word Wheels analyze a word from different angles or points of
view. Here’s a Word Wheel for the word toil, which is found in the selection from Geronimo’s Story of His Life.
Compare It
Toil suggests putting forth
extreme effort
Use It
Describe It
As a young man,
To work long and
Geronimo toiled
hard as opposed to
toil growing crops
simply working.
with his father
and mother.
Associate It
A steelworker in a hot factory.
A laborer in a dusty field.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Choose another word from Geronimo’s Story of His Life, found on page 760 in your textbook. Make a Word
Wheel for this word.
Compare It
Use It
Describe It
Associate It

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
from Gorillas in the Mist

Unit 11, page 768

foliage meander
intangible unfathomable
barrier intently shallow ravine
compelled jubilant sighing
doctorate latticework spellbound
feeding outstanding terrain
herbaceous vegetation resume
WORD STUDY: WORD MEANING FEATURE ANALYSIS

In this exercise, you will analyze words for their features. For example, here is a feature analysis for five types
of animals.
Animal Primate Lives in Africa Mammal Has Feathers
human X X X
giraffe X X
gorilla X X X
orangutan X X
ostrich X X
Give it a try—fill out this Word Meaning Feature Analysis chart for sports.
Sports Uses Ball Individual Equipment Involves

Sport Includes Net Running
soccer
baseball
hockey
marathon running
karate

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Create a Word Meaning Feature Analysis chart. Here’s how:
1. Pick a topic.
2. In the first column, write some words that relate to the category.
3. In the first row, list some features that the words may, or may not, share.
4. Complete the chart by placing x’s in the squares as you did above in the sports table.
5. Look over the completed chart to see how each word is unique.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“The Five ‘Wanderers’

of the Ancient Skies”
Unit 11, page 777

associate intrigue retrograde
celestial reign ridicule
concoct relic
BLENDS
Blends are formed when two words are fused to make a new word.
EXAMPLES
motor + hotel = motel
breakfast + lunch = brunch
smoke + fog = smog
Blends are not very common in the English language. Just for fun, create some blends of your own. Be
creative! Your blends do not have to be real words.
EXAMPLES smart + funny = smunny
cold + grumpy = crumpy
1. ______________ + ______________ = ______________
2. ______________ + ______________ = ______________
3. ______________ + ______________ = ______________
4. ______________ + ______________ = ______________
5. ______________ + ______________ = ______________
6. ______________ + ______________ = ______________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Night”
Unit 11, page 787

conspire ironic teeming
grope persuade trough
EXCUSE ME, DO YOU HAVE THE TIME?

Time Related Words
Some words suggest the time of day without mentioning the exact time.
sunrise dusk nightfall
sunset dawn midday
morning twilight midnight
noon evening daytime
night daybreak nighttime
Some words suggest the time of year without mentioning a specific date.
spring harvest July
summer January August
autumn February September
fall March October
winter April November
solstice May December
equinox June
Some words suggest the time of the week.

weekday Tuesday Friday
weekend Wednesday Saturday
Monday Thursday Sunday
Unscramble the letters to make a time-related word. Write the word on the line.
1. ipAlr
__________________ showers bring May flowers.
2. saryhdTu
The day after Wednesday is __________________.
3. usiners
Jack got up before __________________ to deliver newspapers.
4. uamnut
The season before winter is __________________.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
5. htiidgmn
Tina stayed up past __________________ on New Year’s Eve.
6. mbterpeeS
The first day of school is usually in August or __________________.
7. wedkene
During the __________________ we do not go to school and our parents do not go to work.
8. nwda
Leslie woke up at __________________ to watch the sun rise.
9. itwern
__________________ is the coldest of the seasons.
10. tinhmgie
After dinner, during the __________________, our family watches TV together.
11. Saduyn
Saturday and __________________ are weekend days.
12. itliwtgh
__________________ is the light of the sky between sunset and night and between night and sunrise.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“A Breath of Fresh Air?”

Unit 11, page 794

aggravation emissions provisions
fine particulates ground-level ozone sulfates
CREATE A WORD STUDY NOTEBOOK

Word Study Notebooks are collections of words you’ve studied and want to continue to work with in the
future. Here’s what you need to make a Word Study Notebook:
• an empty notebook
• two envelopes
• several sheets of paper cut into small squares
• glue or tape
Tape or glue one envelope to the front inside cover of your notebook. Tape or glue the other to the back
inside cover of the book. One envelope is for blank word squares. The other is for word squares with words
on them.
Now when you run across new words—spelling lists, reading assignments, or while reading for fun—you
can create a word square for the word. Then write an entry in your book for the word.
Your entries can be organized in a variety of ways:
• alphabetically
• by spelling rules
• by spelling themes
• by spelling lists
• by parts of speech
Or you can organize your word notes in a combination of ways. Use the word squares to play games or to
practice writing sentences.
Game Ideas
1. Take a word square at random from the envelope. See how many new words you can make by
changing only one letter of the word. Make a list. Next, see how many new words you can make by
changing two letters. Make a list.
2. Write sentences and paragraphs or short stories using your favorite words.
3. Go on a word hunt. Take squares at random from the envelope. Try finding these words in print—in
magazines, newspapers, online, or in a book. Time yourself, or play against other students.

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Getting into Media: Contests!

Unit 12, page 819
SPELLING BEE FUN

Each year Scripps Howard National Spelling Bee final is held in Washington, D.C. Students with amazing
spelling ability from around the country meet to compete. The winner is declared the best speller in the land!
You can organize your own spelling bee as a fun way to study. Gather your friends and classmates and use
your weekly spelling list or words from your Word Study Notebook. One person serves as judge. This person
will read the words that are to be spelled and check the spellings the participants give.
Spellers can ask the judge about the word’s definition, part of speech, use in a sentence, and history/source.
Spellers can start over, once they’ve spoken part of the spelling of a word, but they can’t change the order
of letters they’ve already said aloud.
The competition goes in rounds, with each speller getting one word per round. Spellers stay in the
competition until they miss a spelling. The last speller standing wins.
Good luck!
Here are some of the words given in the first round of a recent national spelling bee.
prolegomenon oppidan solmizate
mahout litotes gobemouche
tularemia phyllophorous phaeochrous
saponin scintillation deracinated
exiguous archivalia ratafia
laloplegia mostaccioli veneniferous
cappelletti wunderkind mistigris
escamotage cytolysis entente
pahoehoe edulcorate funipendulous
Aesculapian austausch involucre

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Earth from Space”

Unit 12, page 824
atmosphere hurricanes tidal waves
earthquakes ozone
IDIOMS
Idioms are word phrases whose meanings are not literal. Idioms are found in English (and other languages)
and can be confusing if you’re unfamiliar with their meanings.
EXAMPLE
Summer vacation is just around the corner.
If you walk down the block and turn the corner, do you think you’ll find summer? Of course not! The saying
really means that summer will be here soon.
Studying idioms (what they mean and their origins) is fascinating and fun. As you learn more about idioms,
you may want to keep a section in your Word Study Notebook to record interesting idiomatic phrases.
Match each idiomatic expression with its meaning. Write the number of the idiom in front of the correct
definition.
Idiom Meaning
1. top dog ____ hurry up
2. gift of gab ____ not difficult
3. chill out ____ a boss or leader
4. rings a bell ____ face up to the truth
5. shake a leg ____ relax
6. dime a dozen ____ to be fond of talking
7. small potatoes ____ to sound familiar
8. see eye to eye ____ something that is inexpensive and/or easy to find
9. easy as pie ____ agree
10. get real ____ something that is not important

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Do you know any other idioms? Write five, with their definitions, here:
11. ___________________________________________________________________________________________
___________________________________________________________________________________________
12. ___________________________________________________________________________________________
___________________________________________________________________________________________
13. ___________________________________________________________________________________________
___________________________________________________________________________________________
14. ___________________________________________________________________________________________
___________________________________________________________________________________________
15. ___________________________________________________________________________________________
___________________________________________________________________________________________
Do you know what the following expressions mean? Write their definitions below.
16. Matt was cool as a cucumber while playing his trumpet solo at the concert.
meaning: __________________________________________________________________________________
17. Jennifer is on the ball. She always finishes her homework before dinner.
meaning: __________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
from Dear Ms. Demeanor

Unit 12, page 830
bad rap poor guy steer clear
oops! sharp
MIND YOUR MANNERS!

In the excerpts from the “Dear Ms. Demeanor” column, Ms. Demeanor gives kids etiquette advice. On
page 831, for example, she instructs readers on how to address an envelope. Here are her directions:
Write your name, street address, city and state with zip code at the top left corner on the front of the
envelope.
Your neighbor’s full name, such as Mr. John Smith, goes in the center of the front with street address,
city, and state. Don’t abbreviate the state name.
Never omit honorifics—Mr., Mrs., or Miss—from an envelope. The only word that can be abbreviated
on an address is Dr. for Doctor. Write everything else in full.
Using Ms. Demeanor’s guidelines, proofread the following envelopes. Correct any mistakes using
proofreader marks.
Jack Smith
421 Fifth Ave.
Anywhere, OH 34011
Sally Miller
24 Jackson Blvd.
Millertown, PA
25781
Tanya Blue
16 Tool Lane
Lennox, Tennessee
Dr. Joan Griggs

14 Noble St.
Bluehill, KY

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
Honorifics are social titles that convey respect. Other kinds of titles include military and those for elected
officials. Do you know what these titles mean?
Title: Refers to:
Reverend ______________________
Senator ______________________
Professor ______________________
Honorable ______________________
Captain ______________________
Ms. Demeanor suggests an all-purpose closing a letter is Sincerely, followed by your name. Other common
closings are Yours truly, and Best regards. Can you think of other closings you might use when signing
letters?
Invitations have a language of their own. Do you know what the following phrases mean?
Phrase: Meaning:
RSVP ______________________
Regrets only ______________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Beads & Bangles”

Unit 12, page 838
assortment in-stock spool
bobbins mass strand
doz
CLICHÉS
Clichés are phrases that are overused and thus boring to hear or read. Although the use of clichés is
common, try to avoid them in your own writing.
EXAMPLE Gina’s hair is neat as a pin.
Do you know any clichés? Write three with their meanings below.
1. cliché: _____________________________________________________________________________________
meaning: __________________________________________________________________________________
2. cliché: _____________________________________________________________________________________
meaning: __________________________________________________________________________________
3. cliché: _____________________________________________________________________________________
meaning: __________________________________________________________________________________
Rewrite these sentences so they don’t include the underlined clichés.
4. The team put up a good fight, but lost in the final minutes of the game.
___________________________________________________________________________________________
5. That morning radio announcer is full of hot air.
___________________________________________________________________________________________
6. My grades are falling, so I’d better hit the books.
___________________________________________________________________________________________
7. The substitute teacher was off the wall.
___________________________________________________________________________________________
8. Dana insists on going bowling and skating for her birthday. She really wants to have her cake and eat
it too.
___________________________________________________________________________________________
9. My uncle said I could have his fancy convertible car when I turn sixteen. Of course, he was just pulling
my leg.
___________________________________________________________________________________________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
“Hearing Under Siege”

Unit 12, page 843
cranked permanent
irreversible precautions
WORDS THAT REALLY MEASURE UP

Different kinds of measurement units have different names. Match these units with the thing they measure
by writing the number of the measurement unit in front of the correct definition. Use a dictionary if you do
not know what some of the units are.
Unit Measures
1. decibels ____ depth of water
2. knots ____ distance
3. pounds ____ power
4. degrees ____ sound
5. watts ____ weight
6. fathom ____ boat speed
7. meters ____ temperature
Can you think of any other measurement units? Write three below.
8. ____________ measures _____________
9. ____________ measures _____________
10. ____________ measures _____________

CONTENTS
Name________________________________________ Class_____________________ Date ____________________
from The Adventures of Tintin:

The Black Island
Unit 12, page 850
cosh-stick robbery
evidence swear
COMIC BOOK CHATTER

Comic strips often use words that wouldn’t make a lot of sense in other contexts. These words can suggest
what a character is saying, an emotion, or a movement. In the excerpt from The Adventures of Tintin: The
Black Island, for example, the artist uses:
• ?
• Eek
• Aha!
• zzzzz
In the context of a comic strip story line, and with the help of clever illustrations, readers understand what
these blips and shrieks mean.
Listed below are some common words found in the funnies. Translate the comic book chatter below:
As seen in the Comics Translation
Yikes! ______________________
blah, blah, blah... ______________________
Zap! ______________________
drats! ______________________
oops! ______________________
grrrr ______________________
aieee! ______________________
aigh! ______________________
Look in the comic section of a newspaper. Highlight any comic book chatter you find. Translate what these
words mean in the context of the strip. Now replace the words in the strip with your translations. Which
words do you prefer—the original or the translations?

CONTENTS
Gr06anskey.qxd 10/1/03 11:06 AM Page 121
CONTENTS
Answer Key
“The Goodness of Matt Kaizer”
UNIT 1, PAGE 6
Speaking Slang
1. gross 6. to relax with friends
2. ate it up 3. the person with the worst behavior
3. baddest of the bad 4. to be afraid to do something
4. you’re chicken 1. disgusting
5. small straw of a sad slug 5. a person who appears to be weak
6. hanging out 2. to like something
7. sweet 7. great—a good thing or situation
8.–13. Responses will vary.
“Eleven”
UNIT 1, PAGE 21
Numbers Count
Words Numerals
eight 8
eleven 11
five 5
four 4
nine 9
one 1
one hundred 100
seven 7
six 6
ten 10
thirty-one 31
a thousand 1,000
three 3
two 2
© EMC D I S C O V E R I N G L I T E R AT U R E ANSWER KEY 121
CONTENTS
Numerals Words
1,000,000 one million
29 twenty-nine
14 fourteen
16,000 sixteen thousand
99 ninety-nine
A.–B. Responses will vary.
“Why”
UNIT 1, PAGE 27
Long Vowels
1. Mother fried (long i ) the bacon (long a ) on the campfire (long i ).
2. We (long e ) are quite busy (long e ) these (long e ) days.
3. Ralph brought his bow (long o ) and arrow (long o ) to the picnic.
4. Max fixed his boot (long u ) with glue (long u ).
5. I (long i ) would like (long i ) to go to France, but I’m afraid to fly (long i ).
6. The baby began to drool (long u ) and chew (long u ) on his toy.
7. Rose (long o ) asked the dentist to look at her tooth (long u ).
8. “Stop it!” my sister cried (long i ). “You (long u ) are being rude (long u )!”
9. The toad (long o ) hopped along the sidewalk (long i ).
10. My grandmother grows (long o ) beets (long e ), chives (long i ), and beans (long e ) in her
garden.
“Ta-Na-E-Ka”
UNIT 1, PAGE 35
Other Vowel Sounds
1. As my birthday drew closer, I had auful/awful nightmares about it.
2. It was bitter, and even grasshoppers were probably better tasting, although/olthough I never intended
to find out.
122 ANSWER KEY D I S C O V E R I N G L I T E R AT U R E © EMC

CONTENTS
“The All-American Slurp”

UNIT 1, PAGE 56
Morphemes
1. disgrace (page 48)
Is there a free morpheme? If so, what is its meaning? grace = manners, kindness to others
Is there a prefix? If so, what is its meaning? dis = opposite
Is there a word root? If so, what is its meaning?
Is there a suffix? If so, what is its meaning?
Prediction of word meaning: Responses will vary.
2. revolting (page 48)
Is there a free morpheme? If so, what is its meaning? revolt = disgust or shock
Is there a prefix? If so, what is its meaning?
Is there a suffix? If so, what is its meaning? ing = forms adjective
3. unison (page 48)
Is there a free morpheme? If so, what is its meaning?
Is there a prefix? If so, what is its meaning? uni = one
Is there a word root? If so, what is its meaning? son = sound
4. retreat (page 49)
Is there a free morpheme? If so, what is its meaning? retreat = draw back
Is there a prefix? If so, what is its meaning? re = back or again (possible answer)

CONTENTS
5. mortified (page 49)
Is there a word root? If so, what is its meaning? mort = death
Is there a suffix? If so, what is its meaning? fied (fy) = forms a verb
6. inflection (page 50)
Is there a free morpheme? If so, what is its meaning? inflect = curve or bend
Is there a prefix? If so, what is its meaning? in = not (possible answer)
Is there a suffix? If so, what is its meaning? tion = forms a noun
7. headwaiter (page 51)
Is there a free morpheme? If so, what is its meaning? head = person in charge
Is there a second free morpheme? If so, what is its meaning? waiter = one who serves food.
8. consumption (page 52)
Is there a word root? If so, what is its meaning? consume/consump = take or use up
Is there a suffix? If so, what is its meaning? -tion = forms a noun

CONTENTS
9. wallpaper (page 52)
Is there a free morpheme? If so, what is its meaning? wall = side of building or room
Is there a second free morpheme? If so, what is its meaning? paper = material used for writing or
covering things
10. Frenchman (page 52)
Is there a free morpheme? If so, what is its meaning? French = of or relating to France
Is there a second free morpheme? If so, what is its meaning? man = male human
“How Robin Hood Saved the Widow’s Three Sons”

UNIT 2, PAGE 74
More Morphemes
1. longbows (page 74)
Is there a free morpheme? If so, what is its meaning? long = having great length
Is there a second free morpheme? If so, what is its meaning? bow = weapon for shooting arrows
2. earnest (page 75)
Is there a free morpheme? If so, what is its meaning? earnest = serious

CONTENTS
3. disguise (page 75)
Is there a free morpheme? If so, what is its meaning? guise = costume or style of dress
4. propose (page 75)
Is there a free morpheme? If so, what is its meaning? pose = to put in place or to present for
consideration
Is there a prefix? If so, what is its meaning? pro = in favor
5. exchange (page 75)
Is there a free morpheme? If so, what is its meaning? change = to make different
Is there a prefix? If so, what is its meaning? ex = from out
6. himself (page 75)
Is there a free morpheme? If so, what is its meaning? him = male pronoun
Is there a second free morpheme? If so, what is its meaning? self = one’s own person
7. pretended (page 75)
Is there a free morpheme? If so, what is its meaning? pretend = give false appearance
Is there a suffix? If so, what is its meaning? -ed = forms past tense of verb

CONTENTS
8. impatiently (page 76)
Is there a free morpheme? If so, what is its meaning? patient = having or showing patience
Is there a prefix? If so, what is its meaning? im= not
Is there a suffix? If so, what is its meaning? ly = forms adverb
9. prepared (page 76)
Is there a free morpheme? If so, what is its meaning? pare = to cut down or make less
Is there a prefix? If so, what is its meaning? pre = before
Is there a suffix? If so, what is its meaning? -ed = forms past tense of verb
10. hangman (page 76)
Is there a free morpheme? If so, what is its meaning? hang = to put person to death with rope around
the neck
Is there a second free morpheme? If so, what is its meaning? man = male human being
11. thumbtack: thumb = the short, thick finger on a hand / tack = small nail
meaning: Responses will vary.
12. cookbook: cook = to make food / book = paper fastened together, pages have writing on them
13. kickball: kick = to strike with the foot / ball = round object used in games
14. heartbreaker: heart = center of person’s feelings / breaker = one who damages
15. earthworm: earth = ground / worm = thin animal with no legs
16. troublemaker: trouble = difficult situation / maker = one who causes something to become

CONTENTS
17. crossroads: cross = anything shaped like a cross / roads = paths for traveling on
18. anytime: any = one or some of a kind / time = period during which events occur
19. motorbike: motor = engine / bike = vehicle to ride on
20. whirlwind: whirl = to turn quickly in a circle / wind = moving air
from Still Me
UNIT 2, PAGE 80
Spelling the k Sound
D B G M C N G K W X
G K K G X L E E H S
H T A K V F C Y U I
Y C I Y C K H B J N
K A N G A R O O I L
B S T L R T F A T G
O E B D P R T R E H
P C E P E A K D J I
Y H J H T C X H T C
A R Y Y Z K F M N O
D O R S O M B G N N
L N R I J G G G U S
O I N C A D S G A T
M C H A R A C T E R
Q T L L V E J H J U
Q S O E V P S A B C
X G D I G O Q C G T

CONTENTS
“Joyriding”
UNIT 2, PAGE 92
More Vowel Sounds
1. about
oi / oo / ow
2. voice
oi / oo / ow
3. plural
oi / oo / ow
4. flower
oi / oo / ow
5. crowd
oi / oo / ow
6. brook
oi / oo / ow
7. employ
oi / oo / ow
8. cure
oi / oo / ow
9. voyage
oi / oo / ow
10. mouth
oi / oo / ow
A Woman Called Truth

UNIT 2, PAGE 105
Double Trouble
1. narrative or narative
2. apall or appall
3. occurred or occured

CONTENTS
4. address or adress
5. accidentaly or accidentally
6. accommodate or acommodate
7. aparent or apparent
8. attendance or atendance
9. begining or beginning
10. committee or comittee
11. embarass or embarrass
12. fulfil or fulfill
13. mispell or misspell
14. suceed or succeed
15. tomorow or tomorrow
16. parallel or paralel
17. accustomed or acustomed
18. warant or warrant
“Priscilla and the Wimps”

UNIT 2, PAGE 135
Spelling the s Sound
1. Priscilla (page 135) sc
2. pass (page 135) ss
3. agency (page 135) c
4. subtle (page 136) s
5. serpent (page 136) s
6. laceration (page 136) c
7. romance (page 136) c
8. swaggers (page 136) s
9. wittiness (page 137) ss
10. circling (page 137) c

CONTENTS
1
T
2
P R I N C E S S
3
S O
C U
4
M I S S I S S I P P I
E E
N R
5
C S L O P P Y
6 7
D A N C E
L
8
A C
9
S S I
10
S C E N T
E Y
D
Across
2. The princess lived in the castle with her parents, the king and queen.
4. The Mississippi is the longest river in North America.
5. Kim’s handwriting was sloppy and hard to read.
6. The waltz is a kind of dance.
10. The scent of her perfume is nice.
Down
1. Another word for pants is trousers.
3. Biology and physics are included in the field of science.
7. The teacher told the students in the class to be quiet.
8. A city is a very large town.
9. If you plant this seed, it will grow into a flower.

CONTENTS
“The Face of the Deep Is Frozen”

UNIT 3, PAGE 154
Shhhhh! Silent Letters!
Silent Letter Examples Your Word
b plumb answers will vary
bomb
tomb
g sign answers will vary
gnat
gnome
h rhyme answers will vary
thyme
rhinoceros
k knife answers will vary
know
knit
w wreath answers will vary
whole
writer

CONTENTS
Silent Letter Search

K G V M Y I Z F P M K K R T W P G R
W L E Y M J E X R X N G N A W I N G
J C M O W W Z P H J O J O U B H X E
R M S A S R W A Y Y C L J E C C I U
W Y O L Z X H N T B K H K T I K U J
R R F B O S Y U H N O K A C C K L F
A I I H A G B Q M W U W C U S X X E
N U J N F M G D E B T D V U O P B Q
G H G W K R I Y S S A R S J D H T Q
L O C I M L F E I Y E I K Q J B A B
E C A T W I E R G Q M O C U R H Y G
U E K D G N W I K L O L N U G G H Q
I C Q Q K O M D F W J K L M L P K Q
“Pompeii”
UNIT 3, PAGE 164
Contraction Action
1. does + not = doesn’t
2. you + have = you’ve
3. will + not = won’t
4. she + will = she’ll
5. was + not = wasn’t
6. should + not = shouldn’t
7. he + has = he’s
8. they + have = they’ve

CONTENTS
Dear Eloise,
Thank you for the gift of money for my twelfth birthday. You’re very thoughtful to always remember
You + are
my special day. I’ll be using the money to buy a new bike. We’re going camping this summer and
I + will We+ are
we’ll bring our bikes along to ride on the trails. What fun!
we + will
Thanks again, Eloise.
Your friend,
Chris
“The Springhill Disaster”

UNIT 3, PAGE 179
Rhyme Time
roll stone
bread sky
team coal
alone instead
lie seam
Rhyme responses will vary.
“The Cutoff: The Story of the Donner Party”

UNIT 3, PAGE 186
Solving the ie/ei Puzzle
A friend in need is a friend indeed.
correct/incorrect
spelling: friend
Children measuring below this hieght are not allowed on the roller coaster.
correct/incorrect
spelling: height

CONTENTS
Recieving Dock Entrance
correct/incorrect
spelling: Receiving
Randall Webster, Cheif of Police
correct/incorrect
spelling: Chief
Please do not feed the Riendeer
correct/incorrect
spelling: Reindeer
Neighborhood Garage Sales Today!
correct/incorrect
spelling: Neighborhood
Museum’s Ancient Artifacts Collection, Walk This Way
correct/incorrect
spelling: Ancient
Believe in Yourself!
correct/incorrect
spelling: Believe
Pie for Sale—One dollar per peice.
spelling: pie spelling: piece
University Sceince Lab
correct/incorrect
spelling: Science

CONTENTS
“The Wreck of the Hesperus”

UNIT 3, PAGE 202
Stormy Weather
eye hurricane
fault line earthquake
lava volcano
aftershock earthquake
tidal wave hurricane
crater earthquake
twister tornado
epicenter earthquake
Hockey
Responses will vary.
Soccer
Skateboarding
Gymnastics
Basketball
Other sport responses will vary.
“Big Wind” and “Child on Top of a Greenhouse”

UNIT 3, PAGE 211
Possessives
Special thanks to the student’s/students’ parents. Our/Our’ annual carnival was a great success because of
your’/your excellent volunteer work. The groups’/group’s efforts raised over one thousand dollars for the
gymnasium’s/gymnasiums’ new equipment. Thanks also to Rachel’s/Rachels’ mother, Jackie Washington,
who donated the painting for the silent auction. Its/It’s frame was beautiful, too!

CONTENTS
“My Friend Flicka”

UNIT 4, PAGE 231
Honing Your Word Study Skills
“Rikki-Tikki-Tavi”
UNIT 4, PAGE 250
Word Study Skills—Picture This
“Zlateh the Goat”

UNIT 4, PAGE 264
The f Sound
1. houneg
Do you have enough money for the bus?
2. eerrf
To find out what time the bus leaves, refer to the transit schedule.
3. tlnaehpe
The elephant is the largest land mammal.
4. aghlu
The clown made us laugh .
5. fndulo
Unfold the blanket and place it on the bed.
6. tbphaeal
Twenty-six letters make up the alphabet .
7. ehopn
Why don’t you phone your parents to see about a ride home?
8. cpayihls
Today I went to the doctor for my yearly physical .

CONTENTS
9. grouh
The road was bumpy and incredibly rough .
10. ystfana
Zach reads science fiction and fantasy novels.
“Shelter Shock”
UNIT 4, PAGE 272
Uh...Spelling the schwa Sound
Word Hunt
Find two words for each letter combination below in “Shelter Shock,” found on page 273 in your textbook.
al el il le
1. answers will vary answers will vary answers will vary answers will vary
2. answers will vary answers will vary answers will vary answers will vary
Word Scramble
3. plrAi
Olivia’s birthday is in April .
4. ecalm
A camel can live in the hot desert.
5. uzpezl
My grandmother likes to do the crossword puzzle everyday.
6. laepn
The panel of judges decided who would perform in the talent contest.
7. alnge
My mother calls me her little angel .
8. iararvl
We waited for the arrival of the airplane.
9. pcklei
I ordered by hamburger with mustard and a pickle .
10. endlee
Missy sewed on the button with a needle and thread.

CONTENTS
11. uppil
An eye’s pupil gets smaller in bright light.
12. tlmea
Gold is a metal and so is silver.
13. lmoar
The moral of the story is that it’s better to give than to receive.
“Cat on the Go”

UNIT 4, PAGE 292
Plural Noun Endings
Singular Plural
1. loaf loaves
2. box boxes
3. knife knives
4. potato potatoes
5. boy boys
6. mouse mice
7. fly flies
8. donkey donkeys
9. radio radios
10. ox oxen
Plural Singular
11. libraries library
12. echoes echo
13. roofs roof
14. reflexes reflex
15. porches porch
16. ideas idea
17. armies army
18. thieves thief
19. geese goose
20. wishes wish

CONTENTS
from Ranch of Dreams

UNIT 4, PAGE 308
Morpheme Review
1. correspondent (page 308)
Is there a free morpheme? If so, what is its meaning? correspond = to write letters to one another
Is there a suffix? If so, what is its meaning? -ent = one that performs (a specific action)
Actual Definition: news reporter
2. dislike (page 309)
Is there a free morpheme? If so, what is its meaning? like = to be fond of something
Actual Definition: to regard with disapproval or aversion (to not like)
3. converse (page 309)
Is there a free morpheme? If so, what is its meaning? verse = words written in a pattern
Is there a prefix? If so, what is its meaning? con = with
Actual Definition: reversed in order or action
4. objective (page 309)
Is there a free morpheme? If so, what is its meaning? object = thing that is wanted, goal
Is there a suffix? If so, what is its meaning? -ive= adjective form of a noun
Actual Definition: aim or goal

CONTENTS
5. galvanize (page 311)
Is there a word root? If so, what is its meaning? galvanism = direct current of electricity
(from Luigi Galvani)
Is there a suffix? If so, what is its meaning? -ize = to make
Actual Definition: to stimulate or excite
6. infuriate (page 311)
Is there a prefix? If so, what is its meaning? in = in
Is there a word root? If so, what is its meaning? fury = rage
Is there a suffix? If so, what is its meaning? -ate = act on
Actual Definition: to make furious, angry
7. prospective (page 311)
Is there a prefix? If so, what is its meaning? pro = in favor; forward
Is there a word root? If so, what is its meaning? spect = to look
Is there a suffix? If so, what is its meaning? -ive = that performs or does
Actual Definition: expected; would be
8. indelible (page 312)
Is there a prefix? If so, what is its meaning? in = not
Is there a word root? If so, what is its meaning? del = delete
Is there a suffix? If so, what is its meaning? -ible = capable of
Actual Definition: that cannot be erased

CONTENTS
9. incredibly (page 313)
Is there a free morpheme? If so, what is its meaning? credible = believable
Is there a prefix? If so, what is its meaning? in = not
Is there a suffix? If so, what is its meaning? -y = forms adverb
Actual Definition:
10. underfeeding (page 316)
Is there a free morpheme? If so, what is its meaning? under = less than
Is there a second free morpheme? If so, what is its meaning? feed = to give food to
Is there a suffix? If so, what is its meaning? -ing = forms gerund (noun)
Actual Definition:
“The Creation of Music”

UNIT 5, PAGE 334
Synonyms
1. rise (p. 335) Responses will vary.
2. quickly (p. 335) Responses will vary.
3. beautiful (p. 335) Responses will vary.
4. dawn (p. 335) Responses will vary.
5. mighty (p. 335) Responses will vary.
6. turbulent (p. 335) Responses will vary.
7. silent (p. 335) Responses will vary.
8. replied (p. 336) Responses will vary.
9. crush (p. 336) Responses will vary.
10. small (p. 336) Responses will vary.

CONTENTS
“Forever Young”
UNIT 5, PAGE 343
Antonyms
1. young: Responses will vary. Possible answers include old, ancient, mature.
2. always: Responses will vary. Possible answers include never, seldom, rarely.
3. true: Responses will vary. Possible answers include false, untrue.
4. courageous: Responses will vary. Possible answers include cowardly, wimpy.
5. swift: Responses will vary. Possible answers include slow, sluggish.
6. joyful: Responses will vary. Possible answers include sad, depressed.
7. stay: Responses will vary. Possible answers include go, leave.
8. high: Responses will vary. Possible answers include low.
9. loud: Responses will vary. Possible answers include soft, quiet.
10. question: Responses will vary. Possible answers include answer, response.
“Scarborough Fair”
UNIT 5, PAGE 351
Capitalization
1. The mississippi river is the longest river in North america.
2. Maya’s birthday is in july.
/owling on friday or Saturday.

3. We’re going B
4. We saw the white house when we were in washington, D.C.
5. The Fourth of July is also known as independence day.
6. She speaks french and spanish.
/eople will live on mars in the future.

7. Ralph thinks that P
8. In August, we’re going to see the grand canyon.
9. Jorge’s /
Family is from venezuela.
10. In October, many kids celebrate halloween by going to trick or treat.

CONTENTS
“Nothing But Drums” and “Three/Quarters Time”

UNIT 5, PAGE 357
Easily Confused Pairs
11. After dinner, we had pie for dessert .
12. It is colder this morning than it was last night.
13. I had a big problem, so I asked my mother for advice .
14. The principal of the school announced the pep rally.
15. Jerry took a deep breath and dove into the water.
16. The Wildcats were sad to lose the baseball game.
17. The teacher can’t accept gifts of money from students.
18. I go to school everyday except Saturday and Sunday.
19. The coarse wool of the old sweater felt rough and scratchy.
20. The desert sun is incredibly hot.
from To Be or Not to Bop

UNIT 5, PAGE 363
Syllabication Nation
Match each word with the example of how to divide its vowel-consonant pattern into syllables.
1. pedal v/v
2. dial vc/cccv
3. unknown vc/cv
4. embrace vc/v
5. upstream vc/ccv
6. minor vc/ccv
7. octave v/cv
Now draw a line between the syllables in the words.
8. d i / a l
9. e m / b r a c e

CONTENTS
10. m i / n o r
11. o c / t a v e
12. p e d / a l
13. o c / t a v e
14. u n / k n o w n
15. u p / s t r e a m
from The Hobbit

UNIT 6, PAGE 385
More Syllabication
Analyze these words, some of which are found in “The Hobbit,” using the process described above. Divide
each word into syllables.
1. z e / r o
2. s a d / n e s s
3. g r a / v y
4. d e / v o u r
5. i t / c h y
6. o d d / m e n t s
7. l i z / a r d
8. b l u n / d e r
9. d i s / a / g r e e
10. s h a m / b l e

CONTENTS
“The Tunnel”
UNIT 6, PAGE 401
Spelling by Syllables
Word Sort
categories:
Prefixes
in-/im-/il-/ir- un- pre-
imagined unblinking pretend
irregular prepared
initiative
impersonating
inhale
Suffixes
-ed -ing -ly -y
imagined hovering evidently dusty
trapped echoing deadly scruffy
originated unblinking dangerously stretchy
prepared impersonating extremely
“Dragon, Dragon”
UNIT 6, PAGE 412
Word Roots
“The Rebellion of the Magical Rabbits”

UNIT 6, PAGE 425
Accented Syllables
1. in sist’
2. de fi’ ance
3. ag’ ile

CONTENTS
4. sub ver’ sive
5. sauc’ y
6. par’ a lyze
7. ju’ bi lant
8. eth’ ics
9. twit’ ter
10. as cend’
“The Creation”
UNIT 7, PAGE 455
Verb Tenses
1. grew grow
2. was be
3. made make
4. fell fall
5. were be
6. swam swim
7. dove dive
8. caught catch
9. became become
10. flew fly
11. brought bring
12. began begin
present tense past tense
13. walk walked
14. think thought
15. skate skated
16. climb climbed
17. wiggle wiggled
18. jog jogged

CONTENTS
19. skip skipped
20. race raced
21. stretch stretched
22. bend bent
23. jump jumped
24. ski skied
“The Twelve Labors of Hercules”

UNIT 7, PAGE 460
More Accented Syllables
1. com po’ sure
2. de range’
3. di vert’
4. pro trude’
5. se rene’
Some words have two stressed syllables. In the dictionary, these words have two accent marks in their
entries. The larger mark shows the primary accent.
Place the accent marks on the correct syllables in these words from “The Twelve Labors of Hercules.” Use a
larger mark for the primary accent. Say each word aloud and try to hear the syllables you naturally stress.
Check your work in a dictionary.
6. o’ ver whelmed’
7. de ter’ mi na’ tion
8. pri’ ma’ ry
9. con grat’ u late’
10. a pol’ o gize’
Getting into Storytelling: On the Telling of Myths, Legends,

and Stories
UNIT 7, PAGE 466
Creating Language

CONTENTS
“The Singing, Springing Lark”

UNIT 7, PAGE 471
Spelling: Self-Correction
“The Magic Mortar”

UNIT 7, PAGE 480
Borrowing Foreign Words
“The Cow of No Color”

UNIT 7, PAGE 489
PAVE
“Don’t Step on a Crack”

UNIT 7, PAGE 494
More PAVE
“All Summer in a Day”

UNIT 8, PAGE 515
Context Clues—Introduction

CONTENTS
“The Woman and the Wolf”

UNIT 8, PAGE 525
Context Clues: Definitions and Restatements
1. To be aloof is to be unfriendly.
Write your own definition of aloof: Responses will vary.
2. My grandmother is an ardent admirer of Elvis—that is, she’s crazy about him!
Write your own definition of ardent: Responses will vary.
3. Randy was complacent, or satisfied, with a second place finish at the science fair.
Write your own definition of complacent: Responses will vary.
4. The rock star greeted the throng, or large group, of admirers with a big smile.
Write your own definition of throng: Responses will vary.
5. The pioneers decided to leave, forsaking their farmstead.
Write your own definition of forsaking: Responses will vary.
“I, Hungry Hannah Cassandra Glen”

UNIT 8, PAGE 538
Abbreviations
1. Write the abbreviation for the state you live in Responses will vary. .
2. Some months can be abbreviated (January, February, August, September, October, November, and
December). If your birthday falls in a month that has an abbreviation, write it here Responses will vary.
3. If an event is happening in the morning, it will occur at 10:00 a.m. If an event is happening in the
afternoon, it will occur at 2:00 p.m.
4. Dr. Doctor
5. Tues. Tuesday
6. lbs. pounds

CONTENTS
7. U.S.A. United States of America
8. TV television
9. UFO unidentified flying object
10. St. Street or Saint
11. SOS Save Our Ship
12. NEA National Education Association
13. Assoc. Association
14. Co. Company
15. Inc. Incorporated
“Raymond’s Run”
UNIT 8, PAGE 550
Context Clues: Compare and Contrast
1. The story was a fantasy, like an unreal dream.
compare / contrast
Write your own definition of fantasy:
2. For her graduation party, Cecile received a corsage that looked like a small copy of the flower
arrangement on the table.
compare / contrast
Write your own definition of corsage:
3. The campers are liable to catch a cold, as the weather was unfavorable and all their clothing and
equipment got wet.
compare / contrast
Write your own definition of liable:
4. The child was a piano prodigy, unlike his brother, who had no musical talent at all.
compare / contrast
Write your own definition of prodigy:

CONTENTS
5. The color of the room was ridiculous, like the hot pink of cotton candy.
compare / contrast
Write your own definition of ridiculous:
“The Boy Who Talked with Animals”

UNIT 8, PAGE 563
Context Clues: Synonyms and Antonyms
1. Once the commotion ended, a complete sense of quiet filled the room.
synonym / antonym
Write your own definition of commotion:
2. The consumption of gasoline decreased because people use less gas when its price increases.
synonym / antonym
Write your own definition of consumption:
3. The review said the movie was extraordinary and truly remarkable.
synonym / antonym
Write your own definition of extraordinary:
4. The party was gigantic and not the least bit intimate.
synonym / antonym
Write your own definition of intimate:
5. The lethal poison killed the rodents.
synonym / antonym
Write your own definition of lethal:

CONTENTS
“Potter’s Gray”
UNIT 8, PAGE 583
Context Clues—Prediction
Getting into Poetry: Power of the Pen

UNIT 9, PAGE 611
Rhyming and Spelling
Responses will vary. Possible responses are given for the commonly misspelled parts of the words.
1. separate
2. embarrass
3. fascinate
4. weird
5. mysterious
6. license
7. surprise
8. parallel
9. breathe
10. beggar

CONTENTS
Poetry: Imagery and Shape

UNIT 9, PAGES 615-625
Dictionary
A and D B E C
as • phalt \’as-,folt\ n [ME aspalt, fr. LL aspaltus, fr. Gk asphaltos]
1: a brown to black bituminous substance that is found in natuarl beds and is also obtained as a residue in
F petroleum refining and that consists chiefly of hdrocarbons 2: an asphaltic composition used for pavements
and as a waterproof cement — as • phalt • ic \’as-,folt-tik\ adj
A. spelling
B. pronunciation
C. word origin
D. syllable division
E. part of speech
F. definition
Poetry: Sound
UNIT 9, PAGES 630–657
More on Pronunciation
Pronunciation Word
—
1. yoo you
2. hw¯t white
3. bäks box
4. jä jaw
5. ¯ I
6. ev ‘ər ever
7. kik kick
8. hav have
9. oint ‘ ment ointment
10. ə gen’ again

CONTENTS
Word Pronunciation
11. youth —th

yoo
12. pray prā
13. law lä
14. life l¯f
15. clever klev ər
16. case kās
17. brain brān
18. most most
19. manage man əj
20. hair hā r
21. – 29. Responses will vary.
More on Definitions
30. What is an automat?
An automat is a coin-operated cafeteria. Food is stored in little compartments until a person makes a
purchase.
31. How many definitions does your dictionary have for the word sedate? What part of speech is the word
sedately?
Webster’s New Collegiate Dictionary gives two definitions for the words sedate. Sedately is an adverb.
32. _________ is a synonym for the word tattered.
Ragged is a synonym for the word tattered.
33. How many definitions does your dictionary have for the word askance?
Webster’s New Collegiate Dictionary gives two definitions for the word askance.
34. Write how the word amused is used in an example in your dictionary.
Webster’s New Collegiate Dictionary gives the following example for amused:
Amuse the child with a story.
The joke doesn’t amuse me.
35. Does the term human being appear in your dictionary as a single entry? If not, how would you suggest
finding out the meaning of the phrase?
Human being is not an entry in Webster’s New Collegiate Dictionary. Look up each word separately.

CONTENTS
Poetry: Narrative
UNIT 9, PAGES 662-666
Dictionary Review: Putting it All Together
Poetry: Lyric
Semantic Family Mapping: City Talk
Responses will vary. Possible responses are given.
Routes
avenue
boulevard
street
thoroughfare
trail
Types of city (sizes)
city
town
village
metropolis
community
Sections/parts of a city
block
district
downtown
plaza
park
square
neighborhood

CONTENTS
Poetry: Translated Verse

Word Choice
“All the World’s a Stage”

UNIT 10, PAGE 695
Using a Thesaurus
Responses will vary. Possible responses are given.
Words Synonyms
players musician, musico, performer, actor, bettor
exit depart, leave
entrances entry, ingress, admission
time hitch, stretch, period, season, schedule, clock
parts piece, role, share
quarrel argue, argument
modern current, latter-day, modern-day, contemporary
spectacles display

CONTENTS
The Ugly Duckling

UNIT 10, PAGE 697
Word Origins
A F T C X O G Y H E I U Z R W N
Z W C R C Q Y D O N F T S A B K
J E L R G A K Q G O D W F E O R
M O D F I N H T F W F Q W B C O
E E I A T F O I A I C G U Y E T
K W Y Z L I W A D A N N L D G L
M P O K B B E I G H I D Z D P K
K Q J L P N R O L C D R U E G J
K C X Z O A C E T W B U V T E K
M M O H D M X L L A R Q A V D C
V F P C U K N D H L N M V U T K
Z P E X N L B I K E O S C T T N
C H D E X A G A C R R R X F U O
N D M A L W H D D T U Z D C K M
S N A K L E E N E X A T H A H N
K L Y O N I U A H S O B Q Z M N
D J M N M A N B A O A P I F Y L
R E R E L T E N U K J M E X O H
Auto: shortened word Kleenex: brand name
NBA: acronym Band-Aid: brand name
Rollerblade: brand name phone: shortened word
UFO: acronym Laundromat: brand name
Walkman: brand name PC: acronym
bike: shortened word CD: actonym
NASA: acronym John Hancock: people/place
Teddy bear: people/place

CONTENTS
In the Fog
UNIT 10, PAGE 717
Word Study: Parts of Speech Classification
Word people, actions describes describes Use the word in a sentence
place, thing (verbs) people, place, action
(noun) thing (adjective) (adverb)
drifting X Responses will vary.
arrogant X Responses will vary.
scrutinize X Responses will vary.
indecision X Responses will vary.
moonshiner X Responses will vary.
gauze X Responses will vary.
dangerously X Responses will vary.
fumbling X Responses will vary.
fastened X Responses will vary.
“Madam C. J. Walker”
UNIT 11, PAGE 740
Word Study: Vocabulary Cards
“Satchel Paige”
UNIT 11, PAGE 749
Word Study: Definition Map
from Geronimo’s Story of His Life

UNIT 11, PAGE 759
Word Study: Word Wheel

CONTENTS
from Gorillas in the Mist

UNIT 11, PAGE 768
Word Study: Word Meaning Feature Analysis
Sports Uses Ball Individual Equipment Involves
Sport Includes Net Running
soccer X X X
baseball X X
hockey X
marathon running X
karate X
“The Five ‘Wanderers’ of the Ancient Skies”

UNIT 11, PAGE 777
Blends
“Night”
UNIT 11, PAGE 787
Excuse Me, Do You Have the Time?
1. ipAlr
April showers bring May flowers.
2. saryhdTu
The day after Wednesday is Thursday .
3. usiners
Jack got up before sunrise to deliver newspapers.
4. uamnut
The season before winter is autumn .
5. htiidgmn
Tina stayed up past midnight on New Year’s Eve.
6. mbterpeeS
The first day of school is usually in August or September .

CONTENTS
7. wedkene
During the weekend we do not go to school and our parents do not go to work.
8. nwda
Leslie woke up at dawn to watch the sun rise.
9. itwern
Winter is the coldest of the seasons.
10. tinhmgie
After dinner, during the nightime , our family watches TV together.
11. Saduyn
Saturday and Sunday are weekend days.
12. itliwtgh
Twilight is the light of the sky between sunset and night and between night and sunrise.
“A Breath of Fresh Air?”

UNIT 11, PAGE 794
Create a Word Study Notebook
Getting into Media: Contests!

UNIT 12, PAGE 819
Spelling Bee Fun
“Earth from Space”

UNIT 12, PAGE 824
Idioms
Idiom Meaning
1. top dog 5. hurry up
2. gift of gab 9. not difficult
3. chill out 1. a boss or leader
4. rings a bell 10. face up to the truth

CONTENTS
5. shake a leg 3. relax
6. dime a dozen 2. to be fond of talking
7. small potatoes 4. to sound familiar
8. see eye to eye 6. something that is inexpensive and/or easy to find
9. easy as pie 8. agree
10. get real 7. something that is not important
16. Matt was cool as a cucumber while playing his trumpet solo at the concert.
meaning: not nervous, relaxed.
17. Jennifer is on the ball. She always finishes her homework before dinner.
meaning: organized, in control, does things in timely fashion
from Dear Ms. Demeanor

UNIT 12, PAGE 830
Mind Your Manners!
Jack Smith
421 Fifth Ave. Avenue
Anywhere, OH 34011
Ohio Ms. Sally Miller
24 Jackson Blvd. Boulevard
Millertown, PA Pennsylvania
25781
Tanya Blue
16 Tool Lane
Lennox, Tennessee
need zip code
Dr. Joan Griggs
14 Noble St. Street
Bluehill, KY Kentucky
need zip code
Title: Refers to:

Reverend A religious leader.
Senator An elected official.
Professor A teacher at a college or university.
Honorable A judge.
Captain An armed services title or the person in charge of a ship or airplane.
Phrase: Meaning:
RSVP Please let the person hosting the event know if you will attend or not.
Regrets only Please let the person hosting the event know if you will not be attending.
CONTENTS
“Beads & Bangles”

UNIT 12, PAGE 838
Clichés
4. The team put up a good fight, but lost in the final minutes of the game.
The team tried really hard, but lost in the final minutes of the game.
5. That morning radio announcer is full of hot air.
That morning radio announcer talks a lot of nonsense.
6. My grades are falling, so I’d better hit the books.
My grades are falling, so I’d better study.
7. The substitute teacher was off-the-wall.
The substitute teacher was a little odd.
8. Dana insists on going bowling and skating for her birthday. She really wants to have her cake and eat it
too.
Dana insists on going bowling and skating for her birthday. She really wants to have it all.
9. My uncle said I could have his fancy convertible car when I turn sixteen. Of course, he was just pulling
my leg.
My uncle said I could have his fancy convertible car when I turn sixteen. Of course, he was just teasing me.
“Hearing Under Siege”

UNIT 12, PAGE 843
Words that Really Measure Up
Unit Measures
1. decibels 6. depth of water
2. knots 7. distance
3. pounds 5. power
4. degrees 1. sound
5. watts 3. weight
6. fathom 2. boat speed/wind
7. meters 4. temperature
Can you think of any other measurement units? Write two below.
8. – 10. Responses will vary.

CONTENTS
from The Adventures of Tintin: The Black Island

UNIT 12, PAGE 850
Comic Book Chatter
As seen in the Comics Translation
Yikes! A statement of surprise—like “gee whiz!”
blah, blah, blah . . . Suggests that someone is talking on and on.
Zap! Used to suggest something physical—like a shock
drats! “Shoot” or “darn it”
oops! Used if something goes awry
grrrr Can suggest physical effort or disappointment
aieee! A general shriek.
aigh! Another general shriek.
Index of Vocabulary Topics and Activities

Abbreviations and Acronyms, 81 Mind Your Manners, 115 The f Sound, 38
Accented Syllables, 60 More Accented Syllables, 63 Uh…Spelling the schwa Sound, 39
Antonyms, 48 More Morphemes, 12 Using a Thesaurus, 98
Blends, 108 More on Definitions, 92 Verb Tenses, 61
Borrowing Foreign Words, 67 More on Pronunciation, 90 Word Choice, 96
Capitalization, 49 More PAVE, 72 Word Origins, 99
Clichés, 117 More Syllabication, 55 Word Roots, 58
Comic Book Chatter, 119 More Vowel Sounds, 18 Word Study Skills—Picture This, 36
Context Clues, 91 Morpheme Review, 44 Word Study: Definition Map, 103
Context Clues: Compare and Morphemes, 8 Word Study: Parts of Speech
Contrast, 82 Numbers Count, 2 Classification, 101
Context Clues: Definitions and Other Vowel Sounds, 6 Word Study: Vocabulary Cards, 102
Restatements, 79 PAVE, 68 Word Study: Word Meaning Feature
Context Clues: Prediction, 86 Plural Noun Endings, 41 Analysis, 106
Context Clues: Synonyms and Possessives, 33 Word Study: Word Wheel, 104
Antonyms, 84 Rhyme Time, 28 Words that Really Measure Up, 118
Context Clues—Introduction, 78 Rhyming and Spelling, 88
Contraction Action, 26 Semantic Family Mapping: City
Create a Word Study Notebook, 111 Talk, 95
Creating Language, 64 Shhhhh! Silent Letters, 24
Dictionary Review: Putting it All Solving the ie/ei Puzzle, 29
Together, 94 Speaking Slang, 1
Dictionary, 89 Spelling Bee Fun, 112
Double Trouble, 20 Spelling by Syllables, 56
Easily Confused Pairs, 50 Spelling the k Sound, 16
Excuse Me, Do You Have the Spelling the s Sound, 22
Time?, 109 Spelling: Self-Correction, 66
Honing Your Word Study Skills, 34 Stormy Weather, 31
Idioms, 113 Syllabication Nation, 53
Long Vowels, 4 Synonyms, 47

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EMCParadigm Publishing Saint Paul, Minnesota

Published by EMC/Paradigm Publishing

Printed in the United States of America

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

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Keeping a Word Study Notebook

© EMC R E S P O N D I N G T O L I T E R AT U R E VOCABULARY RESOURCE vii

Spelling Memory Aids

1) look at the word closely

2) say the word out loud

3) cover the word and picture it in your mind

4) write the word

5) check your spelling

6) rewrite the word correctly.

viii VOCABULARY RESOURCE R E S P O N D I N G T O L I T E R AT U R E © EMC

© EMC R E S P O N D I N G T O L I T E R AT U R E VOCABULARY RESOURCE ix

COMMON WORD ROOTS

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ped foot pedal, pedestrian

© EMC R E S P O N D I N G T O L I T E R AT U R E VOCABULARY RESOURCE xi

Name________________________________________ Class_____________________ Date ____________________

“The Goodness of Matt Kaizer”

REVIEW: VOCABULARY FROM THE SELECTION

Slang Phrases Meanings

2. ate it up ___ the person with the worst behavior

3. baddest of the bad ___ to be afraid to do something

4. you’re chicken ___ disgusting

5. small straw of a sad slug ___ a person who appears to be weak

6. hanging out ___ to like something

7. sweet ___ great—a good thing or situation

Slang Phrases Meanings

10. __________________________________ C. __________________________________

11. __________________________________ D. __________________________________

12. __________________________________ E. __________________________________

13. __________________________________ F. __________________________________

© EMC D I S C O V E R I N G L I T E R AT U R E VOCABULARY RESOURCE 1

Name________________________________________ Class_____________________ Date ____________________

one hundred ____

2 VOCABULARY RESOURCE D I S C O V E R I N G L I T E R AT U R E © EMC

Name________________________________________ Class_____________________ Date ____________________

The numbers below are written as numerals. Translate them to words.

How old are you?

B. Write your age as a numeral: ____

© EMC D I S C O V E R I N G L I T E R AT U R E VOCABULARY RESOURCE 3

Name________________________________________ Class_____________________ Date ____________________

REVIEW: VOCABULARY FROM THE SELECTION

Sound Spelling Examples Your Word

Long a (a– ) a snake, flavor, plane

ai mail, train, faint

ei sleigh, weight, neighborhood

Long e (e– ) e me, even, recent

ea heat, teach, please

ee street, green, greed

ei seize, neither, deceive

y quickly, fishy, fairy

Long i ( –ı ) i time, bribe, mile

ie lie, vie, spied

Name______________________________ Class_ Date __________

10. C.

11. D.

12. E.

13. F.

Name______________________________ Class_ Date __________

Name______________________________ Class_ Date __________

Name______________________________ Class_ Date __________

Name______________________________ Class_ Date __________

1. Mother fried (long ) the bacon (long ) on the campfire (long __ ).

2. We (long ) are quite busy (long ) these (long __ ) days.

4. Max fixed his boot (long ) with glue (long ).

7. Rose (long ) asked the dentist to look at her tooth (long ).

9. The toad (long ) hopped along the sidewalk (long ).

Name______________________________ Class_ Date __________

Name______________________________ Class_ Date __________

3.

4.

5.

Name______________________________ Class_ Date __________

Name______________________________ Class_ Date __________