Macmillan 09 grade 04 reading LA PB1 approaching
Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (2.25 MB, 230 trang )
'RADE
>`OQbWQS
0]]Y
.BDNJMMBO.D(SBX)JMM
B
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or
broadcast for distance learning.
Printed in the United States of America
2 3 4 5 6 7 8 9 10 066 09 08 07 06
Unit 1 • Let’s Explore
Mysteries
The Mystery of the
Missing Lunch
Adapting to Survive
A Walk in the Desert
Our National Parks
Animals Come Home to
Our National Parks
Astronauts
© Macmillan /McGraw-Hill
The Astronaut and
the Onion
Wildlife Watchers
The Raft
Unit 1 Vocabulary Review
Contents
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Comprehension: Problem and Solution . . . . . . . . . . . . . . . 2
Comprehension: Problem and Solution Chart. . . . . . . . . . 3
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Text Feature: Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Vocabulary Strategy: Unfamiliar Words . . . . . . . . . . . . . . . 6
Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Comprehension: Main Idea and Details . . . . . . . . . . . . . . 9
Comprehension: Main Idea Chart . . . . . . . . . . . . . . . . . . 10
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Literary Elements: Assonance and Metaphor . . . . . . . . . 12
Vocabulary Strategy: Surrounding Words . . . . . . . . . . . . 13
Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Comprehension: Main Idea and Details . . . . . . . . . . . . . 16
Comprehension: Main Idea Chart . . . . . . . . . . . . . . . . . . 17
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Study Skill: Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Vocabulary Strategy: Compound Words . . . . . . . . . . . . . 20
Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Comprehension: Character . . . . . . . . . . . . . . . . . . . . . . . 23
Comprehension: Character Web . . . . . . . . . . . . . . . . . . . 24
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Text Feature: Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Vocabulary Strategy: Using a Dictionary . . . . . . . . . . . . . 27
Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Comprehension: Character, Setting, Plot . . . . . . . . . . . . 30
Comprehension: Setting Flow Chart . . . . . . . . . . . . . . . . 31
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Text Feature: Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Vocabulary Strategy: Paragraph Clues. . . . . . . . . . . . . . 34
Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36, 37
iii
Unit 2 • Take a Stand
Mighty Jackie
New Places, New
Faces
My Diary from Here
to There
Focus on China
Stealing Beauty
Bright Ideas
How Ben Franklin Stole
the Lightning
Snakes
Dear Mr. Winston
Unit 2 Vocabulary Review
iv
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . . 39
Comprehension: Author’s Purpose Map . . . . . . . . . . . . . 40
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Text Feature: Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Vocabulary Strategy: Descriptions . . . . . . . . . . . . . . . . . . 43
Phonics: Words with ch and tch . . . . . . . . . . . . . . . . . . . . 44
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Comprehension: Make Inferences. . . . . . . . . . . . . . . . . . 46
Comprehension: Inferences Word Web. . . . . . . . . . . . . . 47
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Text Feature: Primary Sources . . . . . . . . . . . . . . . . . . . . . 49
Vocabulary Strategy: Word Origins . . . . . . . . . . . . . . . . . 50
Phonics: Words with th, sh, wh, and ph . . . . . . . . . . . . . . 51
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Comprehension: Fact and Opinion . . . . . . . . . . . . . . . . . 53
Comprehension: Fact and Opinion Chart . . . . . . . . . . . . 54
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Study Skill: Parts of a Book . . . . . . . . . . . . . . . . . . . . . . . 56
Vocabulary Strategy: Plural Endings . . . . . . . . . . . . . . . . 57
Phonics: Complex Consonant Clusters . . . . . . . . . . . . . 58
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Comprehension: Problem and Solution . . . . . . . . . . . . . . 60
Comprehension: Problem and Solution Chart. . . . . . . . . 61
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Literary Elements: Figurative Language and Alliteration. 63
Vocabulary Strategy: Idioms . . . . . . . . . . . . . . . . . . . . . . 64
Phonics: Words with /ôr/ and /är/ . . . . . . . . . . . . . . . . . . . 65
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Comprehension: Make Inferences. . . . . . . . . . . . . . . . . . 67
Comprehension: Inferences Word Web. . . . . . . . . . . . . . 68
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Text Feature: Toolbars . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Vocabulary Strategy: Base Words . . . . . . . . . . . . . . . . . . 71
Phonics: Words with /âr/ and /îr/. . . . . . . . . . . . . . . . . . . . 72
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73, 74
© Macmillan /McGraw-Hill
Baseball
Unit 3 • Making a Difference
Friend or Foe?
Roadrunner’s Dance
People Who Made
a Difference
My Brother Martin
Kids Get It Done
Kid Reporters at Work
Great Plains Indians
© Macmillan /McGraw-Hill
Mystic Horse
Precipitation
Snowflake Bentley
Unit 3 Vocabulary Review
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . . 76
Comprehension: Author’s Purpose Map . . . . . . . . . . . . . 77
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Literary Elements: Foreshadowing and Symbolism . . . . 79
Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . 80
Phonics: Words with /ûr/ . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . . 83
Comprehension: Author’s Purpose Map . . . . . . . . . . . . . 84
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Text Feature: Salutation and Body . . . . . . . . . . . . . . . . . . 86
Vocabulary Strategy: Prefixes un- and re- . . . . . . . . . . . . 87
Phonics: Silent Letters kn, mb, and wr . . . . . . . . . . . . . . . 88
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Comprehension: Compare and Contrast . . . . . . . . . . . . . 90
Comprehension: Venn Diagram . . . . . . . . . . . . . . . . . . . . 91
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Study Skill: Use the Library. . . . . . . . . . . . . . . . . . . . . . . . 93
Vocabulary Strategy: Inflected Verb Endings . . . . . . . . . 94
Phonics: Soft c and g . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . 97
Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . 98
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Text Feature: Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Vocabulary Strategy: Homophones . . . . . . . . . . . . . . . . 101
Phonics: Plural Words. . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . 104
Comprehension: Main Idea Web . . . . . . . . . . . . . . . . . . 105
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Literary Elements: Imagery and Figurative Language . 107
Vocabulary Strategy: Multiple-Meaning Words . . . . . . . 108
Phonics: Compound Words . . . . . . . . . . . . . . . . . . . . . . 109
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110, 111
v
Unit 4 • Viewpoints
Dear Mrs. LaRue
Creative Solutions
The Blind Hunter
Energy: Power Sources
The Power of Oil
Whales
Adelina’s Whales
The Sea
At Home in the Coral
Reef
Unit 4 Vocabulary Review
vi
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Draw Conclusions. . . . . . . . . . . . . . . .
Comprehension: Conclusions Chart . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Text Feature: Line Graph . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Prefixes . . . . . . . . . . . . . . . . . . . .
Phonics: Inflected Endings . . . . . . . . . . . . . . . . . . . . . . .
112
113
114
115
116
117
118
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Comprehension: Draw Conclusions. . . . . . . . . . . . . . . . 120
Comprehension: Conclusions Chart . . . . . . . . . . . . . . . 121
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Text Feature: Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Vocabulary Strategy: Word Families . . . . . . . . . . . . . . . 124
Phonics: Changing y to i . . . . . . . . . . . . . . . . . . . . . . . . . 125
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Comprehension: Persuasion . . . . . . . . . . . . . . . . . . . . . 127
Comprehension: Inference/Opinion Web . . . . . . . . . . . 128
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Study Skill: Media Center . . . . . . . . . . . . . . . . . . . . . . . . 130
Vocabulary Strategy: Definitions . . . . . . . . . . . . . . . . . . 131
Phonics: /ü/, /u¯ /, and /u˙ / Sounds . . . . . . . . . . . . . . . . . . 132
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . 134
Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . 135
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Literary Elements: Meter and Rhyme Scheme . . . . . . . 137
Vocabulary Strategy: Homographs . . . . . . . . . . . . . . . . 138
Phonics: Words with /oi/ and /ou/ . . . . . . . . . . . . . . . . . . 139
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Comprehension: Compare and Contrast . . . . . . . . . . . . 141
Comprehension: Venn Diagram . . . . . . . . . . . . . . . . . . . 142
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Literary Elements: Protagonist and Hyperbole . . . . . . . 144
Vocabulary Strategy: Descriptions . . . . . . . . . . . . . . . . . 145
Phonics: Words with /ô/ . . . . . . . . . . . . . . . . . . . . . . . . . 146
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147, 148
© Macmillan /McGraw-Hill
Man’s Best Friend
Unit 5 • Relationships
Going to the Library
Because of Winn-Dixie
Putting on a Play
Ranita, the Frog Princess
Explorations
Exploring the
Undersea Territory
Artists at Work
© Macmillan /McGraw-Hill
Me and Uncle Romie
Wild Horses
Wild Horses
Unit 5 Vocabulary Review
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Comprehension: Summarize . . . . . . . . . . . . . . . . . . . . . 150
Comprehension: Summarizing Chart. . . . . . . . . . . . . . . 151
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Literary Elements: Onomatopoeia and Simile . . . . . . . . 153
Vocabulary Strategy: Connotation/Denotation . . . . . . . 154
Phonics: The VC/CV Pattern . . . . . . . . . . . . . . . . . . . . . 155
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Comprehension: Make Judgments . . . . . . . . . . . . . . . . 157
Comprehension: Make Judgments Flow Chart . . . . . . . 158
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Text Feature: Interview . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Vocabulary Strategy: Antonyms . . . . . . . . . . . . . . . . . . . 161
Phonics: V/CV and VC/V Patterns . . . . . . . . . . . . . . . . . 162
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Comprehension: Fact and Opinion . . . . . . . . . . . . . . . . 164
Comprehension: Fact and Opinion Chart . . . . . . . . . . . 165
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Study Skill: Skim and Scan. . . . . . . . . . . . . . . . . . . . . . . 167
Vocabulary Strategy: Relationship . . . . . . . . . . . . . . . . . 168
Phonics: Accented Syllables . . . . . . . . . . . . . . . . . . . . . 169
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Comprehension: Character . . . . . . . . . . . . . . . . . . . . . . 171
Comprehension: Character Web . . . . . . . . . . . . . . . . . . 172
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Text Feature: Directions . . . . . . . . . . . . . . . . . . . . . . . . . 174
Vocabulary Strategy: Descriptions . . . . . . . . . . . . . . . . . 175
Phonics: Final /әr/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Comprehension: Cause and Effect . . . . . . . . . . . . . . . . 178
Comprehension: Cause and Effect Diagram. . . . . . . . . 179
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Literary Elements: Hyperbole and Figure of Speech . . 181
Vocabulary Strategy: Paragraph Clues . . . . . . . . . . . . . 182
Phonics: Final /әl/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184, 185
vii
Unit 6 • Discovery
The Gold Rush Game
Wild Visitors
The Cricket in
Times Square
Discovering
Nature’s Secrets
Meet a Bone-ified
Explorer
Airplanes
My Brothers’
Flying Machine
Ants
The Life and Times
of the Ant
Unit 6 Vocabulary Review
viii
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Comprehension: Cause and Effect . . . . . . . . . . . . . . . . 187
Comprehension: Cause and Effect Diagram. . . . . . . . . 188
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Text Feature: Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Vocabulary Strategy: Suffixes . . . . . . . . . . . . . . . . . . . . 191
Phonics: Final /әn/. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Comprehension: Theme . . . . . . . . . . . . . . . . . . . . . . . . . 194
Comprehension: Theme Map. . . . . . . . . . . . . . . . . . . . . 195
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Text Feature: Advertisement. . . . . . . . . . . . . . . . . . . . . . 197
Vocabulary Strategy: Paragraph Clues . . . . . . . . . . . . . 198
Phonics: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Comprehension: Make Generalizations. . . . . . . . . . . . . 201
Comprehension: Generalizations Chart. . . . . . . . . . . . . 202
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Study Skill: Functional Documents. . . . . . . . . . . . . . . . . 204
Vocabulary Strategy: Latin Roots . . . . . . . . . . . . . . . . . . 205
Phonics: Prefixes dis-, mis-, non-, un- . . . . . . . . . . . . . . 206
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Comprehension: Author’s Perspective. . . . . . . . . . . . . . 208
Comprehension: Author’s Perspective Map . . . . . . . . . 209
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Literary Elements: Repetition and Personification. . . . . 211
Vocabulary Strategy: Inflectional Endings . . . . . . . . . . . 212
Phonics: Suffixes -y, -ly, -ful, -less, -ness . . . . . . . . . . . . 213
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Comprehension: Description . . . . . . . . . . . . . . . . . . . . . 215
Comprehension: Description Web . . . . . . . . . . . . . . . . . 216
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Literary Elements: Plot and Moral . . . . . . . . . . . . . . . . . 218
Vocabulary Strategy: Greek Roots. . . . . . . . . . . . . . . . . 219
Phonics: /ûr/ in Stressed Syllables . . . . . . . . . . . . . . . . . 220
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221, 222
© Macmillan /McGraw-Hill
The Gold Rush
EgVXi^XZ
CVbZ
7PDBCVMBSZ
3FBEUIFWPDBCVMBSZXPSET8SJUFUIFDPSSFDUXPSEJOFBDI
TFOUFODFCFMPX
BMMFSHJFT
DPOTJEFSBUJPO
BTTJHONFOUT
DPOTVNF
.BSJBTOFF[FECFDBVTFTIFIBT
TVTQJDJPVT
FWJEFODF
BDDVTF
BUTDIPPMTPIFDPVME
"OESFXSPUFEPXOIJT
SFNFNCFSUIFN
IJNPGUBLJOHNZMVODI
*EJEOUXBOUUP
BMMPGUIFQPQDPSO
*NBEFVQNZNJOEOPUUP
BUPODF
XIFO*TBXUIBUNZEPHIBEDSVNCTPO
*CFDBNF
IJTGBDF
*UIPVHIUIFIBEFBUFONZMVODI
CVU*EJEOUIBWFBOZ
UPQSPWFJU
*HBWFIFSJEFBDBSFGVM
*MJLFEJU
CFGPSF*EFDJEFE
BVXb^aaVc $BX
8SJUFBTFOUFODFVTJOHPOFPGUIFWPDBCVMBSZXPSET
I]ZBnhiZgnd[i]ZB^hh^c\AjcX]
&
EgVXi^XZ
$PNQSFIFOTJPO
1SPCMFNBOE4PMVUJPO
CVbZ
"TUPSZIBTBQSPCMFNBOEBTPMVUJPO
5IFQSPCMFNJTXIBUUIFNBJODIBSBDUFSIBTUPTPMWF
5IFTPMVUJPOJTXIBUUIFDIBSBDUFSEPFTUPTPMWFUIFQSPCMFN
3FBEUIFQBTTBHF5IFOBOTXFSUIFRVFTUJPOTUIBUGPMMPX
i)FZ
.BSJP
u+VBOTBJEUPIJTCJHCSPUIFSi5IJTMJUUMFCSPXOEPH
GPMMPXFENFIPNFGSPNTDIPPM*UIJOLIFTMPTU)PXDBO*àOE
IJTPXOFS u
i%JEZPVDIFDLJGUIFEPHIBTBUBHPOJUTDPMMBS u.BSJPBTLFE
+VBODIFDLFE5IFEPHIBEOPDPMMBSPSUBH
8IFO+VBOTQBSFOUTHPUIPNF
IFUPMEUIFNBCPVUUIFEPH5IFZUPPL
UIFEPHUPUIFWFUi4PNFUJNFTBEPHXJMMIBWFBOJEDIJQVOEFSUIFTLJO
*UXJMMUFMMVTXIPPXOTUIFEPH8FDBOSFBEJUXJUIBTQFDJBMSFBEFS
uUIF
WFUTBJE4VSFFOPVHI
UIFWFUGPVOEBDIJQBOEDBMMFEUIFEPHTPXOFS
5IFPXOFSQJDLFEVQIFSQVQQZSJHIUBXBZ
6OEFSMJOFUIFBOTXFSUPFBDIRVFTUJPOJOUIFQBTTBHF5IFO
XSJUFZPVSPXOBOTXFSPOUIFMJOF
8IBUJT+VBOTQSPCMFN
8IBUEJE+VBOTQBSFOUTUPEPIFMQIJN
)PXJTUIFQSPCMFNTPMWFE
'
I]ZBnhiZgnd[i]ZB^hh^c\AjcX]
6i=dbZ/6h`i]ZhijYZciidgZiZaaV[Vb^a^Vghidgndgi]Zeadi
d[VIKh]dl!ZmeaV^c^c\l]di]ZbV^cX]VgVXiZg^h!l]Vii]Z
egdWaZb^h!VcY]dli]ZegdWaZb^hhdakZY#
BVXb^aaVc $BX
8IBUJTPOFUIJOHUIBU+VBOUSJFEUIBUEJEOPUXPSL
EgVXi^XZ
$PNQSFIFOTJPO
1SPCMFNBOE
4PMVUJPO
CVbZ
"TZPVSFBE5IF.ZTUFSZPGUIF.JTTJOH-VODI
GJMMJOUIF
1SPCMFNBOE4PMVUJPO$IBSU
>`]PZS[
/QbW]\
/QbW]\
BVXb^aaVc $BX
/QbW]\
A]ZcbW]\
)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIF1SPCMFNBOE4PMVUJPO
$IBSUIFMQZPVUPBOBMZ[F5IF.ZTUFSZPGUIF.JTTJOH-VODI
6i=dbZ/=VkZi]ZhijYZcijhZi]ZX]VgiidgZiZaai]Zhidgn#
I]ZBnhiZgnd[i]ZB^hh^c\AjcX]
(
EgVXi^XZ
CVbZ
'MVFODZ
"T*SFBE
*XJMMQBZBUUFOUJPOUPFOEQVODUVBUJPOJOFBDI
TFOUFODF
i*IBWFBQSPCMFN
u#SFUUTBJEi*GPVOEUIFTFHMBTTFT
4PNFPOFMPTUUIFN
CVU*EPOULOPXXIP5IFQFSTPOT
JOJUJBMTNBZCFA4#1"OEUIFHMBTTFTBSFPOBHPMEDIBJO
UIBUDBNFGSPNZPVSTUPSFu#SFUUIBOEFEUIFHMBTTFTBOE
DIBJOUP.ST$IVO
.ST$IVOMPPLFEBUUIFDIBJOi:FT
XFTFMMUIFTF
DIBJOT
uTIFTBJEi"OEXFQVUMFUUFSTPOUIFNu4IFXFOU
UPIFSDPNQVUFS4IFMPPLFEJOIFSSFDPSET/PPOFIBE
BTLFEGPSUIFMFUUFST4#1UIPVHI
i*NTPSSZ
u.ST$IVOTBJEi*DBOUIFMQZPV*EPOU
LOPXXIPCPVHIUUIJTDIBJOu4IFHBWFUIFHMBTTFTCBDL
UP#SFUU)FMFGUUIFTUPSF)FGFMUCBEUIBUIFIBEOPU
GPVOEUIFPXOFSi8IBUTIPVME*EPOPX uIFUIPVHIU
ECFH;>;DI?EDÃ>;9A
8IFO.ST$IVODBOUIFMQ#SFUU
EPFTIFHJWFVQ 1SPCMFNBOE
4PMVUJPO
8PSET3FBE
m
CjbWZgd[
:ggdgh
'JSTU3FBE
m
4FDPOE3FBE
m
)
I]ZBnhiZgnd[i]ZB^hh^c\AjcX]
LdgYh
8dggZXiHXdgZ
6i=dbZ/=Zaei]ZhijYZcigZVYi]ZeVhhV\Z!eVn^c\
ViiZci^dcidi]Z\dVaVii]Zided[i]ZeV\Z#
BVXb^aaVc $BX
8IBUQSPCMFNEPFT#SFUUIBWFBOEIPXEPFTIFUSZUPTPMWFJU 1SPCMFN
BOE4PMVUJPO
Practice
Text Feature:
Chart
Name
Charts are a good way to show information. There are rows
that go across a chart. There are columns that go up and
down in a chart.
Each day, the Mystery Store put different items on sale. For example,
on Friday, the store featured the game “Where Is It?” and the puzzle
“Maze.”
The Mystery Store Sale Items
Games
Puzzles
Thursday
y
Clue
e
Secret Word
Friday
Where Is It?
Maze
Saturday
y
Secret Hunt
500-piece puzzle
Circle your answer to each question in the chart. Then write
your answer on the line.
1. If you wanted to buy a Secret Word puzzle on sale, which day would
you go to the Mystery Store?
2. What kind of game was on sale on Saturday?
3. On what day was the 500-piece puzzle on sale?
© Macmillan /McGraw-Hill
4. What game could you get on sale on Thursday?
Answer the following questions.
5. How many games in all were on sale during the sale?
6. Which game or puzzle would you like to buy? When would you buy it?
At Home: Together, create a chart that lists the days of the
week. Add two column heads “Tasks” and “Play.” Make up
a schedule of what chores and what kinds of games the
student will play each day.
The Mystery of the Missing Lunch
Grade 4/Unit 1
5
EgVXi^XZ
CVbZ
7PDBCVMBSZ4USBUFHZ
6OGBNJMJBS8PSET
"EJDUJPOBSZDBOIFMQZPVVOEFSTUBOEUIFNFBOJOHTPGVOGBNJMJBS
XPSET
-PPLBUUIFEJDUJPOBSZFOUSZCFMPX
QBSUPG
TQFFDI
EFGJOJUJPO
À
À
FOUSZXPSE¾ Þ
NBUFSJBMOPVO5IFTVCTUBODFPSTVCTUBODFTGSPNXIJDI
TPNFUIJOHJTNBEF8FOFFEFENPSFNBUFSJBMUPGJOJTI
CVJMEJOHUIFTIFE
¿
FYBNQMF
$JSDMFUIFDPSSFDUBOTXFSUPFBDIRVFTUJPO
5IFFOUSZXPSEGPSUIFBCPWFJT
BNBUFSJBM
COPVO
*GZPVXBOUFEUPTFFUIFXPSECFJOHVTFE
XIFSFXPVMEZPVMPPL
BJOUIFEFàOJUJPO
CJOUIFFYBNQMF
5IFXPSENBUFSJBMJTXIBUQBSUPGTQFFDI
BOPVO
5PàOEXIBUBXPSENFBOT
MPPLBUUIF
BQBSUPGTQFFDI
CEFàOJUJPO
+
I]ZBnhiZgnd[i]ZB^hh^c\AjcX]
6i=dbZ/Add`[dgjc[Vb^a^VgldgYh^cWdd`hdgbV\Vo^cZh#
Add`i]Zbje^ci]ZY^Xi^dcVgn#
BVXb^aaVc $BX
CTVCTUBODF
EgVXi^XZ
CVbZ
1IPOJDT4IPSU7PXFMT
4BZUIFXPSENBU-JTUFOUPUIFBTPVOE*OUIJTXPSE
BTUBOETGPS
BTIPSUWPXFMTPVOE8IFOBWPXFMJTCFUXFFOUXPDPOTPOBOUT
JUVTVBMMZIBTBTIPSUTPVOE
5IFTFBSFUIFTIPSUWPXFMTPVOET
BBTJOIBU
FBTJOCFU
PBTJOMPU
VBTJOTVN
JBTJONJMM
-PPLBUUIFTIPSUWPXFMXPSETCFMPX6TFUIFNUPDPNQMFUFUIF
TFOUFODFTUIBUGPMMPX
EVDL EPDL
5IF
CJU
CFU
SVO
SJN
QJO
IJE
IBE
RVBDLFEMPVEMZ
5IFMFUUFSXBTXSJUUFOXJUIBCMVF
5IFEPH
QFO
EPXOIBSEPOUIFCPOF
JU
*QVUUIFCPYJOBTFDSFUTQPUBOEGPSHPUXIFSF*
5IFCPBUXBTUJFEVQUPUIF
BVXb^aaVc $BX
5IFNZTUFSZCPPLXBTUIFCFTUPOF*
6i=dbZ/GZVYVWdd`l^i]i]ZhijYZci#6hndjgZVY!]VkZ
]^bdg]Zg^YZci^[nh]dgi"kdlZahdjcYh#
I]ZBnhiZgnd[i]ZB^hh^c\AjcX]
,
EgVXi^XZ
CVbZ
DMJNBUF
MVSL
7PDBCVMBSZ
TJMLFO
TIJNNFS
MVNCFSJOH
FFSJF
TXBMMPXT
6TFBWPDBCVMBSZXPSEGSPNUIFMJTUUPDPNQMFUFFBDITFOUFODF
8IFOJUFBUT
BTOBLFPQFOTJUTKBXTXJEFBOE
JUT
EJOOFSXIPMF
5IFFNQUZTUSFFUXJUIJUTEBSLTIBEPXTMPPLFE
.ZTJTUFSTIBJSJT
BOETPGUBGUFSTIFXBTIFTBOE
ESJFTJU
0OBDMFBSOJHIU
UIFNPPOBOETUBST
CSJHIUMZJOUIF
TLZ
4VEEFOMZUIFCFBSDVCTCFHBO
5IF
0VSEPHTPGUFO
BGUFSUIFJSNPUIFS
PGUIFEFTFSUJTESZBOEIPU
OFBSUIFUBCMFBUNFBMUJNF
IPQJOH
GPSBUSFBU
8SJUFUISFFTFOUFODFT
FBDIVTJOHPOFPGUIFWPDBCVMBSZXPSET
BVXb^aaVc $BX
-
6LVa`^ci]Z9ZhZgi
EgVXi^XZ
CVbZ
$PNQSFIFOTJPO
.BJO*EFBBOE%FUBJMT
5PGJOEUIFNBJOJEFBPGBUFYU
BTLZPVSTFMGXIBUUIFUFYUZPVBSF
SFBEJOHJTNPTUMZBCPVU-PPLGPSTVQQPSUJOHEFUBJMTUIBUDBOUFMM
ZPVNPSFBCPVUUIFNBJOJEFB
3FBEUIFGPMMPXJOHQBTTBHF
5IFSFJTMJUUMFXBUFSJOUIFEFTFSU
BOEJUJTWFSZIPU4UJMM
QFPQMFIBWF
GPVOEBXBZUPMJWFJOUIFEFTFSU'FXFSQFPQMFMJWFJOEFTFSUTUIBOJONPTU
PUIFSQMBDFT5PXOTBSFPGUFOJTPMBUFEBOEGBSGSPNPUIFSDPNNVOJUJFT
5IFZCSJOHJOXBUFSGSPNPUIFSQMBDFT.BOZSFTJEFOUTIBWFBJS
DPOEJUJPOJOHUPLFFQUIFNDPPMBOEDPNGPSUBCMF5FMFWJTJPO
UFMFQIPOFT
BOEUIF*OUFSOFULFFQUIFNGSPNCFJOHJTPMBUFE*UJTBMTPGBJSMZFBTZUP
USBWFMUPPUIFSDJUJFTCZDBSPSQMBOF
$JSDMFUIFMFUUFSPGUIFDPSSFDUSFTQPOTF
8IBUJTUIFNBJOJEFBPGUIJTQBTTBHF
B1FPQMFIBWFGPVOEXBZTUPMJWFJOUIFEFTFSU
C.BOZQFPQMFIBWFBJSDPOEJUJPOJOH
8IJDIJTBTVQQPSUJOHEFUBJM
B5IFSFBSFUPXOTBOEDJUJFTJOUIFEFTFSUT
C5IFSFJTMJUUMFXBUFSJOBEFTFSU
BVXb^aaVc $BX
6OEFSMJOFBEFUBJMUPBOTXFSFBDIRVFTUJPO5IFOXSJUFZPVS
BOTXFSPOUIFMJOFT
)PXEPQFPQMFMJWFJOUIFEFTFSU
8IBUJTBEFUBJMUIBUEPFTOPUUFMMBCPVUUIFNBJOJEFB
6i=dbZ/Id\Zi]Zg!gZVYVeVgV\gVe]^cV[Vkdg^iZWdd`#
9^hXjhhl]Vii]ZbV^c^YZVb^\]iWZ#;^cYhjeedgi^c\
YZiV^ah#
6LVa`^ci]Z9ZhZgi
.
Practice
Comprehension:
Main Idea and Details
Name
As you read A Walk in the Desert, fill in the Main Idea Chart.
Details
© Macmillan /McGraw-Hill
Main Ideas
How does the information you wrote in the Main Idea Chart help you
to summarize A Walk in the Desert?
10
A Walk in the Desert
Grade 4/Unit 1
At Home: Have the student use the chart to retell the story.
EgVXi^XZ
CVbZ
'MVFODZ
"T*SFBE*XJMMQBZBUUFOUJPOUPUFNQP
"OJNBMTIBWFNBOZBEBQUBUJPOTUIBUIFMQUIFNTVSWJWF
JOBIPU
ESZDMJNBUF"OBEBQUBUJPONBZIBWFUPEPXJUI
BOBOJNBMTCPEZ"EFTFSUBOJNBMTGFFUNBZCFCVJMUJOB
XBZUIBULFFQTJUGSPNTJOLJOHJOUPUIFTBOE"OBEBQUBUJPO
NBZIBWFUPEPXJUIBOBOJNBMTCFIBWJPS'PSFYBNQMF
NBOZEFTFSUBOJNBMTBSFBDUJWFBUOJHIUXIFOUIFBJSJTDPPM
0OFTVDIBOJNBMJTBMJ[BSEDBMMFEUIFUIPSOZEFWJM5IF
UIPSOZEFWJMESJOLTEFXUIBUGBMMTPOJUTCBDL(SPPWFT
FYUFOEBMPOHJUTCPEZ5IFHSPPWFTMFBEXBUFSJOUPUIF
UIPSOZEFWJMTNPVUI*UDBUDIFTSBJOUIFTBNFXBZ
ECFH;>;DI?EDÃ>;9A
BVXb^aaVc $BX
8IBUJTUIFNBJOJEFBPGUIFàSTUQBSBHSBQI .BJO*EFBBOE%FUBJMT
/BNFTPNFEFUBJMTBCPVUUIFBEBQUBUJPOPGUIFUIPSOZEFWJM.BJO*EFB
BOE%FUBJMT
8PSET3FBE
m
CjbWZgd[
:ggdgh
'JSTU3FBE
m
4FDPOE3FBE
m
6i=dbZ/=Zaei]ZhijYZcigZVYi]ZeVhhV\Z!eVn^c\
ViiZci^dcidi]Z\dVaVii]Zided[i]ZeV\Z#
LdgYh
8dggZXiHXdgZ
6LVa`^ci]Z9ZhZgi
&&
Practice
Literary Elements:
Assonance and
Metaphor
Name
Assonance occurs when the same or similar vowel sounds
are repeated in two or more words grouped closely together.
Assonance is often found in poems. For example, light shines, wild.
A metaphor compares two different objects or ideas. For
example, a wet snake curving through the land can be used to
describe a river.
Read the following poem. Look for words that have similar
vowel sounds. Also look for a metaphor. Then answer the
questions that follow.
The Hawk
The hawk
Free and easy
Flies down to the green tree
A silent soldier it sits and
Watches.
1. Underline words that have the long e sound, such as breeze or steal.
Write them on the line.
2. Circle the word pairs that are an example of assonance.
b. down, sits
3. To what is the hawk compared in this poem?
Circle the correct answer.
a. a green tree
b. a soldier
12
A Walk in the Desert
Grade 4/Unit 1
At Home: Choose a word and see how many words the
student can name that have the same vowel sound.
© Macmillan /McGraw-Hill
a. flies, silent
EgVXi^XZ
CVbZ
7PDBCVMBSZ4USBUFHZ
4VSSPVOEJOH8PSET
"DPOUFYUDMVFDBOIFMQZPVGJHVSFPVUUIFNFBOJOHPGBXPSEZPV
EPOULOPX4PNFUJNFTOFBSCZXPSETIFMQUPFYQMBJOUIFNFBOJOH
PGUIFVOGBNJMJBSXPSE'PSFYBNQMF
3FQUJMFT
TVDIBTTOBLFTBOEMJ[BSET
BSFGPVOEJOUIFEFTFSU
6OEFSMJOFUIFXPSETUIBUIFMQUPFYQMBJOUIFXPSEJOCPMEUZQF
5IFODJSDMFUIFMFUUFSPGUIFNFBOJOHUIBUNBUDIFTUIFXPSEJO
CPMEUZQF
4PNFSFHJPOTPGUIFXPSME
TVDIBTEFTFSUTBOEIJHINPVOUBJOT
DBOCF
WFSZIPUPSWFSZDPME
BQMBDFT
CDJUJFT
*OUIFESZUJNFPGZFBS
UIFSJWFSXBTBTTIBMMPXBTBEJUDIPSQVEEMF
BOPUEFFQ
CTIJOZ
3PBESVOOFSTEPOUTUBZBMPGU
HMJEJOHMJLFBIBXLPSBOFBHMFEPFT
GPS
WFSZMPOH
BGFBUIFSFE
CJOUIFTLZ
'PYFTSBJTFUIFJSZPVOHJOEFOT
CVJMUTOVHMZJOIPMFTJOUIFHSPVOEPSJO
GBMMFOUSFFT
BVXb^aaVc $BX
BTNBMM
DP[ZQMBDFT
CQBSLT
4DJFOUJTUTVTFEFWJDFTTVDIBTUIFSNPNFUFSTUPNFBTVSFIFBUJOUIF
EFTFSU
BBOJNBMT
6i=dbZ/<^kZi]ZhijYZcihZciZcXZhi]Vi]VkZVc
jc[Vb^a^VgldgYVcYdcZdgbdgZZmVbeaZhgZaViZYidi]Z
ldgY#6h`i]ZhijYZciid\jZhhi]ZbZVc^c\d[i]ZldgY#
CNBDIJOFT
6LVa`^ci]Z9ZhZgi
&(
EgVXi^XZ
CVbZ
1IPOJDT
-POHB
4BZUIFXPSETDMBZ
HBUF
BOECBJM:PVXJMMIFBSUIFMPOHBTPVOE
JOFBDIXPSE
5IFMPOHBTPVOEDBOCFTQFMMFEJOEJGGFSFOUXBZT
BZ QMBZ
TUBZ
BJ
NBJM
SBJO
B@F IBUF
OBNF
FJ
XFJHI
FJHIU
FB CSFBL
TUFBL
$JSDMFUIFXPSETXJUIUIFMPOHBTPVOE5IFOVTFFBDIMPOHB
XPSEJOBTFOUFODF
UIBU
QBMF
MBXO
TQBU
MBEEFS
DMBZ
HSBOE
XIBU
TUBS
áBU
QMBJO
XFJHI
XIJUF
DMBJN
GBMMFO
CSFBL
DMBX
XIFO
&)
6LVa`^ci]Z9ZhZgi
6i=dbZ/Add`i]gdj\]VWdd`l^i]i]ZhijYZciVcYVh`]^b
dg]Zgid^YZci^[nldgYhl^i]i]Zadc\VhdjcY#
BVXb^aaVc $BX
EgVXi^XZ
CVbZ
7PDBCVMBSZ
"8SJUFUIFWPDBCVMBSZXPSEUIBUCFTUGJUTJOFBDICMBOL
KPVSOFZ
XJMEMJGF
OBUVSBM
SPBNFE
DPNQMFUFE
*GBCFBSXBOEFSFEBCPVUJOBOBSFBJOTJEFUIFQBSL
ZPVDPVMETBZUIBU
JU
8IBUXPVMEZPVDBMMBUSJQBSPVOEUIFXPSME
8IBUJTBOPUIFSXPSEGPSàOJTIFE
8IBUXPSEDBOZPVVTFUPEFTDSJCFBOFOWJSPONFOUUIBUQFPQMFIBWFOU
DIBOHFEJOBOZXBZ
8IBUJTBOPUIFSXPSEGPSUIFBOJNBMTUIBUMJWFJOPVSOBUJPOBMQBSLT
#8SJUFTFOUFODFTVTJOHUISFFPGUIFWPDBCVMBSZXPSETBCPWF
BVXb^aaVc $BX
6c^bVah8dbZ=dbZidDjg
CVi^dcVaEVg`h
&*
EgVXi^XZ
CVbZ
$PNQSFIFOTJPO
.BJO*EFBBOE%FUBJMT
5IFNBJOJEFBPGBQBSBHSBQIJTJUTNPTUJNQPSUBOUJEFB
%FUBJMTJOUIFQBSBHSBQIIFMQTVQQPSUUIFNBJOJEFB
3FBEUIFQBSBHSBQICFMPX5IFOBOTXFSUIFRVFTUJPOTUIBUGPMMPX
5IFXPMWFTCSPVHIUUP:FMMPXTUPOF/BUJPOBM1BSLIBEBMPUUPMFBSO
5IFZIBECFFOUBLFOGSPNUIFJSQBDL
PSGBNJMZHSPVQ"XPMGQBDLIBT
iGBNJMZuSVMFT8IBUXFSFUIFSVMFTJOUIFJSOFXQBDL "OEXIPXPVME
UIFZQMBZXJUI
8IBUXBTUIFJSUFSSJUPSZ
PSBSFB "GUFSBMM
XPMWFTIBWFUPLFFQ
JOUSVEFSTBXBZ
KVTUBTQFPQMFDMPTFUIFEPPSTPGUIFJSIPNFTUPLFFQ
JOUSVEFSTBXBZ8IBULJOETPGBOJNBMXPVMEUIFZIVOUGPSGPPE
8PMWFTUBMLXJUIPOFBOPUIFSCZIPXMJOHJOiTPOHGFTUTu)PXXPVME
UIFZMFBSOUIFOFXiMBOHVBHF u:FT
UIFTFXPMWFTIBEBMPUUPMFBSO
6OEFSMJOFUIFBOTXFSUIBUCFTUEFTDSJCFTUIFNBJOJEFBPG
UIJTQBTTBHF
B8PMWFTBSFWFSZJOUFSFTUJOH
C5IFXPMWFTCSPVHIUUP:FMMPXTUPOF/BUJPOBM1BSL
IBEBMPUUPMFBSO
-JTUUISFFTVQQPSUJOHEFUBJMTCFMPX
BVXb^aaVc $BX
&+
6c^bVah8dbZ=dbZidDjg
CVi^dcVaEVg`h
6i=dbZ/GZVYVWg^Z[cdcÆXi^dchZaZXi^dcl^i]i]ZhijYZci#
I]ZcVh`]^bdg]Zgid^YZci^[ni]ZbV^c^YZVd[i]ZhZaZXi^dc
Vadc\l^i]dcZdgildYZiV^ahi]Vihjeedgi^i#
EgVXi^XZ
CVbZ
$PNQSFIFOTJPO
.BJO*EFBBOE%FUBJMT
"TZPVSFBE"OJNBMT$PNF)PNFUP0VS/BUJPOBM1BSLT
GJMMJOUIF.BJO*EFB$IBSU
;OW\7RSOa
2SbOWZa
BVXb^aaVc $BX
)PXEPFTUIFJOGPSNBUJPOZPVXSPUFJOUIF.BJO*EFB$IBSUIFMQZPV
UPTVNNBSJ[F"OJNBMT$PNF)PNFUP0VS/BUJPOBM1BSLT
6i=dbZ/=VkZi]ZhijYZcijhZi]ZX]VgiidgZiZaai]Zhidgn#
6c^bVah8dbZ=dbZidDjg
CVi^dcVaEVg`h
&,
