Name Stones . . . Petroglyphs

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DVD•80 Spelling Final Syllable Patterns

Home Activity Your child is learning about final syllable patterns. Ask your child to pick a list word and spell it the way it sounds.

Final Syllable Patterns

Word Sort Sort the list words by the spelling of the final syllable.

al 1. ___________________

2. ___________________

le 3. ___________________

4. ___________________

or 5. ___________________

6. ___________________

7. ___________________

8. ___________________

9. ___________________

10. ___________________

11. ___________________

er 12. ___________________

13. ___________________

14. ___________________

en 15. ___________________

16. ___________________

17. ___________________

on 18. ___________________

19. ___________________

20. ___________________

Spelling Words 1. ancestor 2. hospital 3. grumble 4. sponsor 5. superior 6. escalator 7. encounter 8. shoulder 9. skeleton 10. forbidden

11. appetizer 12. identical 13. abandon 14. governor 15. endeavor 16. outspoken 17. durable 18. lengthen 19. cinnamon 20. interior

Challenge Words 21. interpreter 22. bachelor 23. accelerator 24. acquittal 25. misdemeanor

Challenge Words

al 21. ___________________

er 22. ___________________

Generalization  Vowels in final syllables often sound alike even when they are spelled differently: hospital, grumble, sponsor, shoulder, forbidden, abandon. 

or 23. ___________________

24. ___________________

25. ___________________

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Family Times DVD•81

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Name

Stones, Bones, and PetroglyphsA group of students takes a weeklong fieldtrip to Crow Canyon, Colorado, to learn about the ancient Pueblo people who once lived there. They become archaeologists for a week—digging through dirt and sand to find artifacts, interpreting the artifacts, and using ancient methods to do chores. At the end of a week, they have gained an appreciation for both the ancestral Puebloans and the work that archaeologists do.

ActivityA Puebloan Chef Imagine you live in an ancient Puebloan village and you have to prepare dinner. Think about all the steps you would have to complete to build a fire and prepare the food using ancient methods. What does this reveal about the Pueblo people? How can we learn about the Pueblo people by using artifacts to imagine their daily lives? Discuss these questions with a family member.

Summary

Graphic SourcesGraphic sources such as charts, graphs, and time lines show information visually. Previewing graphic sources in a text will help you identify and understand the topic. As you read, compare the graphic sources with information in the text. Sometimes creating your own graphic sources while you read will help you understand and remember the material in the text.

ActivityPictures and Words Find a newspaper article that contains text and a graphic source. After looking over the graphic source, read the article aloud with a family member. Talk about how the graphic source helps you understand the article’s topic.

Comprehension Skill

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DVD•82 Family Times

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Action and Linking VerbsAn action verb tells what a subject does. For example: The boy works. “Works” is an action verb because it tells what the boy is doing. A linking verb joins a subject with a word or words in the predicate that tell something about the subject, such as what the subject is or how the subject feels. For example: The boy is a student. “Is” is a linking verb because it links “boy” (the subject) to “a student” (the predicate). Linking verbs include forms of be (am, are, is, was, were), as well as seem, feel, and become.

ActivityVerb Trade Play this game with two family teams. Take turns picking short sentences out of a story. If the verb in a sentence is an action verb, change it to a linking verb. If the verb is a linking verb, change it to an action verb. Use the same subject for your new sentence, but add or subtract other words as needed to give the new sentence meaning. For example: Tom visited the blacksmith; Tom was the blacksmith in his town.

Words to KnowKnowing the meanings of these words is important to reading Stones, Bones, and Petroglyphs. Practice using these words.

Vocabulary Wordsalcoves recesses or large, hollow spaces in wallsdecades periods of ten yearsobsidian a hard, dark, glassy rock that is formed when lava coolsprehistoric from a time before recorded historypueblo a Native American village consisting of houses built of adobe and stone, usually with flat roofs and often several stories hightrowels flat-bladed tools used for spreading or smoothing plaster or mortar

Lesson Vocabulary

Practice Tested Spelling Words

Conventions

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Comprehension DVD•83

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Graphic Sources

• Graphic sources, such as charts, diagrams, and time lines, show information visually.

• Asyouread,comparewrittenwordstothegraphicsourcesforabetterunderstanding.

Directions Study the diagram. Then answer the questions.

1. How does the caption help you understand the diagram?

2. In what type of article would you find this diagram?

3. How does the diagram enhance the information in the caption?

4. Why do you think a pithouse was entered through the roof?

5. If you were writing an article using this diagram, which text structure would you use to write the article?

TheancientPueblopeoplelivedinpithouses,partiallyundergrounddwellings made of mud and wood. Mostpithouseswereenteredthroughtheir roofs.

Earth Bench

Fire Pit

Air Vent

RoofFraming Poles

Pithouse Plan, Circa AD 500

Home Activity Yourchildstudiedadiagramandansweredquestionsaboutit.Withyourchild,discusshowgraphicsourceshelpusreadandlearn.

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DVD•84 Comprehension

Stones…Petroglyphs

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Compare and ContrastDirections Read the article. Then answer the questions below.

Life for the ancient Puebloans was extremely different from modern-

day life. Basic necessities, such as food and shelter, required a lot of work for the Pueblo people. To build their homes, they first had to dig a hole in the ground. They dug using sticks and baskets. To cut down the logs for their houses, they used stone axes. Today we have powerful machinery to cut down trees and build our homes.

Puebloans couldn’t go to a grocery store to buy the food they needed. To make flour,

they grew corn, dried it, and ground it into flour by mashing it with a stone. Instead of using a stove, the Pueblo people had to build their own fire.

Despite the many differences, the ancient Pueblo people and modern humans do share some similarities. The Pueblo people lived in communities, raised families, and had the same basic needs that we have today.

1. Contrast how the Pueblo people built their homes and how we build our homes today.

2. Contrast the way the Pueblo people prepared food with the way people prepare food today.

3. Think of your favorite meal. How would you make this meal if you lived in a Pueblo village?

4. Imagine that two thousand years from now, someone is digging up artifacts from your life. How might these artifacts contrast with those left behind by the Pueblo people.

5. Compare the Pueblo people to people today.

Home Activity Your child read a short passage and compared and contrasted modern life with life in an ancient Pueblo village. Talk with your child about ways your childhood is similar to or different from his or hers.

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Name Stones…PetroglyphsC

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Conventions Action and Linking Verbs DVD•85

Home Activity Your child learned how to use action and linking verbs in writing. Have your child write four sentences about an event at school. Ask your child to use two action verbs and two linking verbs in the sentences.

Action and Linking VerbsDirections Add your own action verb to complete each sentence. Write the sentence on the lines.

1. Women the clothes with homemade soap.

2. Amanda to school because there were no buses.

3. The girls long hours in the hot kitchen.

4. Alex his finger when he touched the hot metal.

5. The blacksmith’s apprentice the trade by watching and practicing.

Directions What do you think it was like to live in the 1800s? Write three sentences that describe what life was like. Use a linking verb in one sentence. Use action verbs in the other two sentences.

6.

7.

8.

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Name Stones…Petroglyphs

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DVD•86 Spelling Final Syllable Patterns

Home Activity Your child has learned to spell words that end with syllables that sound alike but are spelled differently. Ask your child to use list words in sentences.

Final Syllable Patterns

Words in Context Write a list word to complete each sentence.

1. This table is as ___ as a piece of iron.

2. That person is as thin as a ___.

3. She keeps her house as clean as a ___.

4. My sisters look so much alike that they could be ___ twins.

5. I took the ___ to the second floor.

6. A preview before a movie is like a(n) ___ before dinner.

7. Being in the ___ of a submarine is like living in a tube.

8. My best friend’s grades are always ___ to mine.

9. My stomach starts to ___ when I’m hungry.

10. I am ___ from going into my older sister’s room.

Definitions Write the list word that matches the definition.

11. assume responsibility

12. meet; come up against

13. leave behind or alone

14. family member who lived long before you

15. make longer

16. spoken without reserve

17. aromatic spice

18. determined effort

19. leader of a state

20. between neck and arm

1. ___________________

2. ___________________

3. ___________________

4. ___________________

5. ___________________

6. ___________________

7. ___________________

8. ___________________

9. ___________________

10. ___________________

Spelling Words

ancestor hospital grumble sponsor superiorescalator encounter shoulder skeleton forbiddenappetizer identical abandon governor endeavoroutspoken durable lengthen cinnamon interior

11. ___________________

12. ___________________

13. ___________________

14. ___________________

15. ___________________

16. ___________________

17. ___________________

18. ___________________

19. ___________________

20. ___________________

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Home Activity Your child studied a time line and answered questions about it. With your child, research information about a favorite activity. Create a graphic source to show that information.

Comprehension DVD•87

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Graphic Sources

• Graphic sources, such as charts, diagrams, and time lines, show information visually.

• Asyouread,comparewrittenwordstothegraphicsourcesforabetterunderstanding.

Directions Study the time line. Then answer the questions.

Chronology of Puebloan Cultural Periods from 750–1300Characteristics Houses include both pithouses and

aboveground houses with multiple rooms, some made of wood and adobe; crude masonry; pottery includes plain

and decorated styles

Houses primarily built of stone masonry; some public architecture for large gatherings;

elaborate black-on-white pottery abundant

Period

750 800Years 850 900 950 1000 1050 1100 1150 1200 1250 1300700

Pueblo I 750–900

Pueblo II 900–1150

Pueblo III 1150–1300

Cliff dwellings in some areas and large pueblos and

farmland in other areas; toward end of period, Pueblo people

migrate south

1. What does this time line tell you?

2. What type of article might include a time line like this?

3. Which period was the longest? How many years was it?

4. What does this time line tell you about how cultural periods are defined?

5. What is another way this information could be depicted visually?

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Name Stones…Petroglyphs

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DVD•88 Conventions Action and Linking Verbs

Action and Linking VerbsDirections Write A if the underlined word is an action verb. Write L if the underlined word is a linking verb. Write PN if the underlined word is a predicate nominative.

1. Julie was a gifted seamstress and baker.

2. Aaron hammered the red hot metal.

3. The children play hopscotch all afternoon.

4. Anna became competent with a needle and thread.

5. Nellie is the fastest horse in the stable.

Directions Underline each action verb. Circle each linking verb.

6. The handmade candles were warm and greasy.

7. Ben scratched at the dirt with a hoe.

8. Liz sketched the old barn with a piece of charcoal.

9. The air smells fresher in the country.

10. Josie and Walt paddled the canoe down the river.

Directions Circle A if the verb is an action verb. Circle L if it is a linking verb.

11. Jake was an apprentice for a blacksmith. A L

12. Every day he walked to the smithy from his house. A L

13. The smithy appeared hot and dusty. A L

14. The blacksmith pounded on the anvil. A L

15. Jake pumped the bellows. A L

16. Smoke filled the room. A L

17. He wore heavy leather gloves. A L

18. It seemed the perfect job for Jake. A L

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