persuasive essay unit 2 writing workshop - ellis family -...
TRANSCRIPT
Un
it 2
Wri
tin
g W
ork
sho
pObjectives Identify features of
persuasive writing Plan and organize ideas by
using a graphic organizer to prewrite
Draft and revise a persuasive essay; employ appropriate format
Proofread, publish, and present a persuasive essay
Materials
Unit Writing Transparencies 712
Persuasive EssayRead Like a Writer
Read the following excerpt from the I Have a Dream speech by Dr. Martin Luther King, Jr. Explain to students that this excerpt is an example of persuasive writinga form in which the writer tries to convince an audience to adopt a position or take action. Ask students to listen for
Dr. Kings opinion, his point of view;
what Dr. King wants the audience to think or do;
the reasons Dr. King uses to support his opinion;
the logical order of the reasons;
the opinion words Dr. King uses.
Discuss the FeaturesAfter reading, discuss the following questions with students.
What does Dr. King want the audience to do? (Possible response: He wants people to continue to work for equal rights. He wants the nation to ensure equal rights for all.)
How does Dr. King use language to persuade his audience? (Possible response: He uses opinion words, such as must, and he repeats words and phrases for emphasis.)
Features of Persuasive Writing
It states the writers opinion, his or her point of view.
It tries to persuade the audience to think a certain way or take a certain action.
It supports the opinion with convincing arguments.
It organizes reasons in logical order, includes helpful transition words, and concludes strongly.
It includes opinion words, such as should.
I Have a Dream
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation.
But one hundred years later, the Negro still is not free.
And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back. We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating for whites only. We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.Build Persuasive
Language Ask students to think of a cause or issue that they are passionate about and discuss why they are passionate about it. Then have them turn to a partner and try to persuade him or her to feel the same way. After a few moments, list with students language that they used to persuade and convince people: You should, you could, its important to, its not right that.
275A
Think, Pair, Share Have students explain their opinions to each other. Suggest that partners challenge each other by proposing possible arguments to each others opinions. Suggest that students add any additional reasons to their webs before they begin drafting their essays. Have volunteers share with the class how their partners helped them strengthen their arguments.
Flexible Pairing Option Pair students who have chosen different issues or who hold different opinions on the same issue.
Transparency 7
Unit Writing Transparency 7
PrewriteSet a Purpose Remind students that the purpose for writing a persuasive essay is to convince an audience to think, feel, or behave a certain way, or to take or avoid a certain action.
Know the Audience Emphasize that understanding the audience is key to effective persuasive writing. The writer must know what the audience thinks is important and then choose reasons, facts, and examples that will appeal to their concerns.
Choose a Topic Remind students to apply what they have learned about choosing a good topic. Have students brainstorm a list of home, school, or community issues that they care about. Tell students to choose one issue to narrow the focus for a persuasive essay. Ask students these questions to help them generate ideas:
What is your opinion about this issue?
What do you want your audience to think or do about this?
What arguments will persuade your audience?
What facts or examples help to make your case?
Mini Lesson ORGANIZATION
Display Transparency 7 and explain that together you will follow Kayla S.s progress as she develops a persuasive essay. With students, point out the following details in Kayla S.s web:
She states her opinion about wearing bike helmets.
She supports her opinion with three convincing arguments.
She uses opinion words, such as should.
Organize Ideas After discussing Kayla S.s web, ask students to create their own webs to plan their persuasive essays. Use Transparency 7 to demonstrate how to organize ideas.
Writing Topic Think of an issue you care about deeply. You might narrow your focus to something at home, at school, or in your community. Write a persuasive essay that takes a stand on this one issue. Remember to consider your audience as you choose the most persuasive reasons, facts, and examples to include in your essay.
Take a Stand 275B
Writers ResourcesUse the Internet Point out the Internet can be a valuable resource for locating statistics and other facts. Stress that there are millions of Web sites, many of which are unreliable or out-of-date. Explain that government agencies and organizations, such as libraries, museums, and educational institutions, usually provide sound information. Suggest also that students compare information from two or more credible sites to determine what facts are reliable. Also review how to use online reference sources, such as dictionaries and synonym finders.
Before allowing students access to the Internet, review Internet safety rules and school policy.
Un
it 2
Wri
tin
g W
ork
sho
p Draft Mini Lesson PERSONAL EXPERIENCE
Display Transparency 8 and read it with students. As you discuss Kayla S.s draft, point out the following features:
When I read this draft, I notice Kayla S.s opening paragraph starts with a question and then states her opinion.
Every argument Kayla S. presents is designed to persuade the audience. She gives supporting reasons that are important to themsafety, discouraging teasing, and teaching good habits.
She organizes reasons in a logical order and puts the most important one firstsafety. She concludes with a strong statement.
She uses opinion words, such as should.
Remind students Kayla will revise and proofread her draft later.
Review Your Web Have students review their webs. As they write, tell them to refer to their webs regularly as they organize reasons, facts, and examples that support their opinions.
Write the Draft Remind students that the purpose of writing a first draft is to get their main ideas on paper.
Start by clearly stating your opinion in your introduction. You may wish to open with a question that you then answer.
Present convincing reasons that matter in your body.
Organize reasons in a sensible way, such as from most important to least. Create a strong opening and transitions between paragraphs. Conclude with a convincing statement, a summary of your main idea. Include opinion words.
Build Language Through Pair Work Ask students to point out the supporting reasons in Kayla S.s draft. Discuss how the reasons support each argument. Then ask students to look at their arguments and review their supporting reasons. Put students in pairs and have them state each argument and give their reasoning. Encourage students to help each other create stronger arguments and reasons.
Transparency 8
Unit Writing Transparency 8
275C
Revise Mini Lesson ORGANIZATION
Display Transparency 9 and point out how Kayla S. revises a good persuasive essay to make it excellent.
She adds the phrase, Its Time to Require to the opening title and Lets use our heads! to the conclusion to clarify her opinion and to strengthen her opening and closing. (Voice)
She revises a sentence in the first paragraph to include the opinion word should. (Word Choice)
In the second paragraph, she adds a detail about head injuries to support her argument. (Organization)
In the third paragraph, she adds the transition words another reason to help introduce a new argument, and she rearranges two sentences to clarify meaning. (Organization)
Point out that Kayla S. still needs to proofread her essay to make final corrections. Guide students to think about the following writing traits as they revise their persuasive essays.
Ideas and Content Do you clearly state your opinion? Do you provide reasons to explain and support your opinion?
Organization Does your persuasive essay start with a strong opening sentence? Do you state your opinion in the opening paragraph? Do you present your reasons in a logical order? Do transition words guide the reader through the essay?
Voice Do you consider your audience and write to persuade them? Is your position consistent from start to finish?
Word Choice Do you use strong, precise nouns to build arguments? Do you use opinion words, such as should and must?
Think, Pair, Share Ask students to read their revised drafts aloud to partners. Ask listeners to explain which of their partners arguments are most convincing and why. If listeners find an argument to be weak, ask what reasons would convince them to feel differently. Then ask several volunteers to share with the class how their partners helped them sharpen their arguments.
Flexible Pairing Option Consider pairing students of similar abilities.
Read Silently Before students listen to a partners read-aloud, allow time for students to read the draft silently. Provide each partner with a copy of the draft so one can read along as the other reads aloud.
Transparency 9
Unit Writing Transparency 9
Take a Stand 275D
Un
it 2
Wri
tin
g W
ork
sho
p
Transparency 10
Unit Writing Transparency 10
Have students read their essays aloud and present their visuals. Share these tips.
SPEAKING STRATEGIES
Use logical sequence to present ideas. Present effective introductions and conclusions.
Use gestures and vary tempo to emphasize important points.
Make eye contact.
LISTENING STRATEGIES
Distinguish facts from opinions; critique opinions.
Do not interrupt if you disagree; offer your opinion at the end.
Say something positive at the end, even if you do not agree with speaker.
Proofread Mini Lesson CONVENTIONS
Display Transparency 10. Point out Kayla S.s proofreading corrections: She capitalized the first letter in Ashford and School. She corrected the plural nouns injuries and lives. She added an apostrophe to a singular possessive noun. She added commas to separate items in a series and between a city and state.
Have students read and reread their writing to correct mistakes. Suggest that they proofread for one kind of error, such as punctuation, at a time. Review proofreading marks on Teachers Resource Book page 152. Have students apply them as they proofread. Tell them proofreading involves correcting punctuation, spelling, paragraphing, capitalization, and grammar. Remind them to capitalize proper nouns and to check plural nouns. Also remind them to use commas to separate items in a series and between cities and states.
TEACHER CONFERENCE
As students finalize their persuasive essays, circulate among them and ask the following questions to foster self-assessment: How did you clearly state your opinion on the issue? Are your reasons supported by strong facts and examples? Will the audience be persuaded by your arguments?
PublishAsk students to write or type final copies of their persuasive essays. Remind them to correctly form letters and use appropriate spacing between words, sentences, and paragraphs. Ask them to use standard margins. Encourage students to submit their essays to the school newspaper or other appropriate venue.
PRESENTATION
Invite students to give speeches based on their persuasive essays. Suggest that they pass out fliers and show charts or graphs to support their arguments.
Authors Chair Allow students who have done their best work to present their persuasive essays from the Authors Chair.
Think, Pair, Share Have students exchange papers and check their partners edited draft for errors. Encourage them to watch for errors in plural and possessive nouns as well as commonly misused words, such as like.
275E
Raising ScoresREAD AND SCORE
Display Transparency 11. Tell students to follow along as a volunteer reads the persuasive essay aloud. Then have students use the student rubric on Teachers Resource Book page 154 to assess the writing. Guide students to understand that this persuasive essay is only a fair writing sample, which would score a 2, and that they will work in groups to improve it.
RAISE THE SCORE
Point out the following shortfalls in the writing sample:
Ideas and Content The writer does not provide a clear statement of opinion in the first paragraph. The arguments are not as convincing and well developed as they could be.
Organization The essay contains two sentences about separating misbehaving dogs from people when one is sufficient.
Voice The essay does not show that this issue matters to the writer and so the essay is less persuasive to its audience.
Ask students to work in small groups to revise the essay to raise the score. Remind them to refer to the student rubric and to apply writing skills they have learned in this unit.
SHARE AND COMPARE
Ask groups to share their revised versions with the class, explaining how they improved the writing. Then display Transparency 12 to show the same essay written at an excellent level. Have each group compare their revised version with the transparency. Remind students that there is no single way to improve a paper. Although two papers may vary, they may both be considered excellent papers. Then have students review the persuasive essays they wrote to raise their scores.
Objective Revise a persuasive essay to
raise the writing score from a 2 to a 4
CREATE A RUBRIC
Copy and distribute the blank rubric form available on page 159 or 160 in the Teachers Resource Book. Review the key features of a persuasive essay. Tell students to consider these features as they create their own rubrics to assess writing samples. Students can choose to create simplified rubrics, but they must have these four levels: Excellent, Good, Fair, and Unsatisfactory.
Transparency 12
Unit Writing Transparency 12
Test Strategy
Take a Stand 275F
Un
it 2
Wri
tin
g W
ork
sho
p
Encourage students who are pleased with their persuasive essays to include their writing in their portfolios. Ask students to evaluate other work in their portfolios to determine the progress they are making. Remind students that portfolios should include more than just finished work. Have them make a list of other possible topics for future persuasive essays. Ask them to write a paragraph explaining what they might do differently the next time they write a persuasive essay.
SCORING RUBRIC FOR PERSUASIVE ESSAY
Excellent Good Fair Unsatisfactory
Ideas and Content Presents a clear opinion that is convincingly supported; interesting facts and examples included
Ideas and ContentStates an opinion; presents convincing arguments supported with facts and examples
Ideas and Content Tries to present an opinion; some reasons, facts, and examples are weak or undeveloped
Ideas and ContentDoes not state an opinion clearly; arguments are unsupported
Organization Opens with a clearly articulated opinion; presents reasons in logical order; uses effective transitions
Organization Opens with an interesting opinion; presents reasons in logical order; uses transition words to link thoughts
Organization Tries to structure a convincing argument, but logic is hard to follow; paragraphs may need more transition words
Organization Message lacks structure; ideas and details are disconnected
Voice Demonstrates a strong sense of audience and purpose; conveys an interest in the issue
Voice Tone is appropriate for audience and purpose; conveys involvement in the issue
Voice Shows little involvement with the issue; message may not connect with the audience
Voice Appears detached from the issue; writing is dull and unconvincing
Word Choice Uses opinion words to advance the argument; vocabulary clarifies the message
Word Choice Uses words appropriate for the issue and audience; uses opinion words
Word Choice Does not choose forceful words that convey an opinion; minimal use of opinion words; words overused
Word Choice Uses words that are inappropriate to the purpose or audience
Sentence Fluency Crafts sentences that flow naturally; original use of repetition may strengthen the persuasive position
Sentence Fluency Writes complete sentences that vary in structure and length; sentences are easy to follow
Sentence Fluency Some sentences may be choppy or awkward, making text hard to follow or read aloud
Sentence Fluency Sentences are incomplete, rambling, or otherwise difficult to understand
Conventions Is skilled in most writing conventions; editing is largely unnecessary
Conventions Spelling, capitalization, punctuation, and usage are mostly correct
Conventions Makes frequent errors that interfere with a clear reading of the essay
Conventions Makes serious errors in spelling, capitalization, punctuation, and usage
Presentation Text is easy to read, whether handwritten or word-processed; formatting enhances the message
Presentation Handwriting or word-processing is readable; formatting supports the message
Presentation Text is somewhat difficult to read; formatting or spacing is not uniform throughout
Presentation Text is difficult to follow due to inconsistently formed letters; formatting impedes the reader
4-Point RubricUse this four-point rubric to assess student writing.
3 2 14
Refer to Anchor Papers for persuasive essay on pages 196199 in the Unit and Benchmark Assessment for a sample of each writing level.
275G
Refer to Anchor Papers for persuasive essay on pages 196199 in the Unit and Benchmark Assessment for a sample of writing at different levels.
SCORING RUBRIC FOR PERSUASIVE ESSAY Exceptional Excellent Good Fair Poor Unsatisfactory
Ideas and ContentPresents a strong statement of opinion that is convincingly supported with original, insightful arguments
Ideas and ContentClear statement of opinion; cohesive, carefully detailed text with numerous facts and examples
Ideas and ContentPresents a solid statement of opinion that is supported with convincing reasons, facts, and examples
Ideas and ContentTries to present an opinion; some reasons, facts, and examples are unclear or inappropriate
Ideas and Content Opinion is not entirely clear; reasons are insufficient or undeveloped; facts and examples are few or inaccurate
Ideas and ContentDoes not state an opinion; arguments are unsupported or missing
Organization Opens with a creative, attention-grabbing, clearly articulated opinion; moves the reader easily through the logical stages of the argument
Organization Provides an engaging and clear statement of opinion; well-planned strategy enhances arguments logic
Organization Opens with an interesting sentence and statement of opinion; presents arguments and details in a logical order
Organization Tries to structure a persuasive essay, but the logic is sometimes hard to follow; text may need more transition words
Organization Lack of structure makes ideas hard to follow; few connections made between facts and opinion; details are inappropriately placed
Organization Extreme lack of structure interferes with readers understanding; ideas and details are disconnected
Voice Originality and deep involvement with the issue enhance the argument; strong personal message reaches out to audience
Voice Shows originality and a strong personal connection with the issue that speaks persuasively to the audience
Voice Attempts to bring a personal touch to the message; has obvious involvement in the issue; reaches out to the audience
Voice Shows little involvement with the issue; opinion comes across, but may not be clearly linked to the purpose and audience
Voice Is not involved in sharing opinion or ideas with the reader; writing may be lifeless, giving no sense of the person behind the words
Voice Fails to connect with the reader; does not attempt to share a personal opinion or style
Word Choice Resourceful use of new and everyday words strengthens the argument; uses opinion words effectively
Word Choice Accurate, colorful words make the message clear and convincing; uses everyday words in a fresh way; uses opinion words effectively
Word Choice Uses a range of words to clarify the argument; experiments with some new words or expressions; uses opinion words
Word Choice States the argument in a predictable way; minimal use of opinion words; may overuse some words
Word Choice Does not choose forceful words that convey an opinion; some words are overused or detract from text; does not use opinion words
Word Choice Uses words that do not fit the purpose or are vague and confusing
Sentence Fluency Crafts complex and simple sentences that flow naturally; writing is easy to follow and read aloud
Sentence Fluency Crafts varied, capable sentences that flow naturally and are easy to understand and read aloud
Sentence Fluency Crafts careful, easy-to-follow sentences that vary in length and structure
Sentence Fluency Sentences readable but limited in length and pattern; rereading may be necessary; some choppy or awkward sentences
Sentence Fluency Choppy or awkward sentences make text hard to follow or read aloud; patterns may be monotonous
Sentence Fluency Incomplete, rambling, or confusing sentences make text hard to read and understand
Conventions Skilled use of most writing conventions; proper use of English enhances clarity, meaning, and persuasive style; editing is largely unnecessary
Conventions Is skilled in most writing conventions; needs little editing
Conventions Spelling, capitalization, punctuation, and usage are mostly correct and do not interfere with reading the text; some editing is needed
Conventions Has basic control of conventions but makes enough errors to prevent a smooth reading; needs substantial editing
Conventions Frequent errors in spelling, capitalization, punctuation, and usage make essay difficult to read; needs extensive editing
Conventions Errors in most or all conventions seriously interfere with understanding or discourage the reader
Presentation Text form, whether handwritten or word-processed, enhances the readers ability to understand and connect with the message
Presentation Neatly handwritten or word-processed text invites the reader into the essay; formatting supports the message
Presentation Handwriting or word-processing is readable, although small discrepancies exist; formatting does not interfere with understanding
Presentation Handwriting or word-processing is occasionally difficult to read; formatting detracts from the message
Presentation Handwriting or word-processing is inconsistent or incorrect; spacing or other formatting is confusing
Presentation Handwriting or word-processing is so poorly executed that reading is difficult; formatting is a major distraction
356 2 14
6-Point RubricUse this six-point rubric to assess student writing.
Take a Stand 275H
Theme: Take a Stand
Objectives Use technology in the writing
process Review word processing skills Edit a word processing
document
Materials
www.macmillanmh.com word processing application
Word ProcessingACCESS PRIOR KNOWLEDGEDiscuss with students:
How does a computer make it easier to write an essay, letter, presentation, or report? (Word processors offer different features that make it easy to quickly edit a document.)
What parts of writing are easier to do with pen and paper? What parts of writing are easier with a computer?
EXPLAINIntroduce the lesson vocabulary by writing each word on the board and asking for a definition.
Tell students that word processors feature different tools that can be used to edit and improve a written document.
In a word processing document, text can easily be deleted, copied, cut, pasted, and made bigger or smaller.
MODEL Show students how to open a word processor program and access
a document.
Then show how to change font style and size and how to delete text.
Show how to cut or copy and then paste text in a document.
Un
it 2
Co
mp
ute
r L
ite
racy
Thesaurus and Spell Check Word processing applications feature different tools that
can be used to help revise and edit written documents.
The thesaurus can be used to improve the vocabulary and word choices used in a document.
The spell check can be used to correct the spelling of different words in a document. A spell check is not always accurate, though, especially with proper nouns. Students must still read through their documents.
word processor a computer program designed for creating and editing text documents
thesaurus a software feature used to find synonyms and antonyms of words
spell check a computer program that identifies words that are spelled wrong in a text file and offers their correct spelling
275I
http://www.macmillanmh.com
Remind students to use the Save As and Save commands to save their files frequently. This helps prevent them from losing their work.
GUIDED PRACTICEHave students connect to www.macmillanmh.com and go to Computer Literacy Lesson Grade 4 Unit 2.
The online practice lesson is an excerpt from SRA TechKnowledge. For more information about the full SRA TechKnowledge program, go to www.sratechknowledge.com.
Un
it 2 C
om
pu
ter L
itera
cy
Approaching
Have students open a word processor. Have them pull up a document that they have already created and use the text to practice deleting, cutting, copying, pasting, and changing text font and size.
On Level
Have students open a word processor and pull up a document that they have already created. Have them use the thesaurus to improve the vocabulary used in the text. Then they can use the spell check to make sure that everything is spelled correctly.
Beyond Level
Have students partner and look at one anothers documents on a word processor. Have them use the skills and applications they have learned to edit their partners documents, then compare them to the originals.
Take a Stand 275J
http://www.sratechknowledge.comhttp://www.macmillanmh.com
Theme: Take A StandU
nit
2 C
lose
rTheme Project Wrap-UpResearch and Inquiry
After students complete Step 4 of their project, have them:
Create the Presentation Have students present and compile what they learned. Each student should write and illustrate an article or project. Have students: brainstorm to identify different formats for their articles or projects, such as interviews, news stories, and features. When students have completed their self-selected or cross-curricular projects, plan a time when they can present what they have learned. Encourage students to deliver effective presentations using facts, statistics, quotations, and/or anecdotes to clarify and explain information.
Review and Evaluate Use these questions to help you and students evaluate their research and presentation. Also discuss the dynamics of cooperative learning groups and how to make these groups as effective as possible.
Teacher ChecklistAssess the Research Process
Planning the Project Discussed how people take a
stand and gave examples. Identified print and electronic
sources of information.
Doing the Project Used text features to locate
information. Organized notes by main idea
and detail.
Assess the Presentation
Speaking Clearly communicated ideas
for class magazine. Used clear and specific
vocabulary to communicate. Showed respect for
classmates.
Representing Used visuals and written
communication to present information.
Visuals enhanced meaning. Visuals and text were laid out
effectively.
Assess the Listener
Recognized purpose of formal and informal messages.
Listened and interacted in group setting.
Student Checklist Research Process Did you choose a format?
Did you research in a library and on a computer?
Did you locate visuals?
PresentingSpeaking Did you present your ideas
clearly?
Could you answer your classmates questions?
Representing Did you arrange your visuals and
words effectively in your article?
Did you design a cover?
Did you create a good layout and design?
275K
Un
it 2 C
lose
rSCORING RUBRIC FOR THEME PROJECT
Excellent Good Fair Unsatisfactory
The student: Presents the
information in a clear and interesting way.
Uses visuals that effectively present important information.
May offer sophisticated reflections.
The student: Presents the
information in a fairly clear way.
Uses visuals that present relevant information.
May offer thoughtful reflections.
The student: Struggles to present
the information clearly.
May use few, adequate visuals.
May offer irrelevant reflections.
The student: May not grasp the
task. May present sketchy
information in a disorganized way.
May have extreme difficulty with research.
3 2 14
Home-School ConnectionInvite family members, adult friends, members of the community, and other students to the presentation of the projects. Try to include people who have taken a public stand. Introduce each guest by name and, if relevant, offer a brief
biographical sketch.
Videotape the presentations for family members to borrow or to show at the parent/teacher conferences.
As part of your character building feature, have students present their project to residents of a nursing home or at a senior center. Remind students to show respect. Include a question and answer period about taking a stand.
Take a Stand 275L
En
d-o
f-U
nit
Ass
ess
me
nt
Administer the Test
Administer the Unit Assessment electronically. Score all tests electronically. Available online or on CD-ROM.
UNIT 2 READING ASSESSMENT, pp. 2742
TESTED SKILLS AND STRATEGIES Strategies: Make Inferences and Analyze,
Generate Questions Skills: Authors Purpose, Fact and Opinion,
Problem and Solution, Make InferencesVOCABULARY STRATEGIES
Dictionary Context Clues Word PartsTEXT FEATURES AND STUDY SKILLS
Table Primary Sources Parts of a Book ToolbarsGRAMMAR, MECHANICS, USAGE
Nouns: common, proper, singular, plural, irregular plural, possessive
Capitalizing proper nouns Commas in a series Titles AbbreviationsWRITING
Persuasive Essay/Editorial
Using Multiple Assessments for Instructional Planning
To create instructional profiles for your students, look for patterns in the results from any of the following assessments.
Fluency AssessmentPlan appropriate fluency-building activities and practice to help all students achieve the following fluency goal: 84104 WCPM.
Running RecordsUse the instructional reading level determined by the Running Record calculations for regrouping decisions.
Benchmark AssessmentAdminister tests three times a year as an additional measure of both student progress and the effectiveness of the instructional program.Timed Writing
For timed writing, give students 4055 minutes to complete their work.
Assessment Tool
275M
En
d-o
f-Un
it Asse
ssme
nt
Analyze the Data
Use information from a variety of informal and formal assessments, as well as your own judgment,to assist in your instructional planning. Students who consistently score at the lowest end of each range should be evaluated for Intervention. Use the Diagnostic Assessment in the Intervention Teachers Edition.
Diagnose Prescribe
ASSESSMENTS IF THENUNIT TEST 023 questions
correct Reteach tested skills using the Additional Lessons (pp. T1T11).
FLUENCY ASSESSMENT
Oral Reading Fluency7983 WCPM078 WCPM
Fluency SolutionsEvaluate for Intervention.
RUNNING RECORDS
Level 34 or below Reteach comprehension skills using the Additional Lessons (pp. T1T4). Provide additional Fluency activities.
Take a Stand 275N
Glo
ssa
ry
Introduce students to the Glossary by reading through the introduction and looking over the pages with them. Encourage the class to talk about what they see.
Words in a glossary, like words in a dictionary, are listed in alphabetical order. Point out the guide words at the top of each page that tell the first and last words appearing on that page.
ENTRIESPoint out examples of main entries, or entry words, and entries. Read through a sample entry with the class, identifying each part. Have children note the order in which information is given: entry word(s), syllable division, pronunciation respelling, part of speech, definition(s), example sentence(s).
Note if more than one definition is given for a word, the definitions are numbered. Note the format used for a word that is more than one part of speech.
Review the parts of speech by identifying each in a sentence:
Inter. article n. conj. adj. n.
Wow! A dictionary and useful glossary
v. adv. pron. prep. n.
tell almost everything about words!
HOMOGRAPHS/HOMOPHONES/HOMONYMSPoint out that some entries are for multiple-meaning words called homographs. Homographs have the same spellings but have different origins and meanings, and, in some cases, different pronunciations.
Explain that students should not confuse homographs with homophones or homonyms. Homophones are words that have the same pronunciation but have different spellings and meanings. Homonyms are words that have the same pronunciation and spelling but have different meanings. Provide students with examples.
PRONUNCIATION KEYExplain the use of the pronunciation key (either the short key, at the bottom of every other page, or the long key, at the beginning of the Glossary). Demonstrate the difference between primary stress and secondary stress by pronouncing a word with both. Pronounce the words both correctly and incorrectly to give students a clearer understanding of the proper pronunciations.
WORD HISTORYThe Word History feature explains the etymology of select words. Explain that etymology is the history of a word from its origin to its present form. A words etymology explains which language it comes from and what changes have occurred in its spelling and/or meaning. Many English words are derivatives of words from other languages, such as Latin or Greek. Derivatives are formed from base or root words.
275O
What Is a Glossary?A glossary can help you find the meanings of words in this book that you may not know. The words in the glossary are
listed in alphabetical order. Guide words at the top of each
page tell you the first and last words on the page.
Each word is divided into syllables. The way to pronounce
the word is given next. You can understand the pronunciation
respelling by using the pronunciation key at the right. A
shorter key appears at the bottom of every other page.
When a word has more than one syllable, a dark accent mark
() shows which syllable is stressed. In some words, a light accent mark () shows which syllable has a less heavy stress.
Sometimes an entry includes a second meaning for the word.
788
First word on the page Last word on the page
Guide Wordsabruptly/annoyed
Sample Entry
Definition
Main entry &Syllable division
Pronunciation
abruptly ( brupt l) adverb.
Happening without warning. Ben
abruptly dropped the hot potato
onto the floor.
Part of Speech
Pronunciation Key
Example sentence
789
Aaaccessories (ak ses rz) plural noun.
Extra parts or add-ons that are useful
but not essential. We bought several
accessories for our new car.
accomplishments ( komplish mnts)
plural noun. Successes; actions of
which one can feel proud. The parents
stood and applauded their childrens
accomplishments at their elementary
school graduation.
accuse ( kz) verb. To say that a person has done something wrong or illegal. I
will not accuse someone of something
unless I am sure.
acquaintance ( kwntns) noun. A
person one knows, but who is not a
close friend. Carole is an acquaintance
from camp.
activist (ak t vist) noun. A person who believes in and actively supports a
cause. Rev. Dr. Martin Luther King, Jr.,
was an activist for peace and social
justice.
advanced (ad vanst ) adjective. Beyond
the beginning level; not elementary.
As a singer, Sheila was really advanced
for her age.
agile (aj l) adjective. Able to move and
react quickly and easily. Bonita is an
agile softball player.
allergies (al r jz) plural noun.
Conditions that cause a person to
have an unpleasant reaction to certain
things that are harmless to most
people. My aunt has allergies in the
spring when plants bloom.
amazement ( mzmnt) noun. Great
surprise or wonder. To the amazement
of the audience, the children played
some difficult music perfectly.
ambulance (am by lns) noun. A
special vehicle that is used to carry
sick or injured people to a hospital.
My neighbor once had to call an
ambulance to take him to the hospital.
ancestors (anses trz) plural noun.
People in the past from whom one
comes. Your great-grandparents are
some of your ancestors.
ancient (n shnt) adjective. Very old.
An ancient castle sat on the edge of
a lake.
annoyed ( noid) adjective. Bothered or disturbed. Kevin looked annoyed when
his little sister came out to join the game.
accessories/annoyed
790
apologize ( pol jz) verb. To say
one is sorry or embarrassed; make
an apology. Aaron said, Id like to
apologize for being late.
applauded ( pld d) verb. Showed
approval for or enjoyment of
something by the clapping of hands.
The crowd applauded the soldiers as
they came off the ship.
appreciated ( pr sh t d) verb.
Understood the value of; was grateful
for something. The boss appreciated
how much his workers did for the
company.
assignments ( snm nts) plural noun.
Tasks that are given out or assigned.
The teacher gave us two math
assignments for homework.
assured ( sh urd) verb. Made certain or sure. Our hard work assured the
success of the festival.
astronaut (as tr nt ) noun. A person
trained to fly in a spacecraft. The
astronaut will walk on the moon.
Word HistoryAstronaut is made from the Greek
words astron for star and nautes
for sailor (as in nautical).
astronomer ( stron m r) noun. A
person who works or specializes in
astronomy, the science that deals with
the sun, moon, stars, planets, and
other heavenly bodies. An astronomer
will speak at the next science fair.
apologize/astronomer
791
Glo
ssary
Glossary 275P
audition ( dish n) noun. A test or
try-out for an actor or other kind of
performer. Mariana was nervous about
her audition, but she played very well.
Word HistoryAudition is formed from the Latin
auditio, which means a hearing.
avoided ( void d) verb. Stayed away
from. Butch avoided doing hard work.
awkward (kwrd) adjective. Lacking grace in movement or behavior; clumsy
or uncomfortable. Until Julio learned
the steps, his dancing was awkward.
Bbbackground (bak ground) noun. The part
of a picture that appears to be behind
the rest. I painted a bright figure
against a dark background.
barbecue (br bi k) noun. A meal,
usually meat, cooked outdoors over an
open fire. We had a great barbecue in
the park.
bayous (bz) plural noun. Slow-moving
or stagnant streams, rivers, or inlets,
especially in the southern United
States. We canoed through many quiet
bayous during our trip.
blizzard (blizrd) noun. A strong
windstorm marked by intense cold and
blowing snow. No one should try to
drive in a blizzard.
audition/blizzard
792
bluffing (blufing) verb. Trying to fool people with a false show of
confidence, courage, or knowledge.
Rory said he could fly, but I knew he
was bluffing.
border (brdr) noun. A line between
one country, state, county, or town
and another. A river runs along the
border between the two states.
boycotts (boikots) plural noun. Protests in which people refuse to buy from or
work for a person, nation, or business.
The community plans boycotts of all
the unfair businesses.
Word HistoryBoycotts comes from Charles
Boycott who was shunned by
Irish farmers for his harsh actions
against them.
brittle (britl) adjective. Likely to break
or snap. Susans fingernails became
brittle and started to break.
bumbling (bum bling or bum bl ing) adjective.
Making clumsy mistakes. The bumbling
detective would never solve the mystery.
Cccamouflage (kam flzh) verb. To hide
or conceal by using shapes or colors
that blend with the surroundings. The
chameleon is able to camouflage itself
by changing the color of its skin.
cardboard (krdbrd) noun. A heavy, stiff paper used to make boxes and
posters. I like to store my small toys in
shoe boxes made of cardboard.
career (k rr ) noun. A job or occupation
pursued for all or part of someones
life. My grandmothers career as a
research biologist lasted for many
years.
casting (kas ting) noun. The process of
choosing people for the different parts
in a play or movie. Casting for the new
movie went on for weeks.
bluffing/casting
793
cautiously (k shs l) adverb. In a
careful way. Because so many cars
were coming, we crossed the street
cautiously.
circular (sr ky lr) adjective. Having
or making the shape of a circle. The
referees arm made a circular motion
as he blew the whistle.
citizen (sit zn) noun. A person who
was born in a country or who chooses
to live in and become a member of
that country. Carmine is an Italian
citizen but often visits the United
States.
climate (klmit) noun. The average
weather conditions of a place or
region through the year. Most deserts
have a hot, dry climate.
cluttered (klutrd) verb. Filled with
a messy collection of things. Vals
bedroom was cluttered with all of her
sports equipment.
coaxing (kks ing) verb. Persuading
or influencing by mild arguing.
The instructor was coaxing young
swimmers into the water.
collage (k lzh) noun. A picture made by pasting paper, cloth, metal, and
other things in an arrangement on a
surface. Once I made a collage of my
day, and it was full of bright colors and
cotton balls.
Word HistoryCollage comes from the French
word collage, from colle, meaning
glue or paste.
colony (kol n) noun. A group of
animals living together in the same
place. The noise from the penguin
colony was deafening.
commotion (k mshn) noun. A noisy
disturbance; confusion. We ran out
into the hall to see what was causing
the commotion.
communication (k m ni kshn) noun.
An exchanging or sharing of feelings,
thoughts, or information. Some forms of
communication do not require speech.
completed (km pltd) verb. Done,
finished. I could hardly wait until my
brother completed his Thanksgiving
project and we could all go to the
movies.
cautiously/completed
794
consideration (kn sid r shn) noun.
Thoughtfulness for other people and
their feelings; something carefully
thought about. Leroy showed great
consideration for his grandmother.
consisted (kn sis td) verb. Contained;
was made up. The batter consisted of a
cup of flour, one egg, and a cup of milk.
consume (kn sm ) verb. To eat or drink.
Growing children can consume a lot of
food.
convinced (kn vinst ) verb. Caused a
person to believe or do something.
The coach convinced the team they
could win, and they did.
coral (krl) adjective. Made of coral, a
hard substance like stone made up of
the skeletons of tiny animals. We went
snorkeling on the coral reef.
cranky (krang k) adjective. Cross or in a
bad temper; grouchy. Roni is always
cranky before shes had breakfast.
craters (kr trz) plural noun. Bowl-shaped
pits or holes made by the impact of a
meteorite. Craters are easier to spot in
the desert.
crisscrossed (kris krst) verb. Went
across, back and forth. Grandma
crisscrossed lengths of dough to make
a pretty pie top.
current (krnt) noun. A portion of
a body of water or of air flowing
continuously in a definite direction.
The lifeguard blew his whistle when he
noticed that the current was taking the
boys out too far.
consideration/current
795
Glo
ssa
ry
275Q
Dddecayed (d kd) adjective. Having
undergone the process of
decomposition; rotted. We walked
past decayed stumps in the woods.
demonstrated (demn str td) verb.
Showed by actions or experiment. The
performer demonstrated great skill
with both the piano and the drums.
descendants (di send nts) plural
noun. People who come from a
particular ancestor. My neighbors are
descendants of a French explorer.
desperate (despr it) adjective. Very bad
or hopeless. I needed money, but I was
not desperate for it.
devic-es (di vsz) plural noun. Things
used or made for specific purposes.
You can choose from several kinds of
devices for help in opening a can.
digested (d jestd) verb. Broke down and
absorbed food. The snake rested while it
digested the rat it had swallowed.
director (di rek tr) noun. The person
in charge of a play, movie, or TV
show. The director called for a dress
rehearsal over the weekend.
disappointment (dis pointmnt) noun.
A feeling of being disappointed or
let down. Losing the match was a
disappointment, but I still like tennis.
disease (di zz ) noun. An illness. Smallpox is the one serious disease
that has been wiped out.
disguised (dis gzd) verb. Changed the way something or someone looks
to hide it or to look like something
else. The king disguised himself as
a peasant and walked through the
market.
disgusted (dis gus tid) adjective. Having a
strong feeling of dislike. I felt disgusted
by the way the bully was treating others.
dizzy (diz) adjective. Having the feeling
of spinning and being about to fall.
Riding the Ferris wheel makes me dizzy.
decayed/dizzy
796
documenting (dok y ment ing) verb.
Making a record or collecting
information. The scientists took notes
documenting their findings.
dove1 (dv) verb. Plunged head first into
water. We watched as the woman dove
perfectly off the board and into the
deep pool.
dove2 (duv) noun. A medium-size bird
of the pigeon family. The dove cooed
quietly on the window ledge.
downstream (dounstrm) adverb. Moving
in the same direction as the current of
a stream. On a raft, it is easier to float
downstream than to push upstream.
dynasties (d n stz) plural noun.
Periods of time during which a line
of rulers from the same family is in
power. Construction of the Great Wall
of China took place from the Han to
the Yuan dynasties.
Eeeavesdropping (vz droping) noun.
Listening to other people talking
without letting them know you are
listening. Eavesdropping is not a polite
thing to do.
echolocation (ek l k sh n) noun. A
way to find out where objects are
by making sounds and interpreting
the echo that returns. Bats rely on
echolocation when they hunt for insects.
eerie (r) adjective. Strange in a scary
way. We heard an owls eerie hooting
as we walked home in the dark.
electrical (i lek tri k l) adjective. Relating to
the form of energy carried in wires for
use to drive motors or as light or heat.
Dad carefully connected the electrical
cables to the positive and negative
terminals on his cars battery.
Word HistoryElectrical comes from the Latin
electrum, meaning amber,
because of ambers property
of attracting other substances
when rubbed.
documenting/electrical
797
endless (endlis) adjective. Having no limit or end. The line of people seemed
endless, and not everyone would get a
ticket.
endured (en d urd or en dy urd) verb. Survived or put up with. The workers
endured the hot sun all day.
enterprising (entr pr zing) adjective.
Showing energy and initiative; willing
or inclined to take risks. Brian, an
enterprising young man, ran for class
president and won.
environment (en v rn mnt) noun.
Everything that surrounds an animal
and affects it. Polar bears have adapted
very well to their cold environment.
estimated (est m td) verb. Judged or
calculated, as of the value, quality, extent,
size, or cost of something. It is estimated
that there are only 30,000 to 50,000
Asian elephants left in the world.
ethnic (eth nik) adjective. Being part
of a group of people with religion,
language, national origin, or some
other background in common. We
went to World Food Day and sampled
many ethnic foods.
evaporate (i vap rt ) verb. To change
from a liquid or solid into a gas. When
heat makes water evaporate, the water
seems to disappear.
Word HistoryEvaporate comes from the Latin
evaporatus, to disperse in vapor,
from ex, out, and vapor,
exhalation.
eventually (i vench l) adverb. In the
end; finally. We eventually got a DVD
player because the good movies were
not being released on video.
evidence (ev i dns) noun. Proof of
something. People thought the
knave stole the tarts, but they had no
evidence.
exasperated (eg zasp rt d) verb.
Annoyed greatly; made angry. My dad
got so exasperated helping with my
math that my mom took over.
exploration (ek spl rshn) noun. The
act of traveling through unfamiliar
areas in order to learn about them.
Remote-controlled vehicles are
carrying out an exploration of the
surface of Mars.
endless/exploration
798
exposure (ek sp zhr) noun. The
condition of being presented to view.
Each time the dog saw a new toy was
counted as one exposure.
Fffade (fd) verb. To become gradually
weaker, fainter, or dimmer. When a
song ends, sometimes it will fade out.
faint (fnt) adjective. Not clear or strong;
weak. A faint noise came from outside,
but I couldnt see anyone.
famished (famisht) adjective. Very hungry; starving. After a long day of
running and swimming, the children
were famished.
flicked (flikt) verb. Hit or moved with a
quick, light snap. Fred flicked the fly
off his face.
flinched (flincht) verb. To draw back or
away, as from something painful or
unpleasant; wince. When the door
suddenly slammed, Myra flinched.
fluke1 (flk) noun. A chance happening;
an accidental turn. The substitute
players touchdown pass must have
been a fluke.
fluke2 (flk) noun. The flat part of a
whales tail. The whale smacked the
water with its fluke.
foolishness (flish ns) noun. The act of not showing good sense. I wanted to
race across the street, but my mom
will not allow that foolishness.
fossil (fos l) noun. The hardened remains or traces of an animal or plant that
lived long ago. The fossil we found had
imprints of ancient seashells in rock.
fragile (fraj l) adjective. Easily broken;
delicate. My toothpick ship is too
fragile to take to show and tell.
fuels (f lz) plural noun. Substances
burned as a source of heat and power,
such as coal, wood, or oil. When the
world runs out of fossil fuels, we
will be forced to use alternate energy
sources.
exposure/fuels
799
Glo
ssary
Glossary 275R
Gggaped (gpt) verb. Stared with the mouth
open, as in wonder or surprise. The
audience gaped at the acrobats.
genuine (jen in) adjective. Sincere; honest. My friends and I made a
genuine effort to help kids new to the
school.
glider (gldr) noun. An aircraft that flies without a motor. Riding in a glider can
be exciting.
glinted (glintd) verb. Sparkled or flashed. Rays of sunshine glinted on the water.
glistening (glis n ing) adjective. Shining
or sparkling with reflected light. The
glistening eyes of the children looked
out from the stage.
globe (glb) noun. The Earth (as a
shape). Our globe is the home of
billions of people.
glorious (glr s) adjective. Having or deserving praise or honor;
magnificent. The autumn colors were
just glorious.
guardian (grd n) noun. A person or thing that guards or watches over. My
older brother sometimes acts like my
guardian.
guide (gd) noun. Someone who shows
the way, such as on a tour or trip. We
followed the guide carefully along the
narrow trails.
Hhhabitat (habi tat) noun. The place
where an animal or plant naturally lives
and grows. A pond is a good habitat
for frogs.
Word HistoryHabitat comes from the Latin
habitare, meaning to dwell.
handy (hand) adjective. Within reach, nearby; easy to use. come in handy.
Be useful. Its amazing how many times
a dictionary can come in handy.
harmless (hrmles) adjective. Not able to do damage or hurt. My dog looks
mean, but really she is harmless.
gaped/harmless
800
headlines (hedlnz) plural noun. Words printed at the top of a newspaper or
magazine article. The most important
news has the biggest headlines.
heritage (heri tij) noun. Something that is handed down from previous
generations or from the past; tradition.
Jazz is now a part of our countrys
cultural heritage.
hibernate (hbr nt) verb. To sleep or stay inactive during the winter. Bears
eat a lot to get ready to hibernate.
hilarious (hi lr s) adjective. Very funny. Kendra tells hilarious jokes.
historians (hi str nz) plural noun. People who study or write about
history. Historians can help us to
understand the past.
hoisting (hoisting) verb. Lifting or pulling up. Hoisting logs out of the water, the
men soon grew tired.
Iiidentified (dent fd) verb. Proved
that someone or something is a
particular person or thing. The
fingerprints on the gold watch
identified the butler as the thief.
images (imij z) plural noun. Pictures of people or things. The artist had
painted large images of the people
and animals she saw every day.
immigrants (imi grnts) plural noun. People who come to live in
one country from another. Many
immigrants come to the United States
every year.
impressive (im presiv) adjective. Deserving admiration; making a
strong impression. The track team
won five races, which was their most
impressive result all year.
independence (indi pendns) noun. Freedom from the control of another
or others. America gained its
independence from Great Britain.
headlines/independence
801
injustice (in justis) noun. Lack of justice; unfairness. There are many tools to
fight injustice, and everyone should
know them.
insecticides (in sekti sdz) plural noun. Chemicals used to kill insects and
other pests. Some insecticides can
reduce the number of mosquitoes.
inspected (in specktd) verb. Looked at closely and carefully. The official
inspected our car and declared that it
was safe to drive.
inspire (in spr) verb. To stir the mind, feelings, or imagination. Nature can
inspire some people to write poetry.
insult (in sult) noun. A remark or action
that hurts someones feelings or pride.
Not to invite Marta to the party would
be an insult.
intelligent (in teli jnt) adjective. Able to understand and to think especially well.
Mr. Lee asked an intelligent question.
interfere (intr fr) verb. To take part in the affairs of others when not asked;
meddle. My mom hates to interfere,
but she often gives me good advice.
investigates (in vesti gts ) verb. Looks into carefully in order to find facts
and get information. A detective
investigates mysteries for a living.
Jjjealousy (jel s) noun. A feeling of envy
of what a person has or can do. Ken
felt some jealousy when he saw Lins
new bike, but he got over it.
journey (jrn) noun. A trip, especially one over a considerable distance
or taking considerable time. Ping
made a journey to China to meet his
grandparents.
jumble (jumbl) noun. A confused mixture or condition; mess. My room is
a jumble of toys and books, so I have
to clean it.
Lllegendary (lej n der) adjective.
Relating to a legend, or a story that
has been handed down for many years
and has some basis in fact. Johnny
Appleseeds efforts to spread the
apple tree have become legendary.
limited (limi tid) adjective. Restricted, or kept within boundaries. The menu had
only a limited number of choices.
injustice/limited
802
logical (loji kl) adjective. Sensible; being the action or result one expects.
When it rains, I do the logical thing
and put my bicycle in the garage.
loosened (l snd) verb. Made looser; set
free or released. Brad loosened his
necktie when the ceremony was over.
lumbering (lumbr ing) adjective. Moving in a slow, clumsy way. Put a
lumbering hippo in the water and it
becomes a graceful swimmer.
lurk (lrk) verb. To lie hidden. Many
animals lurk in their dens to escape the
heat of the day.
Mmmagnify (magn f) verb. To make
something look bigger than it really is.
Devices such as microscopes help to
magnify small things.
massive (masiv) adjective. Of great size or extent; large and solid. The pro
wrestler had a massive chest.
microphone (mkr fn) noun. A device that converts soundwaves into
electrical signals, which can then be
recorded, broadcast, or amplified.
We couldnt hear the principal in the
back of the auditorium because her
microphone was broken.
Word HistoryMicrophone comes from the
Greek words mikros, meaning
very small, and phone, meaning
sound.
microscope (mkr skp) noun. A device for looking at things that are too small
to be seen with the naked eye. To see
small cells in the body one needs to
use a microscope.
Word HistoryMicroscope comes from the
Greek words mikros meaning
very small, and skopein,
meaning to view or
examine.
logical/microscope
803
Glo
ssa
ry
275S
midst (midst) noun. A position in the
middle of a group of people or things.
There is a poet in our midst, said the
principal, and we need to clap for her.
mischief (mis chif) noun. Conduct that
may seem playful but causes harm or
trouble. The kittens were always getting
into mischief when we werent home.
misunderstood (mis un dr st ud) verb. Understood someone incorrectly; got
the wrong idea. I misunderstood the
directions and did the wrong page for
homework.
muttered (mut rd) verb. Spoke in a low,
unclear way with the mouth closed.
I saw he was mad by the way he
muttered to himself.
mysterious (mi str s) adjective. Very hard or impossible to understand; full
of mystery. The fact that the cookies
were missing was mysterious.
Nnnatural (nach r l) adjective.
1. Unchanged by people. We hiked
through natural surroundings of
woods, streams, and meadows.
2. Expected or normal. The natural
home of the dolphin is the open ocean.
negatives (neg tivz) plural noun.
1. Photographic images made when
film is developed. The photographer
looked at the negatives through the
magnifier. 2. Words or phrases that
mean no. We heard nothing but
negatives in the report.
neglected (ni glekt d) verb. Failed to give
proper attention or care to; failed to do.
I neglected to finish my science project
and could not present it at the fair.
nonviolence (non v lns) noun. The
philosophy or practice of opposing
the use of all physical force or
violence. The demonstrators practiced
nonviolence during the march on
Washington.
nowadays (nou dz) adverb. In the present time. People hardly ever write
with typewriters nowadays.
midst/nowadays
804
numerous (nmr s or nmr s) adjective. Forming a large number; many. The
mountain climbers faced numerous
problems, but they still had fun.
nutrients (n tr nts or n tr nts) plural
noun. Substances needed by the bodies
of people, animals, or plants to live and
grow. Sometimes we get ill because we
are not getting the proper nutrients.
nuzzle (nuz l) verb. To touch or rub with
the nose. My dog will nuzzle me when
he wants attention.
Ooobedience ( bd ns) noun. The
willingness to obey, or to carry out
orders, wishes, or instructions. It is
important to show obedience to
safety rules.
Word HistoryObedience comes from the Latin
word oboedire, meaning to
hearken, yield, or serve.
opportunities (op r tni tz) plural noun. Good chances or favorable
times. School offers many
opportunities to be involved in clubs.
orbits (rbits) plural noun. The path in space of one heavenly body revolving
around another. When we studied
orbits I learned it takes Pluto 248.53
years to go around the sun.
orphanage (rfn ij) noun. An institution that takes in and cares for children
whose natural parents are absent
or dead. Martina had to travel to the
Chinese orphanage to adopt her son.
outstretched (out strecht) adjective.Stretched out; extended. His
outstretched palm held the quarter
I had dropped.
overcome ( vr kum) verb. To get the better of; beat or conquer. The team
was able to overcome losing the lead
to go on to win the game.
numerous/overcome
805
overcrowded ( vr kroudid) adjective. Having too many people or things. The
small apartment was overcrowded
with furniture.
overheard ( vr hrd) verb. Heard something one was not supposed to
hear. I overheard my brother planning
a surprise party for me.
overjoyed ( vr joid) adjective. Very happy. The whole team felt overjoyed
when we won the soccer game.
Pppaleontologist (p l n tol jist) noun.
A scientist who deals with fossils of
prehistoric animal and plant life. The
paleontologist spoke to the class
about the history of dinosaurs.
paralyzed (par lzd) adjective. 1. Having
lost movement or sensation in a part
of the body. 2. Made powerless or
helpless. The actress felt paralyzed by
stage fright.
partnership (prtnr ship) noun. A kind of business in which two or
more people share the work and
profits. Janell, Pat, and Erik formed a
gardening partnership.
patchwork (pachwrk) noun. Something put together out of many uneven or
varied parts. From the air, the land
looked like a patchwork of green and
brown fabrics.
peculiar (pi klyr) adjective. Strange; not usual. I had the peculiar feeling
that I was being watched.
period (pr d) noun. 1. A length of historical time. The 19th century
was a period of railroad building.
2. A mark of punctuation (.) at the
end of a declarative sentence or an
abbreviation.
persistence (pr sistns) noun. The ability to keep trying in spite of
difficulties or obstacles. Running a
business requires persistence.
phrases (frziz) plural noun. Groups of words expressing a single thought
but not containing both a subject and
predicate. When I proofread my report, I
made phrases into complete sentences.
overcrowded/phrases
806
politicians (pol i tish nz) plural noun.
People who hold or seek elected
offices. Four politicians were running
for the one seat in Congress.
positive (pozi tiv) adjective. Certain; sure. I was positive I left that cookie
right here on the counter.
powwow (pouwou) noun. A North American Indian ceremony
characterized by feasting and dancing.
People were selling wild rice and fry
bread at the powwow.
precious (presh s) adjective. 1. Having
great cost or value. 2. Held in high
esteem; cherished. Gold is a precious
metal.
prehistoric (pr his trik) adjective. Belonging to a time before people
started recording history. Prehistoric
artists sometimes made cave paintings
to tell a story.
preserve (pri zrv) verb. To keep safe for the future. My parents preserve some
of my school papers every year.
proclaimed (pr klmd) verb. Announced publicly. The principal proclaimed May
20 as the day for our annual class trips.
professionals (pr fesh nlz) plural
noun. People who have an occupation
that requires special training.
Engineers and architects are
professionals.
prospectors (prospek trz) plural noun. People who explore an area for
minerals, such as gold. California was
full of prospectors during the Gold
Rush of 1849.
protested (pr test d) verb. Complained
against something. When the workers
lost their jobs, they protested to the
union.
Rrraft (raft) noun. A kind of flat boat made
of logs or boards fastened together.
Floating down the river on a raft is a
nice way to spend a summers day.
politicians/raft
807
Glo
ssary
Glossary 275T
realistic (r listik) adjective. Seeing things as they are; practical. I dream of
being a famous rock star, but I should
also be realistic and stay in school.
reef (rf) noun. A ridge of sand, rock,
or coral at or near the surface of the
ocean. Boaters have to be careful not
to scrape against the reef below.
reference (ref r ns or ref rens) noun.
A statement that calls or directs
attention to something. The speech
makes a reference to a play by
Shakespeare.
refreshes (ri freshiz) verb. Restores strength and vitality to, as through
food or rest. Lemonade refreshes on a
hot summer day.
region (r jn) noun. A geographic area whose characteristics are different
from the others. Nine of the original
thirteen colonies can be found in the
Northeast region.
rehearse (ri hrs) verb. To practice a song or play in preparation for public
performances. We have two weeks to
rehearse before opening night!
reptiles (reptlz) plural noun. Cold-blooded vertebrates of the group
Reptilia, which includes lizards, snakes,
alligators, crocodiles, and turtles. Most
reptiles lay eggs, although some give
birth to live young.
responsibility (ri spon s bili t) noun. The quality or condition of having a
job, duty, or concern. Taking care of
the dog was my responsibility.
risks (risks) plural noun. Chances of loss or
harm. Explorers were willing to take risks
in the hope of discovering new lands.
roamed (rmd) verb. Moved around in a
large area. The grizzly bear roamed
over a wide valley and the nearby
mountains.
roles (rlz) plural noun. Characters or parts
played by an actor. Indira got one of
the leading roles in the class play.
rotate (r tt) verb. To turn or cause to
turn around on or as on an axis. I had
to rotate the image because the photo
was upside down.
realistic/rotate
808
rumbling (rumbling) noun. A heavy, deep, rolling sound. The rumbling of
thunder woke me up.
Sssacred (s krid) adjective. Dedicated
to or set apart for a religious use or
purpose. In ancient Greece, olive trees
were sacred to Athena.
sanctuary (sangk ch er) noun. A
refuge for wildlife where predators are
controlled and hunting is not allowed.
My friend runs a sanctuary for injured
hawks and owls.
scattered (skat rd) verb. Spread or
thrown about here and there. Practice
balls were scattered all over the
tennis court.
scientific method (sn tifik meth d) noun. The process used by scientists,
in which a problem is stated, a
hypothesis is formed, data are
collected through observation or
experimentation, and the hypothesis
is proved or disproved by analyzing
the data. The crime lab is an essential
ingredient in the detectives application
of scientific method.
scornfully (skrnfl ) adverb. In a way that shows that something or
someone is looked down upon and
considered bad or worthless. The critic
spoke scornfully about the new artists
paintings.
rumbling/scornfully
809
scuffling (skuf l ing or skufling) noun. The sound of feet shuffling. When we
heard scuffling from upstairs, we knew
Grandpa had finished his nap.
secure (si ky ur) adjective. Not likely to be taken away; certain or guaranteed.
verb. To take possession of for
safekeeping. The police will secure the
birdcage to use as evidence at the trial.
segregation (seg ri g shn) noun. The
practice of setting one racial group
apart from another. There are laws
against segregation in public schools.
selecting (si lekting) verb. Picking out among many; choosing. I spend a long
time selecting the right gift.
selfish (selfish) adjective. Thinking only of oneself; putting ones own interests
and desires before those of others. A
second piece of cake sounded good,
but I didnt want to be selfish.
sensible (sen s bl) adjective. Having or
showing sound judgment; wise. If you
make a mistake, the sensible thing to
do is apologize.
shimmer (shim r) verb. To shine with
a faint, wavering light; glimmer. The
walls of the canyon began to shimmer
in the rays of the setting sun.
silken (sil kn) adjective. 1. Made of silk.
2. Like silk in appearance. Antonio wrote
a poem about the girls long silken hair.
skyscrapers (sk skr prz) plural noun.
Very tall buildings. The city has many
skyscrapers, and some of them are 50
stories high!
slithered (slith rd) verb. To slide or glide
like a snake. When the snakes slithered
across the ground, they hardly made a
sound.
snickering (snik r ing) verb. Laughing
in a mean or disrespectful manner.
The children stopped snickering when
their mother told them to be kinder.
snoring (snring) verb. Making harsh or noisy sounds while sleeping. The dog
was snoring on the porch when I came
home.
snuffled (snuf ld) verb. Breathed noisily
because of partly stopped-up nasal
passages. Because of a bad cold, I
snuffled all day.
scuffling/snuffled
810
solitary (soli ter) adjective. Living, being, or going alone. For trying to
escape, the prisoner was placed in
solitary confinement.
Word HistorySolitary comes from the Latin
solitarius, meaning alone, lonely.
sores (srz) plural noun. Places where the skin has been broken and hurts. My
hands had sores after raking leaves all
morning with no gloves on.
specialty (spesh l t) noun. A special
thing that a person knows a great deal
about or can make very well. Making
quilts is my Aunt Lisas specialty.
strikes (strks) plural noun. 1. The stopping
of work to protest something.
The workers threatened strikes if
conditions did not improve. 2. Pitched
balls in the strike zone or that a batter
swings at and misses.
strutting (struting) verb. Walking in a self-important way. Marilyn went strutting
around in her new boots from Italy.
stumbled (stumbld) verb. To lose ones balance, as by missing ones footing,
stubbing ones toe, or tripping over an
obstacle. stumbled upon verb. To
come upon something unexpectedly
or by chance. We stumbled upon the
clues that would lead us to the treasure.
suburbs (subrbz) plural noun. The areas around a city where people live. Many
people commute from the suburbs into
the city.
Word HistorySuburbs come from the Latin
suburbiumfrom sub under
and urbs, meaning city.
survey (sr v ) verb. To view or
examine as a whole. (srv) noun. A
comprehensive view. A survey of the
crime scene revealed three possible
points of entry.
suspicious (ss pish s) adjective.
Causing doubt and mistrust; causing
the feeling that something is wrong.
When my mom saw me by the cookie
jar, I could tell she was suspicious.
solitary/suspicious
811
Glo
ssa
ry
275U
swallows1 (swolz) verb. Causes food or other substances to pass from the
mouth into the stomach. Kathys sore
throat hurts every time she swallows.
Word HistorySwallows comes from the Old
English word swelgan with the
same meaning.
swallows2 (swolz) plural noun. Several groups of small birds having a slender
body and a forked tail.
Word HistorySwallows comes from the Old
English word swealwe, meaning
this bird.
swamp (swomp) noun. A kind of wetland
in which grasses and shrubs grow on
land almost permanently covered by
shallow water. Many endangered birds,
such as the snowy egret, can be found
in this swamp.
swarms (swrmz) plural noun. Large
groups of insects flying or moving
together. When the hive fell, swarms of
angry bees flew out.
Tttangles (tangglz) plural noun. Knotted,
twisted, confused masses. The garden
hose had not been rolled back up and
was full of tangles.
technique (tek nk) noun. A method or way of bringing about a desired result
in a science, art, sport, or profession.
Part of Allisons technique in running
is to breathe in and out on counts of
seven.
Word HistoryTechnique comes from the Greek
word tekhnikos, meaning relating
to an art or craft.
swallows/technique
812
temples (temp lz) plural noun. Buildings used for the worship of a god or gods.
Visitors to Athens can tour many
temples of the ancient Greeks.
territory (teri tr ) noun. Any large area of land; region. My brothers territory
for selling office supplies is in North
Carolina.
testify (tes t f ) verb. To give evidence
under oath in a court of law. The
woman took her place on the witness
stand to testify.
threatened (thret nd) adjective. Having
a sense of harm or danger. The dark
storm clouds made the players feel
threatened with a rain-out.
tottered (tt rd) verb. Walked or moved with unsteady steps; rocked or swayed
as if about to fall. The baby tottered as
she first tried to walk.
traditions (tr dish nz) plural noun.
Knowledge, beliefs, or customs
handed down from one generation
to another. People of many cultural
traditions live in the United States.
Uuunconstitutional (un kon sti t
sh n l) adjective. Not in keeping
with the constitution of the United
States. Segregation was declared
unconstitutional by the Supreme Court.
unfair (un fr ) adjective. Not fair or just.
Punishing all of us for the actions of my
little sister seemed unfair.
unions (ny nz) plural noun. Groups of workers joined together to protect their
jobs and improve working conditions.
Labor unions fight to get workers the
safety equipment they need.
unique ( nk) adjective. Having no equal; the only one of its kind. In many
ways, the Everglades is unique.
universe (n vrs ) noun. Everything that exists, including Earth, the
planets, the stars, and all of space.
Many scientists spend their lives
studying the wonders of the universe.
temples/universe
813
unstable (un st b l) adjective. Not
settled or steady; easily moved or put
off balance. Although the raft looked
unstable, it floated very well.
unsuspecting (uns spekting) adjective. Having no suspicions. The unsuspecting
girls did not realize they were about to
get sprayed by the hose.
Vvvaluable (val b l) adjective. Of
great use, worth, or importance. The
excavation gave us some valuable new
information about the settlers.
venture (ven ch r) noun. A business or
some other undertaking that involves
risk. Reas new venture was a carpet-
cleaning service.
vessels (ves lz) plural noun. Ships or
large boats used to transport or carry
over water. The ocean liner known as
the Titanic was larger than all other
oceangoing vessels of the time.
Wwweekdays (wkdz ) plural noun. The days
of the week except Saturday and Sunday.
We only go to school on weekdays.
whirlwind (whrlwind , wrlwind) noun. 1. A whirling current of air that moves
forward with great force. 2. Anything
resembling a whirlwind. She moved
about the apartment, packing like a
whirlwind.
wildlife (wldlf) noun. Living things, especially the animals that live
naturally in an area. We saw lots of
wildlife on our hike in the woods.
wingspan (wing span ) noun. The distance
between the tips of the wings of a
bird, insect, or airplane. The wingspan
of some hawks is five feet.
wisdom (wizd m) noun. Good judgment and intelligence in knowing what is right,
good, and true. When Im not sure what
to do, I look to my grandpas wisdom.
Word HistoryWisdom comes from the Old
English word wisdom, from wis,
meaning having sound judgment,
learned.
wistfully (wist f l ) adverb. In a sadly
longing way; yearningly. My grandma
looked at her wedding pictures wistfully.
unstable/wistfully
814
Glo
ssary
Glossary 275V
Grade 4Unit 1Unit 2Planning the UnitUsing the Student BookMighty Jackie: The Strike-out QueenWomen Pick Up the BallMighty Jackie: The Strike-out QueenBaseball GreatsWriters Craft: Write a Persuasive LetterSmall Group Pages
My Diary from Here to ThereMexico: My New HomeMy Diary from Here to ThereImmigrants in the NortheastWriters Craft: Write a Radio AdSmall Group Pages
Stealing BeautyWelcome To ChinaStealing BeautySo Far From HomeWriting Personal Narrative: Write to a PromptSmall Group Pages
How Ben Franklin Stole the LightningHe Made the World BrighterHow Ben Franklin Stole the LightningLight Bulb/Lightning BoltWriters Craft: Write a Book ReviewSmall Group Pages
Dear Mr. WinstonName That ReptileDear Mr. WinstonSnakesWriters Craft: Write a LetterSmall Group Pages
Test Strategy: Think and Search/On My Own
Wrapping Up the UnitAdditional Lessons and Resources
Unit 3Unit 4Unit 5Unit 6