Unit 1

UNIT
1
Networks
Essential Question
How can a place affect
how we live?
Go ONLINE for
 Watch all lessons.
VIDEO
“Getting to School”
AUDIO
INTERACTIVITY
GAME
ANNOTATE
BOOK
TURN TALK
and
RESEARCH
How do you travel to different
places in your community?
8
Spotlight on Narrative Nonfiction
READING WORKSHOP
Map: Discover Extraordinary Iceland
Reaching for the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Autobiography
by Buzz Aldrin
Infographic: Where We Live

Rare Treasure: Mary Anning and
Her Remarkable Discoveries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Biography
by Don Brown
Media: Everyday Space Technology

“Twins in Space” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Magazine Article
by Rebecca Boyle
Infographic: Cool Homes Around the World

Life at the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Informational Text
by Veronica Ellis
Primary Source: Taking Care of Our Land

Barbed Wire Baseball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Biography
by Marissa Moss
READING-WRITING BRIDGE
• Academic Vocabulary • Word Study
Narrative Nonfiction
• Read Like a Writer • Write for a Reader
• Spelling • Language and Conventions
WRITING WORKSHOP
• Introduce and Immerse • Develop Elements Personal Narrative
• Develop Structure • Writer’s Craft
• Publish, Celebrate, and Assess
PROJECT-BASED INQUIRY
Write a Brochure Argumentative Text
9
UNIT INDEPENDENT READING
1 Independent Reading
You can become a lifelong reader by reading often and by
exploring many kinds of texts. In this unit, you will read
assigned texts with your teacher. You will also choose other
texts to read during independent reading.
Follow these steps to help you select a book you will enjoy
reading on your own.
Step 1 Make a plan for choosing a book at the right level.

Ask yourself:
What titles have I enjoyed reading in the past?

How can I choose a book that is interesting
and challenging and that I can understand
independently?
Step 2 Select a book and open it to any two pages. Use this
strategy to determine if the book is just right for you.
Is this book right for me?

Read the two pages you turned to and then ask yourself:
YES NO
Do I understand most of the words?
Are there one or two words that I have to

sound out?
Are there interesting features, such as

pictures and headings?
10
Independent Reading Log
Date Book Genre Pages Minutes My Ratings
Read Read
11
UNIT INTRODUCTION
1 w
Unit Goals
Shade in the circle to rate how well you meet each goal now.
1 2 3 4 5
SCALE
NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY

WELL WELL WELL WELL WELL
Reading Workshop 1 2 3 4 5
I know about different types

of narrative nonfiction and
understand their elements.
Reading-Writing Bridge 1 2 3 4 5

I can use language to make
connections between reading
narrative nonfiction and writing
a personal narrative.
Writing Workshop 1 2 3 4 5
I can use elements of narrative

nonfiction writing to write a
personal narrative.
Unit Theme 1 2 3 4 5

I can determine how a place can
affect how we live.
12
Academic Vocabulary
Use these vocabulary words to talk and write about this unit’s
theme, Networks: contribute, exposed, habit, severe, and significant.
and
TURN TALK Read the vocabulary words and related words in the
chart. With a partner, use each newly acquired vocabulary word in
a sentence to show its relationship to another word or concept. For
example, give and contribute are related because giving is one way
to contribute. The baseball club needed money for equipment, so
they asked me to contribute.
Academic Related Words Used in a Sentence

Vocabulary
contribute donate, assist
exposed revealed, unprotected
habit usual, practice
severe harsh, serious
significant important, relevant
13
WEEKLY LAUNCH: MAP
INTERACTIVITY
DISCOVER
Extraordinary
Iceland
PEOPLE LIVE HERE! Iceland
is very far north. In summer,
daylight lasts roughly twenty
hours. In winter, there can
be fewer than four hours of
daylight. How would this
affect you if you lived here?
M WINTER
SUM ER
20
HRS.
4
HRS.
REYKJANES PENINSULA This area

is home to what local people refer
to as lava fields. These form after a
volcanic eruption when a lava flow
cools and hardens. There are also
mud pools here.
Scalding-hot mud
bubbles up through
cracks in the earth.
14
W EEK
ASKJA CALDERA Some volcanoes

1
collapse after they erupt, forming a Weekly Question
large depression called a caldera. Askja
Caldera is very rocky and is covered in How can visiting new
black volcanic sand. A large lake and places expand our
hot springs form part of the landscape.
understanding of our
Not much grows here, making it hard
place in the world?
for humans and animals to live here.
and
TURN TALK How is Iceland
different from where you live?
Engage in a one-on-one discussion
with your partner. Listen carefully,
and build on your partner’s
comments.
THE PERFECT LANDSCAPE

In 1965 and 1967, astronauts
were preparing to go to the moon.
Iceland was the perfect place for
them to train because it also has
a harsh landscape. It’s a young,
volcanic country. The rocks are not
exceptionally old compared to other
places on Earth. The astronauts visited
the Askja Caldera and the Reykjanes
Peninsula to learn more about what
it might be like on the moon.
15
GENRE: NARRATIVE NONFICTION
Learning Goal
Spotlight on Genre
I can learn more
about narrative
nonfiction by
Narrative Nonfiction
analyzing the Narrative nonfiction is informational text that tells a
author’s purpose in
an autobiography. story about real people and events. It includes
• A purpose, or the author’s reason for writing
• Descriptive details about real people and events
• Chronological, or time order, structure
Although narrative nonfiction shares these
characteristics, there are many different types of
narrative nonfiction. This week you will be reading
an autobiography, which is a true story about the
author’s own life.
A text that tells and

TURN TALK Describe to a partner a story you
a story, but have read about a real person or event. Use the
with real people anchor chart to tell how you know whether the
and events, story is narrative nonfiction. Take notes and then
is narrative share your ideas with the class.
nonfiction.
My NOTES
16
READING WORKSHOP
17
Meet the Author
Reaching for the Moon
Preview Vocabulary
As you read Reaching for the Moon, pay attention
to these vocabulary words. Notice how they can
Buzz Aldrin is help you understand the author’s purpose.
best known as an
astronaut on the
historic Apollo 11
determination independence
mission. He has
devoted his life to specialized struggled confidence
the study of space.
He also has great
hopes for the future
of space exploration.
He believes that “the
Read
next monumental Use the strategies in the First Read boxes to help you
achievement of
humanity will be the set a purpose for reading. Active readers of narrative
first landing by an nonfiction follow these strategies when they read a
Earthling, a human text the first time.
being, on the planet
Mars.”
Notice Generate Questions
the real people and to deepen your
events in the story. understanding of
the topic.
First
Connect
Read Respond
ideas within the by marking parts that
selection to other texts relate to people or
you have read. events in your life.
18
Genre Autobiography
Reaching
for the Moon
by Buzz Aldrin
AUDIO
ANNOTATE
19
CLOSE READ
1 The name my parents gave me was Edwin Eugene,
but the name my sister gave me was the one that
Explain would stay with me all my life. Since I was the only
Author’s son, everyone in my family called me Brother. But
Purpose
my sister Fay Ann, a year older than I was, could only
Underline one or more
sentences that show why manage to say ‘‘Buzzer.” Later it got shortened to
Buzz Aldrin begins his “Buzz,” and no one ever called me anything else.
story by talking about
his childhood.
2 On summer nights the Moon hung low
in the sky, so close to our house that I
thought I could reach out and touch
the soft white light. I never imagined
that one day I would walk on its
surface. But maybe it was meant
to be. You see, before she
was married, my mother’s
last name was Moon.
3 My father’s job with Standard Oil

took him all over the country, and he flew his
own plane from coast to coast. During World
War II he served in the Army Air Corps and came
home for visits, looking tall and important in his
colonel’s uniform.
20
CLOSE READ
4 When I was two years old, my father took me
flying for the first time, in a small, shiny white plane
painted to look like an eagle. I was a little frightened Use Text
as the plane shuddered into flight. But mostly I was
Evidence
Highlight evidence in
thrilled. I loved the speed, the sense of soaring high the text that helps you
above the Earth, supported only by the air passing determine the author’s
purpose.
around the metal wings.
5 One day I would fly in a different machine called

the Eagle—but that would be many years in the
future and a very different kind of adventure.
21
CLOSE READ
6 Usually there was plenty to hold my attention right
here on Earth. My family spent many summers at
Vocabulary in Culver Lake in the Appalachian Mountains, and
Context one summer, when I was about six or seven, I began
Readers can determine
the meanings of collecting rocks. There was treasure everywhere
unfamiliar words by I looked. Those rocks were precious, they were
using context clues.
Use context clues to beautiful, and—most importantly—they were mine.
determine the meaning
of precious. Underline
the context clues that
support your definition.
22
CLOSE READ
7 One morning I gathered up the best of my rocks,
put them in a bucket, and carried them down to the
dock to show my friend. He wanted a rock. I didn’t Explain
want to give it to him. He pushed me, bucket and all,
Author’s
Purpose
off the dock.
Authors include
anecdotes, or brief
8 I wouldn’t let go of my rocks, even though the self-contained stories,
weight of them pulled me down. The light at the in longer texts. The
purpose of the anecdote
surface slowly drifted away. When my friend’s father is often to strengthen
pulled me out, I still had my arms wrapped around the message or impact
of the whole text.
the bucket.
Identify and underline
9 I knew that if something was important to you, you an anecdote. Then
underline details that
had to hold on.
help explain why Buzz
Aldrin included the
10 Determination, strength, independence—those anecdote.
were the qualities I worshipped in my favorite movie
hero, the Lone Ranger. I went to the movies every
determination the will
Saturday, and sometimes I even snuck in through to achieve a difficult task
the fire escape when I didn’t have the money to buy
independence freedom
a ticket. I felt just like the Lone Ranger the day I set from being controlled
off to ride my bike across the George Washington or needing help from
others
Bridge to New York City. Ten years old, I pedaled
twenty miles down unfamiliar roads and busy streets,
past neighbors and strangers, out into the unknown.
Just like the Lone Ranger, I didn’t need help from
anyone. It took me all day, but I found the way and
did it myself.
11 Almost every day I played some kind of sport, from

swimming to high school track to pick-up games
of football in the park across the street. The older
boys let me play because although I was small, I was
tough.
23
CLOSE READ
12 No matter what the sport, I played every game
hard, because I wanted to win. I loved being part of a
Explain team, working together to fight for victory. But it was
Author’s even better to compete on my own, like when I flew
Purpose
over the bar in pole-vaulting. Then it was just me
Underline details in
paragraphs 13–16 that trying, with everything I had, to be the best. Whether
explain why Buzz Aldrin I won or lost was up to me.
tells about working hard
at West Point.
13 When I finished high school, my father wanted me
to go to the naval academy, but I chose West Point
instead. I wasn’t interested in the Navy; I wanted to
be in the Air Force. And I thought West Point would
help me get there.
14 That first summer at West Point was the toughest

challenge I had faced. We had to run everywhere;
no walking was allowed. We couldn’t speak during
meals. Every order from an upperclassman or a
teacher had to be obeyed at once.
24
CLOSE READ
15 I followed every order. I studied every night. By
the end of the year I was first in my class. By the
end of four years I had the grades to do whatever I Explain
wanted—and what I wanted more than anything was
Author’s
Purpose
to fly!
Underline details that
help you understand
16 After West Point I joined the Air Force, at last, and why Buzz Aldrin
learned to fly fighter jets, fast and quick in the sky. mentions Ed White.
I loved the feeling of breaking free from gravity. I

loved going as fast as a human being could go.
17 When I finished my training, I flew sixty-six

combat missions in the Korean War.
18 After the war I was stationed in Germany, learning

to pilot planes that flew faster than the speed of
sound. But there were men flying faster than that—
America’s first seven astronauts, the men in the
Mercury program. Their goal was to be the first
Americans to orbit the earth.
19 The astronauts seemed like supermen to me.

I couldn’t imagine myself exploring outer space.
But that changed when my friend Ed White from
West Point told me his plan to apply to the space
program. That was when I realized that the Mercury
astronauts were pilots just like Ed—and just like me.
20 I already flew the fastest planes on Earth. But

Mercury was a brand-new adventure. It was America’s
first step into space. And I wanted to be a part of it.
21 I was already a good pilot. But the Air Force had

many good pilots. I needed to find something I
could do better than anyone else, something that
would make me an astronaut.
25
CLOSE READ
22 I went back to a university, to the same school
my father had gone to, and studied aeronautics
Explain and astronautics. I specialized in something called
Author’s rendezvous, learning how to bring two different
Purpose
objects together in space.
Buzz Aldrin uses to show
his determination. 23 Computers could do most of the work for
rendezvous, but I believed that pilots needed to
specialized gained
specific knowledge understand it themselves, in case something went
wrong. A computer can calculate numbers faster
than the human brain; but people bring creativity
and common sense to a problem, something a
computer cannot do.
24 I dedicated my final paper to the American

astronauts: “Oh, that I were one of them.”
25 The first time I applied to the astronaut program,

I wasn’t accepted. But I didn’t give up. When I
applied a second time, I got in. I tried to appear
as if I’d always known I’d make it, but inside I was
bursting with excitement. I was already a pilot and a
scientist: now I was an astronaut as well.
26 Along with the other men in the space program,

I studied computers and instruments, what went
right and what went wrong on each previous
spaceflight, and how to survive in the wilderness
if my spacecraft crashed returning to Earth. We
also had to learn to move in the weightlessness of
space. The others trained with a system of ropes and
pulleys, but I thought training underwater would
work much better. I spent hours in the pool tethered
to an air line. The simplest movements—turning a
handle, tightening a screw—had to be practiced over
and over again.
26
27
CLOSE READ
27 My first spaceflight was on board Gemini 12. My
mission, along with my fellow astronaut Jim Lovell,
Explain was to orbit the Earth and to practice rendezvous
Author’s techniques with another vehicle in space.
Purpose
What details in the text 28 Once the spacecraft was in orbit, I put on my space
does the illustration help
bring to life? Underline suit, opened the hatch, and drifted out into space.
those details. Only a thin cord connected me to Gemini as we
circled the Earth at 17,500 miles per hour, five miles
every second. It took us less than two hours to go all
the way around the world.
29 But the speed didn’t seem real to me. I felt as if I

were gently floating while the Earth spun beneath
me. I could see the great curve of my home planet:
the brown mass of Africa, night falling over the
Indian Ocean, a shower of green meteors tumbling
into the Australian desert.
28
CLOSE READ
30 After Gemini 12, there was a new mission—Apollo.
The goal of Apollo was to put humans on the Moon.
Use Text
31 Many people thought it couldn’t be done. They Evidence
thought that the powerful rockets needed to go Highlight text that
helps you identify and
that far could never be built. They thought that understand Buzz Aldrin’s
computers could never do all the calculations. They message.
thought that, even if we did reach the Moon, we
would never be able to take off again to come home.
But, one by one, all the challenges were met.
32 Neil Armstrong, Mike Collins, and I were next

in line for a spaceflight, so we were chosen as the
team for Apollo 11—the flight that would land on
the Moon.
29
CLOSE READ
33 Three years after my
Gemini mission, I stood
Explain beside Apollo 11’s Saturn V
Author’s rocket. It was sunrise on July
Purpose
16, 1969. Neil and Mike were
Underline a sentence
that explains Buzz already in their places on
Aldrin’s purpose for board. For a few moments I
telling his story.
was alone.
struggled made a great 34 All my life I had struggled to

and difficult effort
learn, to compete, to succeed,
so that I could be what I was
in that one moment: an
astronaut on a mission to
the Moon. I felt nothing but
confidence a feeling calm confidence. I was sure
that a person can
succeed or do well
we would make it there and
back.
35 It was time for me to

board.
36 Neil, Mike, and I lay

side by side on three
couches, tightly
strapped in. Beneath
us I heard a rumble,
like a faraway
train. But as we
lifted off, the
movement felt
so gentle that if
I had not been
looking at the
instruments, I would
never have known we
were on our way.
30
CLOSE READ
37 Outside the window of the Apollo 11, the Earth
grew smaller and smaller. At last we were so far away
that I could hold up my thumb and block the bright Explain
disk from my sight.
Author’s
Purpose
38 After five hours we could take off our space suits Underline facts that
help you understand the
and helmets and move around the cabin. We ate dangers of the Apollo 11
chicken salad and applesauce for dinner, with shrimp mission.
cocktail, my favorite of our freeze-dried choices. Then

it was time to rest. Wrapped in sleeping bags, we
floated above the couches, comfortably weightless. For
this time Apollo 11 was our home, a tiny bubble of air
and warmth speeding through the icy cold of space.
39 Four days after launch, and after traveling

240,000 miles, we were in orbit around the Moon.
Apollo separated into two parts: Columbia, where
Mike would wait in orbit, and the Eagle, the lander.
The Eagle was powerful enough to take Neil and
me down to the Moon’s surface and back up to
Columbia. But its walls were so thin, I could have
punched a pencil through them if I had tried.
40 The computer had chosen a spot for the Eagle to

land. But through the window we could see that it
was too rocky. We couldn’t rely on the computer
to land the Eagle safely. We would have to do it
ourselves.
41 Neil took control. I called out to let him know how

far we were from the ground. Two hundred feet.
One hundred. Forty. By the time the Eagle landed,
we had used up almost all our fuel with only twenty
seconds left to spare.
42 But we had made it. We were safely on the surface

of the Moon. I grinned at Neil. There was no need
to say anything. We had work to do.
31
CLOSE READ
43 Flight and spaceflight had always meant motion to
me. But now the Eagle stood perfectly still.
Explain
Author’s 44 Neil and I put on our space suits. Neil climbed
Purpose out first and descended Eagle’s ladder to the Moon’s
In paragraphs 45–46, surface. Everyone listening back on Earth heard
Buzz Aldrin describes
the Moon. Underline Neil’s first words: “That’s one small step for … man,
sensory details that one giant leap for mankind.”
Buzz Aldrin uses to help
you visualize being on 45 I climbed down the ladder and joined Neil. There
the Moon.
was no color on the Moon. A flat landscape of rocks
Explain how this
description contributes
and craters stretched in all directions. Everything
to the author’s purpose. was gray or white. The shadows and the sky above
were as black as the blackest velvet I had ever seen. I
exclaimed: “Magnificent desolation.”
46 I could see Earth, our home, in the sky overhead—

blue water, white clouds, and brown land. I could see
the continents, and I knew that they were younger
than the Moon dust in which Neil and I were now
leaving our footprints.
47 I took out the American flag from the

compartment where it was stored.
48 Neil and I could force the pole only a few inches

into the Moon’s soil. I knew that more than half
a billion people back on Earth were watching on
television, and I worried that the flag would sag
or tip. But when we took our hands away, it stood
straight. I snapped off a crisp salute, just as I was
taught at West Point.
49 We moved quickly on to other tasks. I became a

rock collector again, gathering samples for study
back on Earth.
32
CLOSE READ
50 Still, I remember that brief moment perfectly, so
many years later. I remember the pride I felt and how
I imagined the pride of every American on Earth. Explain
Author’s
51 Neil and I set up a plaque that would remain on Purpose
the surface of the Moon with the simple words: What important
idea does the picture
illustrate? Underline a
52 HERE MEN FROM THE PLANET EARTH
sentence that shows
FIRST SET FOOT UPON THE MOON the important idea
JULY 1969, A.D. communicated by the
text and image.
WE CAME IN PEACE FOR ALL MANKIND
33
VOCABULARY
Develop Vocabulary
In narrative nonfiction, authors choose words that vividly describe the events
and people. These words help the reader better understand real events and
real people.
My TURN Read the vocabulary words. Then use each new word to write a
sentence that describes something Buzz Aldrin felt or experienced.
Word Description of an Event or Feeling
determination
independence
specialized
struggled
confidence
34
COMPREHENSION READING WORKSHOP
Check for Understanding

My TURN Look back at the text to answer the questions.
1. What characteristics and structures in the text show you that this is an
autobiography? Name three.
2. What evidence from the text supports Buzz Aldrin’s idea that he was
meant to walk on the Moon?
3. In the text, Buzz Aldrin says that he admired the Lone Ranger.
Compare Buzz Aldrin and the Lone Ranger. What qualities do they
have in common?
4. Use text evidence to analyze the importance of the Apollo 11 mission.
35
CLOSE READ
Explain Author’s Purpose

An author’s purpose, or reason for writing, may be to inform,
entertain, persuade, or express ideas and feelings. Authors often have
more than one purpose for writing. The author’s purpose determines
the message that the author includes in a text.
1. My TURN Go to the Close Read notes in Reaching for the Moon.

Underline the parts that help you explain the author’s main
purpose and message in writing.
2. Text Evidence Use the parts you underlined to complete the chart
and explain the author’s purpose.
Fact or Detail Fact or Detail Fact or Detail
Author’s Purpose
36
READING WORKSHOP
Use Text Evidence

After identifying the author’s purpose, you can use text evidence to
determine the author’s message, or idea about a topic. Text evidence
can be facts, details, or other information that the author includes in
the text.
1. My TURN Go back to the Close Read notes and highlight

evidence that relates to the author’s purpose and message.
2. Text Evidence Connect your highlighted text to the author’s

purpose. Then use this information to explain the author’s
message.
Highlighted Text Evidence
Connection to Author’s Purpose
Connection to Author’s Message
37
RESPOND TO TEXT
Reflect and Share

Talk About It Buzz Aldrin described what it was like
to visit space and walk on the moon. Consider all the
texts you have read this week. What other new places
have you read about? Use these questions to help you
express an opinion about why it is important to learn
about new places.
Express an Opinion When giving an opinion, express your

ideas clearly and support those ideas with accurate information.
Support your opinion with related facts and details from
your reading or your own observations.
Paraphrase information you have learned from watching
videos and looking at images.
Speak at a natural rate and volume.
Use these sentence frames to guide your responses:
What I read about

I think it is important ______ in ______
to learn about new supports my opinion
places because . . . about new places.
Weekly Question
How can visiting new places expand our understanding of our place in
the world?
38
VOCABULARY READING-WRITING BRIDGE
Academic Vocabulary Learning Goal
Related words are words that share roots or word I can use language
to make connections
parts. These words can have different meanings based between reading and
on how the word is used, such as explore, explorer, writing.
and exploration. You can learn new words from
related words.
My TURN For each sentence,
1. Use print or digital resources, such as a dictionary

or thesaurus, to find related words.
2. Add an additional related word in the box.
3. Choose the correct form of the word to complete

the sentence.
Word Related Words Correct Form of the Word
contribute contributes She ________________________________ money to her

contributed favorite charity this year.
________________________________
exposed expose An explanation in writing is called an

exposition ________________________________.
________________________________
habit habits One positive ________________________________ is exercising

inhabit regularly.
________________________________
severe severely The ________________________________ of the storm was

severity so great that people were encouraged
________________________________
to stay home.
39
WORD STUDY
Suffixes -ed, -ing, -s, -er, -est

The suffixes -ed, -ing, and -s can be added to verbs to tell when an
action happens.
Adding -ed to a verb means the action happened in the past.
Adding -ing shows that the action is happening now. A verb with an
-ing ending has a form of the verb to be in front of it.
Adding -s to a verb means that the action is happening in the present.
The suffixes -er and -est can be added to adjectives to compare.
Use the -er ending to compare two people or things: Her cat is
younger than his dog.
Use the -est ending to compare three or more people or things: He
is the fastest runner in school.
My TURN Add -ed, -ing, and -s to each word to show when the
action occurs.
Verb Happened in the Past Happening in the Present
orbit orbited is orbiting; orbits
succeed
remember
Read each sentence. Add -er or -est to each word in parentheses.
1. James is the ________________________________ (fast) runner in his class.
2. Raja is ________________________________ (tall) than his sister.
3. Keiko’s voice is ________________________________ (loud) than her best friend’s.
40
ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE
Read Like a Writer

Authors often use graphic features, such as illustrations or
photographs, to show events or portray an important idea.
Through illustrations, authors help readers better understand
key points in their work.
Model
Look at the illustration that goes with paragraph 3 of
Reaching for the Moon.
1. Identify Note how the light from the Moon and from inside the
house seems warm and inviting. Note also a comfortable glow of
light around Buzz.
2. Question How does this illustration help readers understand
specific ideas about Buzz?
3. Conclude The picture illustrates Buzz’s awe and wonder as he

gazes at the Moon.
My TURN Look at the illustration that goes with paragraph 8 of Reaching

for the Moon. Follow the steps to analyze it.
1. Identify The illustration shows
2. Question How does this illustration help me understand Buzz?
3. Conclude The picture shows that Buzz
He believes that
41
DEVELOP AUTHOR’S CRAFT
Use
images and
Write for a Reader illustrations
Pay attention to how authors use specific print and to support
graphic features, such as text and illustrations. They help important
explain or emphasize important ideas and events. ideas in your
writing.
My TURN Think about how the illustrations in Reaching for
the Moon helped you better understand Buzz Aldrin and the
events in his life. Now think about how you could use graphic
features to show something about yourself or about events in
your life.
1. Consider a job you might want to do one day. What
personality traits do you have that would help you do that job?
2. Draw a picture that shows the job you described or that shows an event
from your life that relates to that job. Add a caption or labels to the picture
to give more information.
42
SPELLING READING-WRITING BRIDGE
Spell Words with Suffixes

Suffixes -ed, -ing, -s, -er, -est Some base words change their spelling
when you add the endings -ed, -ing, -s, -er, or -est. For words that end
in y, drop the y and add i before adding an ending. For words ending
in a consonant-vowel-consonant pattern, double the last consonant
before adding an ending. For words ending in e, drop the e before
adding an ending.
My TURN Sort and spell each word under the correct suffix.
SPELLING WORDS
crying cried cries shipped

shipping tagged scarier scariest
sadder saddest earlier earliest
lazier laziest supplies denied
tying prettier prettiest huger
-ed -ing -s
-er -est
43
LANGUAGE AND CONVENTIONS
Subjects and Predicates

A sentence has two parts: the subject and the predicate. The subject
tells who or what the sentence is about. The predicate describes the
subject’s action or state of being. A complete subject contains a subject
and other words including modifiers. A complete predicate contains an
action or state of being verb and other words including modifiers.
My TURN Identify the complete subject and the complete predicate

in these sentences. Underline the complete subject once and the
complete predicate twice.
1. Buzz Aldrin’s father served in the Army Air Corps.
2. Edwin Eugene Aldrin has a famous nickname.
3. The American flag stands on the moon today.
My TURN Edit this draft by adding complete subjects and predicates to clarify
the meaning of the paragraph.
Buzz Aldrin and Neil Armstrong were. They landed on the moon
in the Eagle. Had to land the Eagle themselves. The computer had
chosen a spot that was too rocky. When they finally made it to the
surface. Then they got to work!
44
PERSONAL NARRATIVE WRITING WORKSHOP
Personal Narrative Learning Goal
A personal narrative is a true story about a real I can use elements of

narrative nonfiction
experience in the writer’s life. Like many fictional writing to write a
stories, a personal narrative is about people. It has personal narrative.
a setting and a well-developed sequence of events.
Unlike fictional stories, a personal narrative is about
real people and events, and it includes the writer’s
thoughts and feelings about the experience.
My TURN Use a book you have read to answer

the questions.
The narrator is telling the story. Who is the narrator? Who are the other
significant people or animals in the story?
The setting is the time and the place. Where and when does the narrator’s
experience take place?
The sequence of events is what happens. List three to five major events
in order.
45
PERSONAL NARRATIVE
Know the Narrator

A narrative is told from the perspective of the narrator. Authors develop the
narrator’s voice through word choice and by deciding what information to
include and what information to leave out of the text.
My TURN Choose a book you have read. Then fill in the boxes.
How does the narrator sound? Describe the narrator’s voice the way you
would describe how a friend talks.
Use text evidence to support your description of the narrator’s voice.
Ask yourself why the

narrator chose to tell
about this particular
experience.
46
WRITING WORKSHOP
Know the Setting and Events

The sequence of events in a personal narrative is made up of real
experiences. Writers build the narrative around a problem or a conflict
that exists in a particular setting. The sequence of events includes
a beginning, a turning point, and an end. The turning point happens
when a decision or an action brings about a change.
My TURN Work with a partner. Use a text from your classroom library
to identify elements of a personal narrative.
Setting
Beginning Turning Point End
47
PERSONAL NARRATIVE
Brainstorm and Set a Purpose

Before writing, authors gather ideas, or brainstorm.
Your personal narrative will have a topic, a purpose, and an audience.

The topic is the experience you write about. To determine your purpose, think
about why you are writing your narrative. Do you want to entertain readers,
explain something to them, or have them agree with you? To decide on your
purpose, think about your readers, or your audience.
Describe your audience to yourself. Then decide how you want the audience to
react to your personal narrative. That will help you state your purpose.
My TURN List in each column at least three experiences you have had.
Surprising Experiences That Unforgettable

Experiences Taught You a Lesson Experiences
What is your purpose?

Who is your audience?
Which experience will be your topic? Highlight it.
Choose a meaningful
experience to write
about.
48
WRITING WORKSHOP
Plan Your Personal Narrative

Telling your story out loud can help you plan the beginning,
turning point, and end of your personal narrative. It can also
help you identify larger themes, or important lessons, to focus
on in your writing.
My TURN Based on your topic, fill in the circles.
Beginning
Turning
Point
End
Use the circles to tell your

experience to your Writing Club.
Respond to group members’
comments or questions. Decide
whether you need to change your
plan based on how the club reacts.
49
WEEKLY LAUNCH: INFOGRAPHIC
INTERACTIVITY
WHERE
We Live
REGION
The region you live
in is an area that has
physical and human features
in common. What region
do you live in? How is your
region different from
others?
EVERY
PERSON IS PART
OF A NETWORK.
It includes the places
you go and how you
interact with these
places.
HUMAN-
ENVIRONMENT
INTERACTION The living
and nonliving things
surrounding you are part
of your environment.
What living and nonliving
things are part of your
environment?
50
W EEK
2
Weekly Question
In what ways can a

place enrich our lives?
Quick Write Think of an

important place in your network.
How does the place have a
personal connection to your life?
HUMAN-
COMMUNITY
INTERACTION
A community is a group
of people who live in the
same area. What places
and people are in your
community?
51
Learning Goal
Spotlight on Genre
I can learn more
about narrative
nonfiction by
Biography
analyzing how an
author supports
Narrative nonfiction is informational text that tells
ideas with details in a story about real people and events. Two types
a biography. of narrative nonfiction are autobiography and
biography. An autobiography is a true story about
the author’s own life. A biography is a true story that
the author tells about another person’s life.
Biographies can inform and entertain by telling
interesting details about important people.
and
TURN TALK With a partner, describe a text you
have read about a historical or important person.
Use the anchor chart to tell how you know if the
In a biography, text you read is a biography. Take notes on your
you read a true discussion.
story about a
real person’s
My NOTES
life.
52
READING WORKSHOP
53
Meet the Author
Don Brown has

Rare Treasure
always been a
history buff as
well as a talented Preview Vocabulary
illustrator. As his
two daughters grew As you read Rare Treasure, pay attention to these
older, he struggled vocabulary words. Notice how they communicate
to find inspiring
books about great
important details in the text.
women in history.
That prompted him
to combine his love poverty pursued
for history and his
illustration skills to treacherous remarkable assembled
create the books
himself!
Read
Before you begin, establish a purpose for reading.
Active readers of narrative nonfiction follow these
strategies when they read a text the first time.

important people and about new facts and
events. details in the text to
gain information.
First
Connect
Read Respond
key details to main by marking parts that
ideas as you read. you find enjoyable.
54
Genre Biography
Rare Treasure
M ary A nning and Her Remarkable Discoveries
by Don Brown
AUDIO
 ANNOTATE
55
CLOSE READ
1 In 1799, Mary Anning was born in Lyme Regis, a
small English port tucked tightly between cliffs and
Analyze Main coast.
Idea and
Details 2 Mary was poor and her life was hard—as hard as
Underline evidence that stone. But she was also curious and smart and her
helps you identify a
main idea in the text. spirit shone—it shone like a gem.
3 Mary’s life started with a bang—the bang of

thunder. Infant Mary was outdoors with her
nursemaid when a sudden and terrible storm burst.
The nursemaid grabbed Mary and, with two other
young women, raced to the cover of a nearby elm. The
sky exploded and lightning struck the tree!
4 Only Mary survived.
5 It was a miraculous escape. When Mary blossomed

into a lively and intelligent child, some townspeople
said the lightning had made her that way.
56
CLOSE READ
6 Mary and her older brother, Joseph, were just a few
years old when they began visiting the nearby rocky
beaches with their father. Richard Anning taught Generate
them how to hunt for fossils.
Questions
Highlight words and
phrases that help you
7 Fossils were strange and mysterious. Although they ask or answer a question
had been found before, scientists were just beginning about a main idea of
the text.
to understand that they were the remains of animals
or plants that no longer existed, living things that
had died many, many years ago.
8 Usually the remains of plants and animals

decompose or are eaten, but sometimes they are
covered by dirt or sink in mud. Of these, a rare few
lie undisturbed for millions of years. While they
are buried, the soft parts, such as f lesh, decay,
leaving bones, shell, or f lat impressions in the earth.
Minerals seep into these remains and become stone.
These fossils survive hidden in the ground until
they are revealed by a shovel or pick, are driven
to the surface by an earthquake or volcano, or are
uncovered when wind or water wears away the earth.
57
CLOSE READ
9 The Annings displayed the puzzling yet delightful
Generate fossils that they found on a table near Richard’s
Questions shop on Bridge Street. Wealthy tourists visiting the
Recall a main idea that popular Lyme Regis shore bought them.
you identified in the
text. Highlight sentences 10 The family struggled to survive on the earnings of
that help you ask or
answer a question about Richard’s carpentry work, and the extra money they
that idea. earned by selling fossils helped. Then Mary’s father
poverty the state of died and the family was thrown into bitter poverty.
being extremely poor
11 Mary and Joseph still collected and sold fossils they
found on the rugged ribbon of shore that separated
the sea and the cliffs.
12 One day Joseph found a fantastic fossil skull. It

was nearly the length of a man’s arm and had a long
snout that held many sharp teeth.
13 Was it a crocodile? A dragon? A monster? What did

the rest of the creature look like?
14 A year passed before Mary discovered the answer.
58
CLOSE READ
15 In 1811, Mary found a fossilized skeleton beneath
a cliff called Black Ven, where Joseph had found the
skull. It looked like a porpoise and was about seven Analyze Main
feet long.
Idea and Details
Underline key details
that develop the text’s
16 Men helped her free the skeleton from the earth. main idea.
She sold it to a rich neighbor, who showed it to
scientists. They were thrilled by the rare treasure,
a fossil of a reptile that had once lived in the sea.
The scientists called the creature ichthyosaur, which
means fish lizard. Only a few ichthyosaur fossils had
ever been found and none were as nearly perfect as
this one.
17 Almost everyone forgot that it had been found

by twelve-year-old Mary Anning and her teenage
brother.
59
CLOSE READ
18 Mary still collected fossils and also earned money
from small jobs she did for her neighbors. One of
Analyze Main them, Mrs. Stock, gave her a geology book. From it
Idea and Mary learned about rocks and mountains and the
Details
earth. She read other books and taught herself about
Underline evidence that
supports a main idea of animals, fish, and fossils.
the text.
19 Years passed. When Mary was twenty years old,
she and her mother and brother were still living
together. They remained very poor and even sold
their furniture to pay their rent.
20 Joseph became an upholsterer and Mary collected

fossils alone. She made it her life’s work.
21 It also must have been Mary’s great delight

pursued worked without because she pursued it despite the dangers on the
stopping to get or
rocky shore. Boulders fell from the cliffs, torrents
accomplish something
of thick black mud slid down from the heights, high
seas pummeled the shore, and waves could sweep
a careless visitor away. But the beach was rich
in fossils. As the cliffs crumbled, new fossils were
revealed. Many were smaller than your thumb.
Others were yards long and embedded in thick, heavy
rock. Workers were needed to dig them from the
earth, and then horses carted them away.
60
CLOSE READ
22 Mary sold her treasures from a small, cluttered
shop on Broad Street. There she freed her latest
discoveries from dirt, sand, and rock. Mary worked Generate
very carefully, sometimes for days, to avoid damaging
Questions
Highlight details that
the fossils. Sometimes she cemented a fossil to a help you ask or answer a
frame to help support it. She drew pictures of them. question about the text’s
main idea.
She studied her science books.
61
CLOSE READ
23 In 1823, Mary discovered the first complete fossil of
a plesiosaur, another reptile that had lived in the sea.
Generate It was an astonishing nine-foot-long creature with a
Questions long, serpentlike neck, a lizard’s head, a crocodile’s
Highlight evidence
that demonstrates the teeth, a chameleon’s ribs, and the paddles of a whale.
importance of questions
and answers to the main 24 The discovery excited scientists. Like Mary’s earlier
idea of the text. find, the ichthyosaur fossil, it was a rare clue to
solving the puzzle of life long ago. What creature had
become this jumble of bones trapped in rock? How
did it move? What did it eat? How was it like modern
creatures? Answering these questions helped reveal
the ancient world in which the plesiosaur had lived.
62
CLOSE READ
25 Mary Anning’s fame grew as people learned that
she was an extraordinary fossil collector and a
talented scientist. People followed her on fossil hunts. Analyze Main
Together they plodded over the rough rocks, waded
Idea and
Details
knee-deep in water, and scrambled up the cliffs to
Underline evidence
avoid the crashing waves. that supports a main
idea about Mary
26 Once Mary had to rescue a teenager, Anna Maria Anning’s life.
Pinney, from rough water. Pinney said Mary carried
her with the “same ease as you would a baby.”
27 William Buckland, a famous geologist, brought his

family to Lyme Regis to meet Mary and to search
for fossils. She escorted Buckland and his children
on fossil hunts. Richard Owens, the scientist who
invented the word dinosaur, also combed the beach
with Mary.
63
CLOSE READ
28 Day after day, Mary searched in the shadows of the
treacherous cliffs, sometimes walking ten miles in
Vocabulary in one day. Her sharp eyes spotted fossils where others
Context saw nothing. Mary’s dog trotted faithfully beside her.
Context clues can help
you determine which People said the dog guarded her discoveries while she
sense of a multiple- fetched her tools or got help.
meaning word is being
used. Use context
29 During one hunt, part of a cliff collapsed. Heavy
clues to determine the
meaning of sharp as it is rocks crashed at Mary’s feet and nearly crushed her.
used here.
30 Another time, Mary found a large fossil. She and a
Underline the context
clues that support your helper labored to recover it. The hard work blinded
definition. Mary to the rising tide that f looded the beach. Waves
drenched the pair, but they saved the treasure. Later,
treacherous unsafe Mary asked the man why he hadn’t warned her of
because of hidden
the rapidly f lowing tide. “I was ashamed to say I was
dangers
frightened when you didn’t regard it,” he replied.
64
CLOSE READ
31 In 1828, Mary discovered a very rare fossil of a
pterodactyl, a f lying reptile that had the body of a
lizard and the snout of a crocodile. Mary’s pterodactyl
was displayed at the British Natural History
Museum and is still there today.
32 Mary tried to make sense of her discoveries. She

read her science books and studied her collection.
Mary shared her ideas with the finest scientists.
They prized the thoughts of the remarkable young remarkable
extraordinary or
woman who had left school when she was eleven.
outstanding
33 It was said, “She knows more about the science

than anyone else.”
65
CLOSE READ
34 By 1836, Mary had found the fossils of three
ichthyosaurs, two plesiosaurs, a pterodactyl, a
Analyze Main strange sharklike fish called Squaloraja, and an
Idea and untold number of small or incomplete fossils.
Details
Underline details that 35 Mary’s fossil shop on Broad Street was now
support an idea about
the rarity of Mary crowded with customers.
Anning’s fossils.
36 One visitor wished to record the name of the
assembled put or woman who had assembled such a wonderful
brought together
collection. With a firm hand, Mary wrote her name in
the man’s notebook.
66
CLOSE READ
37 “I am well known throughout the whole of Europe,”
she said proudly.
Generate
38 Mary Anning lived from 1799 to 1847, but her Questions
spirit dwelled in a time millions of years ago, when Highlight text evidence
that you can use to ask
the monsters and dragons we now call dinosaurs questions about how
roamed. She had little money, but she was rich in Mary Anning’s work
affected others.
spirit. She was unschooled, but the professors heeded
her words. She rarely strayed from her home, but her
name became known everywhere. Mary Anning pried
fossils from the ground, but it was knowledge that
she unearthed.
67
VOCABULARY
Develop Vocabulary
In biography, authors use language that will help readers understand
important events and details in a person’s life. Authors may choose words with
similar meanings to add variety to their writing.
My TURN Complete the graphic organizer. For each vocabulary word, write
three other words with related meanings. You may use Rare Treasure or print
and online dictionaries to help you find words.
treacherous
pursued
remarkable
68

1. Name three details from the text that help you recognize it as a
biography.
2. What conclusions can you draw about why Don Brown repeats the same
sentence structure in the last paragraph?
3. Cite text evidence that supports the idea that collecting fossils was
dangerous work.
4. Based on the title and events in the text, what connections can you make
about Mary’s life?
69
CLOSE READ
Analyze Main Idea and Details

To develop a topic, authors explore many ideas in a text, but the most
important idea about a topic is called the main idea. Authors develop
this idea by including key details, or pieces of supporting evidence.
1. My TURN Go to the Close Read notes in Rare Treasure and

underline key details in the text.
2. Text Evidence Use your evidence to write details in the chart. Then
determine the main idea for Rare Treasure.
Main Idea
Key Detail Key Detail Key Detail
70
READING WORKSHOP
Generate Questions
To deepen your understanding of the text, generate questions
before, during, and after reading. Look in the text for the answers to
your questions as you read. This process will help you deepen your
understanding of the main idea.
1. My TURN Go back to the Close Read notes. Highlight evidence

that helps you generate questions about Mary Anning’s work.
2. Text Evidence Record questions you had as you read. Then record
the evidence you highlighted, and draw a conclusion about a main
idea based on that evidence.
Your Questions Evidence Conclusion About

Main Idea
What led Mary to “Richard Anning After becoming
start collecting fossils? taught them how to interested in fossils as
hunt for fossils.” a child, Mary collected
them throughout her
life.
71
RESPOND TO TEXT
Reflect and Share

Write to Sources Consider all the texts you have
read this week. What places did you learn about?
What makes these places unique? Use these questions
to write a one-sentence opinion about what makes a
place special. Then use the following process to gather
text evidence for an opinion paragraph.
Use Text Evidence In opinion writing, it is important to gather

text evidence to support your ideas. Evidence should relate to your
opinion, or claim you are making, about a topic.
Choose two texts you read this week. Choose supporting evidence
from each text. Use these questions to evaluate your evidence:
How well does this quotation support my opinion?

How well will this quotation help me convince others?
What quotations would make my opinion even more
convincing?
After answering these questions, replace any text evidence as

needed. Then, on a separate sheet of paper, use your opinion
sentence and evidence to write an opinion paragraph.
Weekly Question
In what ways can a place enrich our lives?
72
A synonym is a word that has the same or nearly the I can develop
knowledge about
same meaning as another word. An antonym is a language to make
word that means the opposite of another word. connections between
reading and writing.
My TURN For each row in the chart,
1. Define the word.
2. Choose two synonyms and antonyms for each word.
3. Confirm your definitions, synonyms, and antonyms

using a print or online dictionary.
contribute, verb Synonyms: Antonyms:
severe, adjective Synonyms: Antonyms:
exposed, adjective Synonyms: Antonyms:
73
WORD STUDY
Suffixes -ty, -ity, -ic, -ment

Suffixes are word parts added to the ends of words. Suffixes can
change how words are read. The main part of the word excitement,
excite, is read the same way. The ending of the main part of the word
biologic, biology, is read differently. In the word biology, the y spells
the sound of long e. When the suffix -ic is added, it spells the sounds
short i and k.
Suffixes affect the meaning of words. For example, the word scientific
ends with the suffix -ic, which means “relating to.” Therefore, scientific
means “relating to science.”
My TURN Read each word and highlight the suffix. Then write the
word in the correct place in the chart. Add a definition to each row.
Check your definitions in a dictionary, if needed.
safety similarity geographic disappointment
Suffix Word Definition
-ty
“state of” or “quality”
(noun)
-ity
“state of” or “quality”
(noun)
-ic
“relating to”
(adjective)
-ment
“action or process
of” (noun)
74
www
Read Like a Writer

Authors use figurative language, such as similes and metaphors, to express
their ideas in inventive ways. A simile compares two unlike things using the
comparison word like or as. A metaphor compares two things without using
a comparison word.
Model Read the text from Rare Treasure.
Mary and Joseph still collected and sold fossils they

found on the rugged ribbon of shore that separated
the sea and the cliffs.
metaphor
1. Identify Don Brown uses a metaphor to compare

the shore to a ribbon without using like or as.
2. Question How does it help me understand ideas from the text?
3. Conclude This metaphor compares the shore to a ribbon, which is

long and thin. Rugged tells me that the shore is rough.
Read the text.
Mary was poor and her life was hard—as hard as stone.
My TURN Follow the steps to analyze figurative language.

1. Identify This passage contains a .
2. Question How does it help me understand ideas from the text?
3. Conclude This compares to

It helps me understand
75
Make
your
Write for a Reader
language
Authors use elements of craft, such as figurative language, vivid and
to describe ideas. This language may include similes, which unique!
compare two unlike things using like or as, or metaphors,
which compare two things without using a comparison word.
My TURN Don Brown uses figurative language in Rare

Treasure to describe important ideas and events. Now identify
how you can use similes and metaphors to help your readers
better understand your writing.
1. Write an example of a simile and a metaphor about a sudden

storm. Then describe how the simile and the metaphor help readers
understand your feelings during the storm.
Simile Metaphor
2. Write a passage about what happened in a real or imagined storm. Use

similes and metaphors to create a new and inventive description.
76
Spell Words with Suffixes

Suffixes are word parts added to the end of a word. With some
words, drop the final e before adding a suffix. For example, when
you add -ic to hero, you do not have to change the spelling to make
the word heroic. You must drop the e in festive before adding the
suffix -ity to spell the word festivity.
My TURN Read the words. Then spell and alphabetize the words.
Make sure to spell each word with a suffix correctly.
SPELLING WORDS
base basic able ability

festive festivity management loyalty
safety commune community payment
enjoyment amusement microscope microscopic
creative creativity majesty economic
My TURN When you edit your writing, make sure to correctly use and spell
words with suffixes.
77
Compound Subjects and Predicates

A sentence has two parts: the subject and the predicate. A simple
subject is the noun or pronoun telling who or what the sentence
is about. A compound subject is made up of two or more simple
subjects joined by a conjunction, such as and. A simple predicate is
the main verb, which tells what the subject is or does. A compound
predicate is made up of two or more simple predicates joined by a
conjunction.
Simple Subjects Conjunction Compound Subject
Mary removed long, and Mary and her workers

embedded fossils from the removed long,
heavy rock. Her workers embedded fossils from
removed long, embedded the heavy rock.
fossils from the heavy rock.
Simple Predicates Conjunction Compound Predicate
Mary carefully combed and Mary carefully combed

the beach. Mary dug the beach and dug
endlessly for fossils. endlessly for fossils.
My TURN Edit this draft by changing two simple subjects to a compound

subject and two simple predicates to a compound predicate.
Mary learned to hunt for fossils. Her brother, Joseph, learned
to hunt for fossils. They used a shovel to dig for the fossils. They
found where the wind or water uncovered the fossils.
78
Portray People Learning Goal
In a personal narrative, the narrator is the writer who I can use elements of
tells the story of a personal experience. The narrator writing to write a
uses first-person pronouns, such as I, me, my, and personal narrative.
mine. He or she reveals thoughts and feelings through
dialogue and descriptive details.
My TURN Read a personal narrative from your classroom library. In the

graphic organizer, summarize what you learned about the narrator.
How Other
Appearance Characters
Actions Thoughts
and Voice React
How does the What does the What does the What do other
narrator look narrator do? narrator think people think of
and sound? about events? the narrator?
My TURN In your writing notebook, use these questions to describe

the narrator in your personal narrative.
79
PERSONAL NARRATIVE
Compose a Setting
The setting is the time and place a narrative occurs. Details reveal how the setting
sounds, looks, smells, and feels. The narrator may use details to reveal the time of
day and the time of year. The setting can influence what happens in a narrative.
My TURN Read the following paragraphs from a personal narrative.

Underline details of the setting. Then answer the question.
I woke up early that day. The light outside was a weird yellow, as if
someone were holding the sun under water. Although it was spring, no
birds were singing. I wondered if maybe I was dreaming.
While I lay staring at the ceiling in the weird light, the dog whined
downstairs. Perry’s shuffling steps approached the back door. The door
opened and slammed, and I heard gravel spray as the dog ran into the
yard. Water ran into a pan. Breakfast would be ready soon.
The dog barked at the back door. The dog kept barking. Perry yelled,
“Hold your horses!” and I could hear the back door opening again. “Oh no,
no!” Perry yelled. I jumped out of bed.
“Everyone to the basement!” Perry called up the stairs.
How does the setting influence events in this narrative?
My TURN Draft a detailed setting for your own personal narrative on your
own paper.
80
WRITING WORKSHOP
Develop an Idea with Relevant Details

Well-structured personal narratives develop from an engaging idea. An idea
is engaging if it interests an audience. The writer makes the idea interesting
by including relevant details. A relevant detail relates directly to the events,
setting, or people in the narrative. A detail is not relevant if it distracts readers
from the setting, people, and events.
Engaging Idea Detail Why It Is Relevant
The school needs Students want to Students, including the

money to buy a new hold a car wash. narrator, have a chance to
aquarium for its help solve a problem.
science classroom.
None of the Someone has to take
students know how charge to solve the
to hold a car wash. problem.
The narrator’s The narrator has an

uncles operate a car opportunity to help solve
wash. the problem.
My TURN Read this paragraph from a personal narrative. To improve the

paragraph’s structure, cross out details that are not relevant.
The dance class was my mom’s idea. She wanted me to explore a

new hobby. Tuesday we always have spaghetti. So I went to the class
on Tuesday and was worried I would be bored. Was I surprised! Instead
of being boring, like an afternoon with nothing to do, the class was
amazing.
My TURN Make the idea in one of your own drafts more engaging by adding
relevant details to help develop a person, a setting, or an event.
81
PERSONAL NARRATIVE
Use Concrete Words and Phrases

Writers compose a personal narrative with concrete words and phrases to bring
details of the setting, people, and events to life. Concrete words and phrases
are specific instead of general.
He drove a car. ➔ He drove the red car.
refer to things that can be touched.
I like coziness. ➔ I like a wool blanket.
are precise.
It was the middle of the night. ➔ It was 2:00 a.m.
My TURN Revise each sentence to make general words and phrases concrete.
1. The train was loud.
The shrieking train whistle made me jump.
2. Soup filled the bowl.

Concrete
words
and phrases
create a
3. I feel better.
picture.
4. There will be fruit for breakfast.
My TURN On one of your own drafts, add concrete details

and revise general details to make them more concrete.
82
WRITING WORKSHOP
Compose with Sensory Details

Sensory details help the reader see, hear, taste, touch, or smell the event,
people, animals, or objects you describe. Sensory details in a personal narrative
let readers share the narrator’s experiences. Recounting details aloud can help
organize and focus your writing.
My TURN Read these paragraphs. List five sensory details, and tell what each
one describes. Share your chart with members of your Writing Club.
The library is a small place, with one bookcase of new books near the
checkout counter and two rooms with old books on shelves. The old
books have a musty smell, but their pages are soft. Sometimes a smudge
or a streak reminds you that many other people have read the same book.
“May I help you?” the white-haired man asked. I could taste that my
breath was still minty. I pushed my glasses up on my nose. Then I said,
“I want to apply for a job.”
Sense Sensory Detail What It Describes
Sight
Hearing
Taste
Touch
Smell
My TURN On one of your own drafts, add sensory details to help readers see,
hear, taste, touch, or smell something you describe. Use sensory details as you
describe the events aloud to your Writing Club.
83
WEEKLY LAUNCH: MEDIA
INTERACTIVITY
EVERYDAY
Space Technology
Space exploration has changed our lives. Many everyday items
we use on Earth were invented by NASA scientists. They had to
find ways to solve problems related to traveling in space. View the
media to see some examples. These inventions are made for living
in space but can also help keep us safe here on Earth!
NASA developed
special suits that could
protect against extreme
temperatures in space.
Firefighters use similar
suits today.
Watch
NASA scientists wanted to improve
comfort and safety for pilots, so they
invented memory foam. Now it is used
in many products,
including mattresses,
pillows, and
amusement
park rides.
84
W EEK
3
Weekly Question
NASA needed to make glasses that What can living in outer

blocked out blue and ultraviolet light, space teach us about
which can damage eyes. Thanks to the human body?
this technology, sunglasses are more
protective than ever!
Quick Write What personal
connections can you make to
space technologies? Write or
draw more examples of how
we can use space technologies
on Earth.
NASA needed to create small,

lightweight image sensors to use
on spacecraft. Those sensors led
to the development of the cell
phone camera.
85
GENRE: MAGAZINE ARTICLE
Learning Goal Magazine Article

I can learn more
about the theme A magazine article is a type of informational text.
Networks by The author uses facts, descriptive details, and graphic
analyzing the
features such as photographs to inform readers about
text structure of a
magazine article. a topic. Articles are often published in print and
online magazines.
The author chooses a text structure, or way of
organizing ideas, that best fits the article’s purpose,
audience, and content. Types of text structures
include:
• Chronological: presents events in time order
• Comparison-and-contrast: describes the similarities
and differences between two events, people, or
ideas
• Cause-and-effect: identifies effects and possible
causes for each event
How is a magazine
and
TURN TALK With a partner, compare and
article different
contrast genres. How are magazine articles and
from narrative
narrative nonfiction similar? How are they different?
nonfiction?
Take notes on your discussion.
My NOTES
86
READING WORKSHOP
87
Meet the Author
Rebecca Boyle grew
up in Colorado,
Twins in Space
which she’s proud
to say “is a mile
closer to space.” As
an award-winning
Preview Vocabulary
science writer, As you read “Twins in Space,” pay attention to
she investigates
these vocabulary words. Notice how they give clues
discoveries in
astronomy, medicine, to the ideas and structure of the text.
robotics, and
other fascinating
fields. She enjoys identical radiation duplicate
figuring out “how
complicated things comparison DNA chromosomes
work” and exploring
the world (and
beyond) through
her writing. Read
Before you begin, establish a purpose for reading.
Active readers of magazine articles follow these
strategies when they read a text the first time.

facts and descriptive to better understand
details that inform you the text and gain
about the topic. information.
First
Connect
Read Respond
ideas by marking to thoughts, ideas, or
transition words and facts that surprise or
phrases. interest you.
88
Genre Magazine Article
n s i n S pac e
i
Tw
Can twin astronauts
help us get to Mars?
by Rebecca Boyle
AUDIO
ANNOTATE
89
CLOSE READ
1 One day at breakfast, Mark Kelly couldn’t resist
sharing his food with his identical twin brother, Scott.
Vocabulary in He couldn’t really share it because Scott was too far
Context
away, so he sent his brother a picture.
Context clues are words
and phrases that help
you understand other
2 “Sometimes when he sends me pictures of his
words in a text. breakfast I’m a little envious,” Scott said in reply. But
Underline context he knew his brother was just teasing him. Why would
clues that help you Scott feel jealous about breakfast? Because you can’t
understand the meaning
of the word envious. get hot, fresh toast in space.
Up and Down
identical appearing to 3 Scott is the commander of the International Space
be exactly the same
Station (ISS), where he has been living for a year. His
twin, Mark, is also an astronaut, but has spent the last
year on Earth.
Astronaut
Mark Kelly
90
CLOSE READ
4 Mark eats regular Earth food, exercises outside, and
lives his life as usual. Scott only gets fresh food when
cargo ships bring it to space. He can only exercise on Analyze Text
Structure
a special zero-gravity treadmill and can’t go outside
Underline the main
without a spacesuit. There are other differences too. idea that is developed in
Up in space, Scott gets zapped with more energetic the text.
radiation than Mark. And of course, Scott floats around

instead of walking.
radiation energy that
5 NASA is studying everything that happens to both travels in the form of
twins during the year, with the goal of finding out waves outward from a
source, such as the sun
how living in space affects the human body. They
already know that astronauts often get headaches, their
eyesight changes, their bones and muscles get weak,
and they are more likely to get sick. Scientists wonder
whether staying in space longer makes
these problems worse. The twins
are helping them answer these
questions. And that will help
prepare future astronauts for
long missions to Mars or other
distant places.
Astronaut
Scott Kelly
91
CLOSE READ
Duplicate Astronauts
Evaluate 6 The twins came up with the idea after Scott was
Details chosen for NASA’s one-year ISS mission. The brothers
Highlight the asked NASA how they should answer questions about
information that is having a twin who is also an astronaut, and NASA
most important to
understanding the spotted a rare chance to do research.
purpose of the NASA
study. 7 Space flight affects everyone a little differently. And
every person’s health is different. So how can you tell
duplicate exactly the which changes in health are caused by being in space,
same as another
and which would have happened anyway? It would
help if you could make a copy of your astronaut to stay
comparison on the ground, as a comparison. Call in the twins!
examination of things to
see how they are similar
8 Scott and Mark are identical, so they share the same
DNA. They are also both astronauts, so their overall
DNA the substance in
cells that determines the health and training is pretty similar. But how different
characteristics of a living will Scott be after a year in space?
thing
From the International

Space Station, Scott has
a great view of Earth—
and 15 sunrises a day.
92
CLOSE READ
9 As Susan Bailey, a scientist at Colorado State
University who is studying the twins, puts it: “Because
they are identical, or at least as identical as people Analyze Text
Structure
get, we can say that any difference we see between
Underline evidence in
the twins is not due to differences in their DNA, but paragraphs 8–10 that
what spaceflight has actually done to the human body. helps you understand
similarities and
That’s why the twins are so important.” differences that support
the main idea.
10 To help Bailey study those differences, the brothers
give themselves medical tests at the same
time. They measure themselves
every day and give regular
blood and other waste
samples. Scott’s samples
get sent to Earth on
supply shuttles and
are flown to a lab
in Colorado, where
they are analyzed
and compared to
Mark’s.
Scott’s space on the ISS

is cozy. Bungee cords
and Velcro keep his stuff
from floating around.
93
CLOSE READ
A Dream Job
Evaluate 11 Giving samples might not be the first thing that
Details comes to mind when you think about astronauts,
Highlight the but it’s part of the job—and it’s a job the Kelly
information that is
most important to brothers both wanted since they were little kids.
understanding how Scott Scott and Mark remember watching the 1969 Apollo
and Mark are different
from other sets of twins.
11 moon landing when they were five years old and
plotting to build their own rocket. Eventually, they
both joined the navy and became test pilots. They
both applied to NASA in 1995 and were chosen as
astronauts the following year.
12 They are the only pair of twins to both fly in space,
but they have never been in space at the same time.
And they’ve never switched places—although on
the day Scott blasted off for the International Space
Station, Mark couldn’t resist a little joke. He shaved
off his mustache and startled the flight controllers
when he walked in looking like Scott, who does not
have a mustache.
94
CLOSE READ
13 “He fooled all of us,” NASA chief Charles Bolden
told Scott in a phone call later. “That’s the only way I
can tell you two apart.” Analyze Text
Structure
14 They both say they don’t compete with each other, Underline evidence
that signals the text’s
but they do tease each other a little bit. For instance, structure.
Mark likes to point out that he’s the older brother—by
just six minutes.
15 But when his year in space is up, Scott’s body
will probably seem older, just because
spaceflight is so stressful.
Hands-free snacking
is fun in zero G—but
going outside takes
some serious preparation.
Notice the “Speed limit
17500” sign? That’s how
fast the ISS is going as
it orbits Earth.
95
CLOSE READ
My Older Younger Brother
16 Bailey is especially interested in bundles of DNA
Analyze Text
Structure called chromosomes. A chromosome looks like an X or
Underline details that Y made of a long twisted-up string of DNA. Caps at the
explain why scientists are ends of the arms are called telomeres.
studying the contrasts
between the twins. 17 Every time a cell divides, the telomeres get a little
shorter. Eventually, there is no cap left, and that
chromosomes parts of individual cell will die. Your body is replacing worn-
DNA in cells that contain
the genes out cells all the time, but when they wear out too
quickly, it can cause health problems.
18 Radiation and stress can shorten telomeres too,
Bailey says. And astronauts experience both.
19 “Imagine strapping yourself to a rocket, launching
yourself to space, and staying there for a year,”
she says. “The isolation, the physical stresses, the
emotional stresses, and the radiation exposure, all the
things we don’t get here on Earth.”
Telomeres (colored red)

are caps at the ends of
chromosomes, tiny bundles
of DNA inside cells.
Telomeres get shorter every
time a cell divides.
96
CLOSE READ
20 When she looks at Scott’s blood, she expects to see
his telomeres getting shorter at a faster rate than his
brother’s. That means that the stress of space is aging Evaluate
Scott more rapidly than Mark. Details
Highlight important
comparisons of the twins
21 Bailey’s study is just one of many. Scientists are also that are being made in
comparing the helpful bacteria that live inside the other studies.
brothers’ stomachs, to see how these microbes change
in space. Another study will give the twins the same
flu shot and compare how their bodies react to it. Yet
another looks at how their vision changes over time.
At the end of the year, the astronaut twins “will be the
most studied people on or off the planet,” Bailey says.
Identical, Mostly
All through your life, what you eat and do can change which
bits of DNA instructions (or genes) are switched off or on
inside cells. Radiation and stress can also change DNA. As
twins get older, they get less alike—though they are still
more alike than other people.
97
CLOSE READ
Home and Away
Analyze Text 22 Although spaceflight can be stressful, Scott says
Structure the astronauts have a comfortable home on the
Underline words and International Space Station. When he’s not busy doing
phrases that help you spacewalks or working on science experiments, he
understand how the
heading Home and takes photos of Earth, writes emails to his family and
Away relates to the friends, and watches football. When he misses Earth,
way Rebecca Boyle
organized the text in
sometimes he and the other astronauts play recordings
paragraphs 22–24. of birds, rain, and other sounds. He misses his family
and friends, but he really misses going outside, he
says.
Australia looks
glorious from
the station
window.
98
23 “This is a very closed environment. We can never
leave. The lighting is always pretty much the same.
The smells, the sounds, everything is the same,”
he says. “Even most prisoners can get outside
occasionally, I think. But we can’t. And that’s what I
miss, after people.”
24 And hot breakfast too.
The green glow is the

Northern Lights, a rain
of energetic particles
from the sun colliding
with gas in the upper
atmosphere.
99
VOCABULARY
Develop Vocabulary
In “Twins in Space,” Rebecca Boyle uses domain-specific vocabulary to help
readers understand the scientific ideas she describes.
My TURN Complete the word web. Use a print or digital dictionary to define
the scientific vocabulary word in each circle. Then write a sentence using
the word.
DNA chromosomes
Definition: Definition:
Example Sentence: Example Sentence:
Domain: Science
duplicate radiation
Definition: Definition:
Example Sentence: Example Sentence:
100

My TURN Look back at the texts to answer the questions.
1. How is a magazine article different from a narrative nonfiction
text? Include examples from “Twins in Space” and Rare Treasure.
2. Explain the author’s purpose in “Twins in Space.” How does the

“My Older Younger Brother” section support that purpose?
3. Cite two pieces of text evidence that describe why scientists want
to study identical twins.
4. Based on what you read in “Twins in Space,” analyze what

scientists still need to learn about space travel.
101
CLOSE READ
Analyze Text Structure

Text structure refers to the way the author organizes the text.
Authors may use more than one text structure to organize
information and ideas. In “Twins in Space,” Rebecca Boyle uses
comparison-and-contrast text structure to describe the NASA study of
the Kelly twins.
1. My TURN Go to the Close Read notes in “Twins in Space.” Use

what you underlined to determine how Rebecca Boyle supports
her main idea with comparing and contrasting details.
2. Text Evidence Use the parts you underlined to complete the chart.
Main idea of article
Comparing details that Contrasting details that

support the main idea support the main idea
102
READING WORKSHOP
Evaluate Details
Readers can recognize the main idea in informational text by asking
themselves what the text is mostly about. They can find and evaluate
details, or supporting evidence, to form key ideas about the topic.
1. My TURN Go back to the Close Read notes and highlight

evidence that best relates to the main idea.
2. Text Evidence Record the parts you highlighted in the graphic

organizer. Then evaluate each detail, or piece of supporting
evidence, and explain why it is important for understanding the
main idea.
Main Idea
Detail Detail Detail
Connection to Idea Connection to Idea Connection to Idea
103
RESPOND TO TEXT
Reflect and Share

Write to Sources As more people study outer
space, like the scientists in “Twins in Space,” we learn
more about our universe and even ourselves.
How has learning more about outer space affected

what it means to be human? Use the following process
to write and support a response.
Interact with Sources For many writers, a fact or idea

can inspire further research and reflection. For your response,
consider the texts you have read this week. Choose a text about
outer space and one about a person’s life or life on Earth.
Identify evidence in each text that tells you about outer space or
places on Earth.
Freewriting can help you quickly generate ideas about a text.

In freewriting, you simply write down your ideas without
editing them. To get started, ask yourself questions, such as
What interesting facts did I learn about outer space? or What
information made me want to learn more? Answer these
questions and record any other thoughts that come to mind.
Next, freewrite to explore what you think about these texts. Then,
use your freewriting to construct a brief response about how
learning about outer space affects what it means to be human.
Weekly Question
What can living in outer space teach us about the human body?
104
Context clues are words and phrases in a sentence I can develop

knowledge about
or surrounding sentences that help you determine the language to make
meaning of unfamiliar words. connections between
1. Underline the academic vocabulary word.
2. Highlight the context clue or clues.
3. Write a definition of the word based on the clues.
One of Diya’s habits is to brush her teeth every morning and every night.
Definition:
The archaeologist carefully chipped away at the plaster. Eventually he

exposed the artifact that was underneath.
Definition:
By working together, all players contributed to the overall success of the

team.
Definition:
The weather report showed signs of a severe storm, which might include a
dangerous combination of sleet and strong winds.
Definition:
The museum placed significant value on its collection of rare

Egyptian art.
Definition:
105
WORD STUDY
Syllable Pattern VCe

The syllable pattern VCe contains a vowel, a consonant, and the
letter e. The vowel in the VCe pattern is often a long vowel sound,
and the e is silent.
The word outside in paragraph 23 of “Twins in Space” ends with a

VCe pattern. The i in outside has a long i sound, but the e is silent
because of this pattern.
My TURN Read the paragraph from “Twins in Space.” Then read

and underline all words that have the VCe pattern with a long
vowel sound.
They are the only pair of twins to both fly in space, but
they have never been in space at the same time. And they’ve
never switched places—although on the day Scott blasted
off for the International Space Station, Mark couldn’t resist
a little joke. He shaved off his mustache and startled the
flight controllers when he walked in looking like Scott, who
does not have a mustache.
Write a sentence with two of the words you underlined.
106
Read Like a Writer

Comparison-and-contrast text structure shows similarities and differences
between two events, ideas, people, or things. Some comparing words include
also, both, and same. Contrasting words include but, however, and different.
Model Read the text from “Twins in Space.”
Scott is the commander of the International Space

Station (ISS), where he has been living for a year. His
twin, Mark, is also an astronaut, but has spent the last
year on Earth.
comparing contrasting
word word
1. Identify Rebecca Boyle compares and contrasts Mark and Scott by

using the words also and but.
2. Question Why does she compare and contrast the brothers?
3. Conclude She compares and contrasts the brothers to show readers

how their lives are similar and different.
Reread paragraph 8 from “Twins in Space.”
My TURN Follow these steps to analyze text structure.
1. Identify Rebecca Boyle compares and contrasts the brothers

by using the words .
2. Question Why does she compare and contrast the brothers?
3. Conclude She compares and contrasts the brothers because
107
Use comparing
Write for a Reader words to explain how
two ideas or concepts
Authors use signal words to help create a specific text are similar.
structure. For comparison-and-contrast text structure,
authors use comparing words, such as also and both, to
signal similarities. They use contrasting words, such as but
and however, to signal differences.
My TURN Think about how Rebecca Boyle uses signal words

to create comparison-and-contrast text structure in “Twins in
Space.” Now think about how you can use signal words to
create this text structure in your own writing.
1. If you are trying to show how two places are similar, which comparing
words or phrases might you choose?
2. If you are trying to show how two places are different, which contrasting
words or phrases might you choose?
3. Write a paragraph that compares and contrasts two places to live. Use
signal words to create your text structure.
108
Spell Words with the VCe Pattern

In words with the VCe pattern, the vowel has a long vowel sound
and the e is silent. When spelling these words, be sure to include the
silent e at the end.
My TURN Sort and spell the multisyllabic words by the long vowel
sound that appears in each VCe pattern.
SPELLING WORDS
educate fascinate imitate advertise

supervise criticize impose corrode
cyclone envelope contribute ridicule
distribute module episode cooperate
participate survive acquire recognize
long a long i
long o long u
109
Complete Sentences
Complete sentences have a subject and a predicate. A fragment is
a group of words missing a subject or a predicate. To fix a fragment,
add the missing part.
Fragment: Joined the navy.

Add the missing subject: The brothers joined the navy.
A run-on sentence incorrectly joins two or more sentences. To fix a

run-on, separate the sentences with a period to create two sentences.
You can also use a comma and a coordinating conjunction to create a
compound sentence. Common coordinating conjunctions are and, but,
or, and yet.
Run-on: The telomeres get shorter when a cell divides soon the cell
will die.
Separate sentences with a period: The telomeres get shorter when
a cell divides. Soon the cell will die.
Use a comma and a coordinating conjunction: The telomeres get
shorter when a cell divides, and soon the cell will die.
My TURN Edit the draft by fixing the fragments and run-on

sentences.
After reading “Twins in Space,” I think being an astronaut is
very hard you cannot go outside, and you can only eat fresh food.
When it is delivered by cargo ship. You can conduct experiments
you can help people learn more about life in outer space.
110
Develop and Compose Learning Goal

an Introduction I can use elements of
Well-organized personal narratives begin with an writing to write a
introduction that gives readers background. In a personal narrative.
paragraph or two, this beginning introduces the

narrator, the setting, and the situation.
• In a personal narrative, the narrator is the writer. Readers need to know
who the writer is and why he or she is going to tell about this experience.
• The setting is the time and the place. Readers need to know when and
where the experience took place.
• The situation is a problem the narrator faces. It sets events of the personal
narrative in motion. Readers need to know how the situation came about
and how it caused the writer’s experience.
My TURN In your writing notebook, compose the introduction of your

personal narrative. Use this checklist as a guide.
The introduction tells readers

where the narrator is.
why the narrator is writing about this experience.
where and when the experience began.
what problem the narrator faced.
how the problem came about.
111
PERSONAL NARRATIVE
Compose an Event Sequence

A personal narrative tells about a writer’s real experience through events told
in order. It tells events in order so readers understand what happens first, next,
and last.
A sequence of events should lead readers through the writer’s experiences to

the turning point of the narrative. The sequence does not have to include every
detail of what happened. The writer chooses which events will tell readers the
most about the experience.
My TURN Number the events to put them in the proper sequence.

Put an X in front of any event that is not needed.
In June, the zoo plans to open a new polar bear exhibit.
My family discussed going to Alaska next summer.
We decided to go to the zoo instead of to Alaska.
The next day, I saw an announcement about our zoo.
In geography class we are studying Russia.
Bobcats live in the woods near our town.
I showed the announcement to my parents.
The main events in a

personal narrative lead to the
turning point and cause the
narrator to change.
My TURN In your writing notebook, organize

an event sequence for your own personal narrative.
112
WRITING WORKSHOP
Use Transition Words and Phrases

Time-order and cause-and-effect transition words and phrases create structure
and guide readers through the sequence of events in a personal narrative. Use
time-order transitions to make the order of events clear. Use cause-and-effect
transitions to explain why something happens.
Time Order Cause-and-Effect
before after therefore as a result

first as soon as because the reason
next in the end so in order to
then why
My TURN Choose a transition word or phrase for each blank in

the following paragraph.
I needed a project for my science class. , I asked my
brother to help me find an idea. , we talked about my
interests. that, my brother said he thought making a
model boat would be best, I like boats more than cars.
, I settled on making a model sailboat.
My TURN Include transitions in one of your own drafts to add structure to

your piece and to clarify the sequence of events.
113
PERSONAL NARRATIVE
Compose Dialogue
Dialogue is written conversation. Writers use dialogue to show how people
respond to situations or events and to each other. In dialogue, a person’s
words are called direct speech. Follow these rules when writing dialogue.
Rule Example
Use quotation marks at the beginning “I am making a book of my

and end of each speaker’s words. drawings.”
Begin a new line whenever the During art class, Juan said, “Bob,
speaker changes. please come over here.”
“OK,” said Bob. “What do you
need?”
When a quotation begins in the Juan said, “I am having trouble
middle of a sentence, put a comma getting the hole punch to go through
before the quotation starts. all the papers.”
Begin a complete sentence with a Bob said, “Let me hold the paper
capital letter. steady.”
“Great idea,” Juan replied.
Put punctuation that ends a Juan squeezed the hole punch. “All
quotation inside the quotation right!” he cried.
marks. “Do you need anything else?” Bob
asked.
My TURN Add punctuation and quotation marks to the dialogue.
Lan is a strong swimmer said Nnenna. I think she is going to win a ribbon
in this race
Sam asked What do you think, Bella?
I agree with you Bella replied.
My TURN Draft a brief dialogue you could add to your own personal narrative.
114
WRITING WORKSHOP
Develop and Compose a Conclusion

The turning point of a personal narrative brings about the conclusion, or
ending. The narrator has experienced a change. A conclusion is usually one or
two paragraphs long. It may contain
• A report of events that follow the turning point

• A brief summary of how the narrator changed
• The narrator’s thoughts and feelings about the experience
My TURN Use this organizer when you compose the conclusion to your
personal narrative in your writing notebook.
What events came after the turning point?
In one sentence, how did the experience change me?
Which thoughts and feelings do I most want my readers to know?
My TURN Identify a topic, purpose, and audience. Then select any genre, and
plan a draft by brainstorming your ideas.
115
WEEKLY LAUNCH: INFOGRAPHIC
INTERACTIVITY
COOL HOMES
Around IN THE RAIN FOREST Some people live in
the World
tree houses. A tree house like this one gives the
people inside a bird’s-eye view. People can see
much farther than they can at ground level.
ON THE STEPPE A yurt is a round home

made out of flexible wood and a soft material
called felt. Its portability and round shape
make it well suited to the wide, open spaces
and strong winds of the steppe.
116
W EEK
IN THE MOUNTAINS Log cabins were

4
originally built with soft timber. People Weekly Question
could easily make these homes with
simple hand tools. They could be built What are the
in days using only a saw, an ax, and advantages of living in
an auger, a type of tool that bores different places?
holes into wood.
Illustrate Draw a house in the

area where you live. Show details
such as the materials that make
the house and how the shape or
location of the house relates to
the environment.
IN THE ARCTIC Igloos are built

with bricks that are carved from
packed snow on the ground. The
structures keep the cold out and
keep the people inside warm. Igloos
are usually temporary shelters.
117
GENRE: INFORMATIONAL TEXT
Learning Goal Informational Text

I can learn more
Authors of informational text want to help readers
about the theme
Networks by learn about a topic. The purpose of the text is to
analyzing the text inform. Authors do that by including facts and
structure of an
details. Authors may use formatting and text features
informational text.
to call attention to certain information or clarify
relationships between ideas.
and
TURN TALK What kinds of information does a
map show? How does a map help you understand
certain ideas? With a partner, compare and
contrast the experience of reading a map to
reading a paragraph about a location.
Be a Fluent Reader Reading aloud for an audience

is similar in some ways to reading silently. When you
read, you monitor your understanding of the text.
You also read at a rate that is appropriate for the text.
When you read informational text aloud:
Read at a rate that is slow enough to not

skip words.
Read at about the same speed you would
normally speak.
If you come to a word you do not know,
you can still stop to sound it out.
118
READING WORKSHOP
119
Meet the Author
Veronica Ellis has
a love of words
Life at the Top
and storytelling
that began in her
birthplace, Liberia. Preview Vocabulary
It continued through
her school years As you read Life at the Top, pay attention to
in England, as well these vocabulary words. Notice how they help you
as her college years
in the United States. understand what you read and what you see in
She teaches writing the text.
at the College of
Communication at
Boston University. endurance excel
She is the author of
several children’s capacity motivation drive
books.
Read
Before you read, scan for text features. Make
predictions about what you will learn in the text
based on what you see. Record your predictions on a
separate sheet of paper. Then follow these strategies
as you read this informational text for the first time.

how the author about the text’s
emphasizes or clarifies organization and
facts. structure as you read.
First
Read
Connect Respond
details in the text to by writing sentences
people and places you about parts you found
know about. confusing.
120
Genre Informational Text
Life at the Top

by Veronica Ellis
AUDIO
 ANNOTATE
121
CLOSE READ
1 Some people climb mountains for the challenge.
Others climb for the view from the top. They may stay
Analyze Text long enough to snap some photos, and then they turn
Features around and climb back down. Then there’s another
Underline details in the
text that are supported group. These folks travel up, up, and up and then stay
by the photograph and there—for days, weeks, or months. Or they move there
caption.
permanently.
2 These are athletes who believe in the power of being

at the top. They’re convinced that training at high
altitude—8,000 feet or more above sea level—is the key
to peak sports performance. They live by the idea that
altitude builds stronger hearts, more efficient lungs, and
endurance the ability to better endurance. So when these athletes go back down
keep going
to sea level, they can be faster, stronger, and just plain
better than those who never left sea level.
122
CLOSE READ
Running at High Altitude
3 Runners, in particular, are fans of training at high Confirm
altitudes. These days, altitude training is part of almost or Correct
all top runners’ training programs. Since 1968, ninety- Predictions
five percent of all runners who have won medals in Use the photograph and
the text in this section
world championships and the Olympic games have to highlight details
trained or lived at high altitude. That’s enough to that help you confirm
a prediction you made
persuade any athlete to head for the hills! before reading the text.
4 Many runners attend special high-altitude training

camps to prepare for marathons, the Olympics, and
other races. One of the most famous of these camps is
located in Kenya, Africa. It’s called (unsurprisingly) the
High Altitude Training Center.
These long-distance runners are

in training at the High Altitude
Training Center.
123
CLOSE READ
5 The Center is in the village of Iten (eye TEN), on top
of a steep cliff, overlooking Kenya’s Great Rift Valley.
Analyze Text At its highest spots, the Great Rift Valley is almost
Features 7,000 feet above sea level. That’s not officially “high
Underline the text
features that can altitude,” but almost.
help you pronounce
key words. 6 The High Altitude Training Center was founded by
Lornah Kiplagat. Kiplagat is a Kenyan runner who
has competed in many long-distance races around the
world. She raced in the Olympics, won World Road
Running Championships three times, and won a gold
medal at the World Cross Country Championships. In
other words, she takes running very seriously.
7 As a runner, Kiplagat has helped bring athletic fame

to Kenya and to her people, the Kalenjin (kah LEN jin),
who live in the Great Rift Valley. As the founder of the
High Altitude Training Center, she has helped runners
from around the world achieve their personal best.
124
CLOSE READ
8 Kiplagat founded the training center in 2000. Her goal
was a simple one. She wanted to give other Kenyan
girls and women the chance to train and excel. Analyze Text
Features
9 For Kiplagat, deciding to create her running camp in Underline a sentence
that is supported by the
the high-altitude town of Iten was a no-brainer. For one
photograph and caption.
thing, it’s just above the place where she grew up and
excel do well or be the
became a runner herself: the Great Rift Valley.
best at something
Lornah Kiplagat, wearing orange, is

the champion athlete who founded
the High Altitude Training Center.
125
Kenyan runner Joyce Chepkirui (far right)
won this 8 km race.
CLOSE READ
Benefits of Altitude
Analyze Text 10 Growing up and becoming a runner in the Great Rift
Features Valley also gave Kiplagat personal experience with the
Underline information benefits of training at high altitude. And Kiplagat is
in the text that is
supported by text
just one of many, many world-class runners from that
features. region.
126
CLOSE READ
11 Here are some statistics to back up that claim.
Kenyan journalist John Manners spent most of his
career studying runners from his country. He found Confirm
that Kalenjin runners such as Kiplagat won about
or Correct
Predictions
three-quarters of all races in Kenya. Yet Kalenjins make
Use the photograph and
up only 10 to 12 percent of the country’s population! what you have read so
Another study found that Kalenjin athletes won far to highlight details
that help you confirm or
approximately 40 percent of all major international correct a prediction you
mid- and long-distance running competitions during a made about the text.
10-year period.
What Happens Up There?

12 Does living and training at high altitude contribute
to these athletes’ success? The runners who flock to
training camps such as Kiplagat’s clearly think so. But
what does science say about all of this?
13 There has been a lot of research on the subject.

However, scientists still don’t know for sure if high-
altitude training can help improve athletic performance.
One thing is for sure. Your body performs differently
when you are far above sea level.
14 If you’ve ever traveled to a high altitude, you know

that it can be harder to breathe up there—at first. That’s
because the air pressure is lower the higher you go.
When air pressure is low, air particles are farther apart.
Air particles contain oxygen. So when you’re higher
up, you don’t breathe in as many air particles. That
means your body takes in less oxygen than it would at
sea level.
127
CLOSE READ
15 But after you’ve been at high altitude for a while,
your body adjusts. It starts to make more red blood
Analyze Text cells. Those are the cells that carry oxygen in the body.
Features More red blood cells means you can breathe more easily.
Underline details
that connect to the
16 After you’ve adjusted to a higher altitude, you can
information in the
diagram. hike, climb, bike, or run longer up there than you could
at sea level. That’s because you have more oxygen in
your blood. Your lungs become more efficient too. They
expand more to take in more air. You breathe harder
and deeper at high altitudes to take in more fresh air.
17 Spending time at high altitude can also be good

for people’s heart health. Scientists believe the lower
oxygen level in the air may ignite, or start up, certain
genes in the body. These genes cause the heart muscles
to work more effectively.
18 Bodies also adapt at higher altitudes by losing weight.

If you live in a high-altitude area, you’ll have a lower
appetite than people who live at sea level. Why? At high
altitudes, your body makes more of a hormone that
makes you feel full faster. As a result, you’ll eat less.
19 That makes a difference for runners. Being thinner

can help you run faster. To run, you move forward by
jumping into the air. When you jump, you’re fighting
gravity. The more you weigh, the harder that is.
20 All of these benefits of high altitude may mean

better athletic performance at sea level. It’s not hard
to understand why. Athletes who train at 8,000 feet or
capacity the ability to more have greater lung capacity, heart strength, and
contain something
endurance. They can speed past someone who has been
training only at sea level.
128
Training at high altitude
changes the rate at
which
the heart
beats and
how much
blood it
pushes
with each
heartbeat.
The capacity of lungs

increases at high
altitude, so they can
take in more air at once.
High altitude
training can
increase
blood flow
to muscles
and let them
do more
work before
getting tired.
129
CLOSE READ
Is It All About Altitude?
Analyze Text 21 But how much of the Kalenjin runners’ success is
Features really due to altitude? Might other factors be involved?
Underline details in the
text that support what 22 For example, the land in the Great Rift Valley is
you see in the image. mostly flat, and the weather is mild all year long. That
means runners can train outside regularly. This is a big
advantage. Of course, other places have flat land. Other
places have good weather. Yet other places don’t have
so many great runners.
130
CLOSE READ
23 Some people say the Kalenjin diet helps with running
speed. It’s a plain diet. It includes foods such as corn,
sweet potatoes, and other local crops. Their staple meal Confirm
is called ugali (yoo-gah-lee), a paste usually made from
or Correct
Predictions
cornmeal. It’s often served with stewed vegetables.
Although a meal like this is simple, it contains a lot of help you confirm or
nutrients. It’s also high in carbohydrates. Those give correct a prediction you
made about the text.
the body long-lasting energy. However, many people
around the world eat similar diets. Yet they aren’t
winning most of the world’s long-distance races! This Olympic gold
medalist trains at
24 Some give another explanation for Kalenjin runners’ the High Altitude
greatness. They have a very active lifestyle. Many Training Center.
Kalenjin families farm and herd cattle. That means they
move around a lot. But again, so do people in many
other parts of the world.
131
CLOSE READ
25 People also often say that Kalenjin children run
more than other children. There are many stories about
children running in groups to and from school each
day. According to these stories, often they run barefoot.
The barefoot part is important. This is because barefoot
runners touch the ground with their forefoot or midfoot.
Scientists say that’s less stressful than hitting the ground
heel first. Less stress on the feet makes people run faster.
However, these running stories may be exaggerated.
Many adult Kalenjin runners report they took the bus or
walked to school as children. So much for that theory.
26 There are two other explanations for why the

Kalenjin people produce so many great runners. One
is economic. Kenya has a poor economy. By winning
one marathon, a Kalenjin might earn enough to live on
motivation a reason for for an entire lifetime. That’s pretty good motivation.
doing something
Another related explanation is social. Mental toughness
is a highly valued trait among the Kalenjin. Without it,
no athlete can get far. In addition, Kalenjin runners are
surrounded by other runners. That’s motivating, too.
132
The Role of Community . . .
and Hard Work
27 Lornah Kiplagat’s High Altitude
Training Center and others of its CLOSE READ
kind are built around the idea of
running and achieving your best Confirm
as part of a community. High-altitude or Correct
training may make runners faster. However, Predictions
the support of others helps many athletes
help you confirm or
keep going when they might want to quit. correct a prediction
about why high-
28 Mary Keitany is another world-champion altitude runners are
successful.
Kenyan runner. She trained in Iten too. Like
Lornah Kiplagat, Keitany competes in and
wins marathons and long-distance races
around the world. She wins at high and
low altitudes.
Runner Mary Keitany

broke a marathon world
record in 2017.
133
CLOSE READ
29 Keitany started her professional running career
about a decade ago. She first won Kenya’s largest
Vocabulary in women’s-only race. It’s called the Shoe4Africa 5K.
Context (The organization Shoe4Africa is supported by
Readers use context
clues, or the words and Lornah Kiplagat and many others. It raises money for
sentences around an healthcare and education all over Africa.) In interviews,
unfamiliar word, to
determine the meaning Keitany credits hard work, not high altitude, for her
of the word. winning ways. But there’s no question that for her,
Use context clues to as for Kiplagat, working hard at high altitudes has
determine the meaning produced great results.
of expanding.
Underline the context 30 These days, high-altitude training is not limited

clues that support your to Kenya. The trend of training up high seems to be
definition.
expanding as fast as runners’ lung capacity. High-
altitude training centers have popped up all over. You
can find them in the French Pyrenees mountain range.
They’re in South Africa. They’re in Colorado too.
31 Effective high-altitude training requires more than

just climbing to 8,000 feet, though. Trainers who believe
in the power of altitude usually have a few rules to
follow. For one, they say athletes should stay at high
altitude for 18 to 28 days. Less than that and they won’t
achieve the full benefits.
32 Many trainers believe athletes need to time their

training just right, too. Some experts estimate that
runners who come down from altitude more than two
or three weeks before a race will erase the benefits of
their high-altitude training.
134
Edna Kiplagat won the 2017
Boston Marathon.
CLOSE READ
33 What can other athletes learn from Kalenjin runners?
No doubt, the Kalenjin have geography in their favor.
They have high altitude, flat land, and a mild climate.
A nutrient-rich diet and active lifestyle also help.
34 Most important, perhaps, are drive and drive the ambition or

motivation to carry on
determination. When it comes down to it, the Kalenjin
may not win races just because of the geography of their
area. Runners hoping to improve can add high-altitude Fluency
training. However, they should also pay attention to Read paragraphs 33–34
the fact that the Kalenjin might be the hardest-working aloud with a partner.
Pay attention to rate
runners on Earth. as you read. Practice
reading at a rate that
will help your partner
understand the text. You
can stop to sound out
words, if needed.
135
VOCABULARY
Develop Vocabulary
In informational texts, authors use precise words to describe important ideas
about a topic. For example, in Life at the Top, Veronica Ellis uses altitude and
sea level to describe basic ideas about how location affects a runner’s body.
My TURN Read each pair of words from Life at the Top. Then explain how
these words help you understand an idea from the text.
motivation + endurance =
excel + drive =
endurance + capacity =
136

1. What characteristics of Life at the Top tell you it is an informational text?
2. Why do you think Veronica Ellis included a diagram? Cite text evidence
and details from the diagram in your answer.
3. Based on the “Is It All About Altitude?” section, draw a conclusion about
the factors that lead to the Kalenjin runners’ success.
4. Which evidence from Life at the Top would be the most convincing in an
argument about why all runners should have high-altitude training?
137
CLOSE READ
Analyze Text Features

Authors use text features, such as headings, maps, diagrams,
photographs, and illustrations, to organize and support ideas in a
text. By analyzing these print and graphic features, you can better
understand the text.
1. My TURN Go to the Close Read notes in Life at the Top and

underline information related to the text features.
2. Text Evidence Use the evidence you underlined to complete

the chart.
Text Features What They Tell or Show
How They Help Me Understand
138
READING WORKSHOP
Confirm or Correct Predictions

Use the title, headings, and text features to make predictions
before you read. Then confirm or correct your predictions as you
read. Look for information in the text that supports, or confirms
your prediction. Other information may help you check and correct
your prediction.
1. My TURN Return to the First Read page and the predictions

you made about Life at the Top. Then go back to the Close Read
notes and highlight details that helped you confirm or correct a
prediction you made.
2. Text Evidence Use one of your predictions and the text you
highlighted to complete the graphic organizer.
Prediction
Evidence Related to My Prediction
139
RESPOND TO TEXT
Reflect and Share

Write to Sources In Life at the Top, Veronica Ellis
explains the benefits athletes gain when they train at
high altitudes. What other places offer advantages
to the people who live there? Choose two places you
read about this week. Then use examples from the
texts to write and support a response.
Compare and Contrast Writers may use comparison-and-

contrast text structure to explore ideas in depth. They look at
what is the same and what is different to help them evaluate
what they think about a topic. Use a Venn diagram to take notes
about the two places you chose.
Use your notes to write a response that compares and contrasts the
two places you chose. Use information from the texts you read to
support your ideas.
Weekly Question
What are the advantages of living in different places?
140
Figurative language is any language that gives a I can develop

knowledge about
word a meaning beyond its usual, everyday definition. language to make
One type of figurative language is a simile, which connections between
compares two things using the word like or as.
1. Read the sentence and underline the simile.
2. Match the word in the box with the simile that best
relates to the definition of the word.
3. Choose two similes. Then use each simile and its

related academic vocabulary word in a sentence.
WORD BANK
exposed habit severe significant
He left the house at the same time every day like clockwork.
Regular exercise is as vital as blood.
When everyone learned the secret, it was like pulling back the curtains.
Her angry expression looked like a brewing storm.
141
WORD STUDY
Vowel Teams and Digraphs

Vowel teams are two or three letters that spell one vowel sound. Some vowel
teams are also called vowel digraphs. In vowel digraphs, often the first vowel
spells a long vowel sound, and the second vowel is silent. In the multisyllabic
word teammate, the vowel team ea spells the long e sound. In the word bread,
the vowel team ea spells the short e sound. In the word drain, the vowel
team ai spells the long a sound. Knowing these patterns can help you read
multisyllabic words.
My TURN Use these activities to apply your knowledge of vowel teams and
digraphs.
1. Read these words with vowel teams, or digraphs: drainage, mainstay,

leader, boasting, playful.
2. Choose two words with vowel digraphs, and use each in a sentence.
High-Frequency Words
High-frequency words are words that you see over and over again. They
often do not follow regular word study patterns. Read these high-frequency
words: heart, probably, factors, beautiful, sign, discovered. Try to identify them
in your independent reading.
142
Read Like a Writer

Authors use print or graphic features to help readers find information.
Headings organize ideas based on a common topic or concept. Photographs
and other graphic features help readers visualize ideas from the text.
Model Look at the photograph near paragraphs 8 and 9 in

Life at the Top.
1. Identify The photograph shows Lornah Kiplagat, a woman from
Kenya, running in a race.
2. Question Why does Veronica Ellis include this text feature?

3. Conclude Veronica Ellis uses this feature to show an example of a
runner who lives at a high altitude and runs very fast.
Look at this text feature and read the text.
Is It All About Altitude?

But how much of the Kalenjin runners’ success is
really due to altitude? Might other factors be involved?
My TURN Follow the steps to analyze the author’s use of a text feature.
1. Identify The heading is
2. Question Why does Veronica Ellis include this text feature?
3. Conclude Veronica Ellis uses this feature to
143
Headings can
Write for a Reader help you organize
your ideas.
Authors use print and graphic features to organize and
support their ideas. They use headings to group related
information. They use photographs, diagrams, and other
visual elements to help readers visualize ideas from the text.
My TURN Think about Veronica Ellis’s purpose for using

text features in Life at the Top. Now think about how you
use text features in your own writing.
1. If you wanted to write a paragraph about how eating well can help an
athlete swim faster, what text features might you use?
2. Use the features you identified to write a passage about how an athlete’s
diet can affect how long and far he or she can run.
144
Spell Words with Vowel Teams

and Digraphs
Vowel teams are usually two letters that spell one vowel sound. For
example, the letters a and y are a vowel team that spell the long a
sound in words like stay and play. Some vowel teams can also be
called vowel digraphs.
My TURN Read the words. Then spell and alphabetize the words.
Make sure to spell each vowel team correctly.
SPELLING WORDS
increase yesterday acquaint achievement

reproach marrow virtue continue
betray array campaign revenue
meadow deceive appeal agreement
streamline proceed remainder straight
145
Fix Run-On Sentences

Run-on sentences are two complete sentences joined without correct
punctuation or a conjunction. A comma splice is a type of run-on
sentence that uses a comma to incorrectly connect two sentences
without also using a conjunction. Run-on sentences can be fixed by
creating two sentences. Run-on sentences can also be fixed by adding
a comma and a conjunction to create a compound sentence.
Run-On Sentence Corrected Sentence(s)
By winning one marathon, a By winning one marathon,

Kalenjin might earn enough to live a Kalenjin might earn enough
on for an entire lifetime that’s pretty to live on for an entire lifetime.
good motivation. That’s pretty good motivation.
She first won Kenya’s largest She first won Kenya’s largest
women’s-only race it’s called the women’s-only race. It’s called the
Shoe4Africa 5K. Shoe4Africa 5K.
Runners can regularly train outside, Runners can regularly train outside,
this is a big advantage. and this is a big advantage.
My TURN Edit this draft by fixing the run-on sentences including comma
splices.
Many runners use high-altitude training to prepare for
races, one of the most famous training camps is in Kenya,
Africa. At this camp, runners eat simple meals with foods like
corn, sweet potatoes, and other local crops these foods have
carbohydrates that give the body long-lasting energy.
146
Learning Goal
Add Ideas for Coherence
and Clarity I can use elements of
To make their personal narratives clearer, writers writing to write a
personal narrative.
add ideas that
connect events to one another

show how people act, think, and feel
The ideas can be words, parts of sentences, or whole sentences.
My TURN Study the first paragraph to learn how the writer added ideas in blue
to make the paragraph clearer. Then add details to the second paragraph to
make it clearer. Choose only the most relevant details.
Detail Bank
There are height, weight, and age restrictions.
Mules are sure-footed. Then admire the view.
People ride mules to get into the canyon.
The Grand Canyon was awesome. It was deeper than we had
imagined. How were we going to get to the bottom?
The mules know
how to walk on the narrow paths that wind down. Not everyone is
allowed to ride them.
My TURN On one of your own drafts, identify ideas that may be vague or
incomplete. Add details to clarify your ideas.
147
PERSONAL NARRATIVE
Delete Ideas for Coherence and Clarity

To make their narratives clearer, writers remove ideas that
are repetitive
do not relate to the main events or points
My TURN Read this edited paragraph. The writer has crossed out ideas to make
the paragraph clearer. Write in the chart why the writer deleted each detail.
One day at the library, I found an old book that I decided to
read. It was about the Declaration of Independence. I read about
the summer of 1776, when the Declaration was written. It took
a while for people to sign it. The book had regular pages, but it
also had pages of shiny paper. Those pages showed paintings
of people who signed the Declaration of Independence. It
was very exciting to see the people who decided to declare
independence.
Deleted Idea Why It Was Deleted
First Deleted Detail

Second Deleted Detail
Third Deleted Detail
My TURN On one of your own drafts, delete repetitive or unnecessary ideas.
148
WRITING WORKSHOP
Edit for Adjectives

An adjective describes a noun or pronoun, often by answering the questions
What kind? How many? or Which one? A comparative adjective compares two
nouns. A superlative adjective compares three or more nouns.
Rule Comparative Superlative Examples
Add -er and softer softest The feather is softer

-est to short than the leaf. This is the
adjectives. softest shirt I have.
Use more and more most Elvio is a more

most with long experienced experienced experienced drummer
adjectives. than Ben. Kim is the most
experienced drummer in
the band.
Adjectives usually come before the word they describe. When you use two or
more adjectives to describe one thing, put the adjectives in this order.
Farthest from noun Closest to noun

opinion size age shape color
brave huge old flat red
My TURN Highlight the correct adjectives in these sentences.
The pony takes the quickest/most quick path through the trees back to the
barn. I hope that tomorrow the pony will be easygoinger/more easygoing on
our trail ride.
My TURN Edit one of your own drafts for correct use of comparative and
superlative adjectives. Check that adjectives are in correct order.
149
PERSONAL NARRATIVE
Edit for Adverbs

Writers use adverbs to add details to their writing. Adverbs tell how, where, or
when an action happens. Two kinds of adverbs are adverbs of frequency and
adverbs of degree.
Type Purpose Examples Sample Sentence
Adverb of Tells how often a always, often, I usually finish

frequency verb happens regularly, my homework
sometimes, after dinner.
occasionally, usually
Adverb of Tells how strongly very, extremely, She feels

degree an adjective or totally, quite, very nervous,
another adverb somewhat, slightly, although she
applies to a completely succeeds quite
situation regularly.
A relative adverb connects two related clauses. A clause has a subject and a
verb. English has three common relative adverbs: where, when, and why.
Clause 1 Relative Adverb Clause 2

This is the box where he kept the ring.
I do not know why the soup is gone.
My TURN Edit the paragraph to correct each underlined adverb.
On Saturdays Maddie’s mom totally teaches her something
usually new about sewing. We wondered when Maddie left
Harun’s birthday party. It was because she wanted to get home
on time.
My TURN Use adverbs to add concrete details to your personal narrative.
150
WRITING WORKSHOP
Edit for Pronouns

To add variety to your writing, use pronouns. Pronouns replace nouns or
groups of nouns. Pronouns may be
• subjective, used as the subject of a sentence or clause

They have brown eyes.
• objective, used as the object of a verb or a preposition
The server handed them the menu.
• possessive, used to show ownership
Swimmers stayed in their lanes.
• reflexive, used to reflect an action back to the subject.
The tourists bought themselves some souvenirs.
Subjective Objective Possessive Reflexive
Singular
I me my, mine myself
you you your yourself
he him his himself
she her her herself
it it its itself
Plural
we us our ourselves
you you your yourselves
they them their themselves
A relative pronoun connects two related clauses. A clause has a subject and a
verb. English has five common relative pronouns: who, whose, whom, which,
and that. A relative pronoun takes the place of a noun in the second clause.
My TURN Edit one of your own drafts to check for incorrect pronouns.
151
WEEKLY LAUNCH: PRIMARY SOURCE
INTERACTIVITY
In 1872, President
Ulysses S. Grant
TAKING signed the National

Park Protection Act
CARE into law. In doing

so, he established
of Our Land the world’s first

national park.
Yellowstone Park is almost 3,500 square miles of wilderness in

Montana, Wyoming, and Idaho. It is a wonder of geology with
unique features, such as hot springs and gushing geysers. It is also
home to wild animals, including bears, wolves, bison, elk, and pronghorn.
AN ACT TO SET APART

A CERTAIN TRACT OF LAND
LYING NEAR THE HEADWATERS
OF THE YELLOWSTONE RIVER
AS A PUBLIC PARK.
March 1, 1872 (17 Stat. 32)

Be it enacted by the Senate and House of Representatives
of the United States of America in Congress assembled,
That the tract of land in the Territories of Montana and
Wyoming, lying near the headwaters of the Yellowstone
River, and described as follows, . . . is hereby reserved
and withdrawn from settlement, occupancy, or sale under
the laws of the United States, and dedicated and set apart
as a public park or pleasuring-ground for the benefit and
enjoyment of the people. . . . (U.S.C., title 16, sec. 21.)
152
W EEK
SEC 2.
That said public park shall be
5
under the exclusive control of Weekly Question
the Secretary of the Interior,
whose duty it shall be, as soon as How can people
practicable, to make and publish influence the places
such rules and regulations as he where they live?
may deem necessary or proper for
the care and management of the and
TURN TALK Take turns
same. Such regulations shall provide reading the sections of the
for the preservation, from injury primary source aloud with a
or spoliation, of all timber, mineral partner. Work together to
deposits, natural curiosities, or paraphrase the text, or put it in
wonders within said park, and their your own words.
retention in their natural condition.
Natural resources are the animals,
plants, and land in a place. What
natural resources are near where
you live? How do those resources
make your community a special
place to live? Take notes on your
conversation.
153
Learning Goal
Spotlight on Genre
I can learn more
about narrative
nonfiction by
Biography
analyzing text A biography is a type of narrative nonfiction that tells
structure in a
biography. a person’s life story or part of it. That person is called
the subject of the biography. The subject may still be
alive or may have lived in the past.
In a biography, authors often use chronological, or

time order, structure. Authors use this text structure
to tell the story of the subject’s life. Authors often
include specific dates and times to help readers
understand more about the subject. For example,
authors may describe a specific time period to help
readers understand how the subject’s life relates to
events in history.
Establish Purpose The purpose, or reason, for

reading a biography is to learn about significant
Biographies events in a person’s life. Narrative elements in
tell stories about biographies help keep readers interested.
real people. What do
you want to learn
from reading
a biography? My PURPOSE
and
TURN TALK With a partner, establish a purpose
for reading Barbed Wire Baseball. Talk about how
this purpose will affect your plan for reading.
154
READING WORKSHOP
155
Meet the Author
Barbed Wire Baseball
Preview Vocabulary
Read the list of words. Then look at the cover
of Barbed Wire Baseball. What do you predict
Marissa Moss
has always been this selection will be about? Pay attention to the
enthusiastic about vocabulary words as you read the text.
writing. She sent
her first book to
publishers when descent internment desolate
she was just nine
years old! Marissa diverted spectators
Moss has written
more than forty
books for children
and especially
enjoys writing
Read
about history. She Active readers of biographies follow these strategies
loves how historical
when they read a text the first time.
sources “can make
a strange, vague
period of the past
seem vivid and
familiar.” Notice Generate Questions
historical relationships about information
between events and from the text that you
people. would like to know
more about.
First
Read
Connect Respond
ideas and events by writing or drawing
within the selection to what the selection
each other. reminds you of.
156
Genre Biography
e d Wi r e
a r b
B BASEBALL
by Marissa Moss AUDIO
ANNOTATE
illustrated by Yuko Shimizu
157
CLOSE READ
1 Zeni watched the wooden bat thwack the baseball,
hurling it high and straight. He was eight years old,
Analyze Text
Structure and it was the first time he’d seen a baseball game,
An author may include but he was hooked.
an anecdote, or brief
story, within the story to 2 “Father, I want to play!” he told his dad.
illustrate an important
point or theme in the 3 “You’re too small,” his father said.
text. Read paragraphs
1–11 to learn about an
4 “Too frail,” added his mother.
event that took place
much earlier than the
other events described in 5 But Zeni didn’t listen. He had to play.
the text.
6 The other kids laughed at him.
Underline evidence that
tells you how the author 7 “Zeni, you’re a mouse!” one boy hooted.
is using chronological
text structure to put this
anecdote into context
8 “A teeny tiny one!” another kid called.
for the reader.
9 None of it mattered. When Zeni had a ball or
bat in his hand, he felt like a giant. And soon
he played like one.
10 Many springs had passed since that first game,

years of playing in the chill of winter and the sweat
of summer. Zeni got taller and stronger and better
at baseball.
11 “Why are you wasting time with a silly game?”

his mother asked.
12 “You should study and become a doctor,” his father

said. “Or a lawyer.”
13 But Zeni knew exactly what he wanted to do, and

when he grew up, he coached, managed, and played
baseball in the Fresno Nisei League and the Fresno
Twilight League. He was barely five feet tall and
weighed only one hundred pounds, but he was a star
player, casting a big shadow in baseball.
158
159
160
CLOSE READ
14 Zeni was chosen to play with star
members of the New York Yankees.
He led his teams in exhibition games Summarize a
in Japan. He even arranged for Babe
Text
Highlight information
Ruth to play there. But that world that you would include
collapsed for him when the Japanese in a summary of these
paragraphs.
attacked Pearl Harbor in 1941. For the
first time since he had picked up a bat,
Zeni felt as if he didn’t measure up.
15 The United States was at war with

Japan, and 120,000 Americans of
Japanese descent who lived on the descent the family
background or national
West Coast were forced into ten
origin of a person
internment camps, most in the desert.
internment related to
The government considered these
confinement, as if in
Japanese Americans to be possible a prison, often during
spies and, without evidence or trials, a war
locked them up—men, women, and

children. American citizens, all were
treated like prisoners of war, housed
in barracks and penned in with
barbed wire.
161
162
CLOSE READ
16 Zeni, his wife, and their two teenage sons were sent
to a camp in Gila River, Arizona. Outside, the camp
Analyze Text
was bleak and gray and dusty. Inside, the barracks Structure
were stark, with crowded rows of cots and not much Underline details
else. Families bustled around, trying to make a home that show plot events
unfolding in time order.
out of nothing, hanging up curtains, arranging tea sets
on footlockers, piling dolls and stuffed animals on cots.
17 Zeni stood staring at the dry earth, which was

broken up every now and then by a few scrubby bits
of green. In all the brown and gray, with dull, coppery
sky overhead, he felt as if he were shrinking into a
tiny hard ball.
18 There was only one thing that could make the

desert camp a home—baseball. Zeni unpacked his
favorite photo, the one that showed him in uniform,
lined up with baseball legends Babe Ruth and Lou
Gehrig towering like redwood trees beside him. He
had played with the Yankee stars in an exhibition
game back home in Fresno, and he hadn’t felt small
at all. He pinned the picture up over his bed. He was
going to play baseball again. Here, in the desolate desolate empty, lonely,
and unhappy
middle of nowhere.
163
CLOSE READ
19 First he would need
a playing field. There
Summarize a was plenty of empty
Text space, but it was dotted
that you should include
with sagebrush and clotted
in a summary of how with rocks. It didn’t look like much of a field.
Zeni built his baseball
field. 20 Zeni started by chopping down the plants and
digging up the rocks, spending long hours in the
blazing sun.
21 “What are you doing, Dad?” his son Howard asked.
22 “Can’t play baseball without a field,” Zeni grunted.
23 “We’re going to play baseball?” Howard grinned

and started picking up rocks, too.
24 Soon Howard’s brother, Harvey, joined them. Then

other boys and men drifted to where Zeni and his
sons were bent over in the glaring heat. By the end
of the day, dozens of people were working on the
field, not planting a crop but unplanting, making the
ground a smooth surface.
164
165
25 Once the brush and the biggest rocks had been
cleared, Howard and Harvey were ready to set up
the bases. “Looks good,” Howard said. “We’re almost
set.”
26 Zeni shook his head. “Nowhere close. We’re making

a real ballpark, and we’ll do it right.” He walked over
to the camp commander’s office. Ten minutes later, he
emerged into the bright sun, smiling.
166
CLOSE READ
27 “We’ve got it!” He clapped his hands.
28 “What?” asked Howard. “What have we got?” Analyze Text

29 “A bulldozer to level the field,” Zeni replied. “The
Structure
Underline evidence
commander said we can borrow the camp’s.” about a problem and a
solution.
30 As Zeni drove the bulldozer, crowds gathered to
watch.
31 “What’s he doing?” an old woman asked her

grandson.
32 “He’s making a baseball field,” the young man

answered.
33 “A baseball field? Whatever for?” she asked.
34 Her son smiled. “So we can play.”
35 Once the ground had been smoothed, Harvey

brought out his bat and ball. “Now we can play,
right?” he asked.
36 Zeni shook his head. He still wasn’t satisfied. The

wind kicked up so much dust from the dry soil that
the players would be eating dirt.
37 “We have to do this right.” He looked around

the camp, hoping to find something to solve the
dust problem. Then he got an idea. He diverted an diverted changed the
direction of
irrigation line to the field and flooded it with water.
Once the heat had dried the ground, the dirt was
baked into clay—a clean, hard surface without all the
dust.
38 “Now, Dad?” asked Howard, tossing a ball between

his hands. “It looks great!”
39 “Almost,” Zeni answered. “But we’re not there yet.”
167
CLOSE READ
40 The irrigation line gave Zeni another idea. He laid
pipe from the laundry room to the field and planted
Analyze Text grass in the infield and quick-growing castor beans
Structure along the edge of the outfield. The pipe fed water to
show how events the plants, and soon the clay and grass took on the
are described in shape of a baseball field with a castor bean fence.
chronological order.
Zeni smiled. Now it was beginning to look real.
41 “Come on, Dad,” Howard urged. “Can’t we at least

spectators people who
watch an event
mark the bases now?”
42 “Go ahead,” Zeni agreed. “But we’re not done yet.”
43 Howard used flour to chalk the foul lines, and his

mom sewed the bases from rice sacks.
44 “It’s perfect!” Harvey said.
45 “What about the spectators, the fans?” Zeni asked.

“Where will they go?”
46 Both boys shrugged. “Can’t they just stand

around?” Howard asked.
47 “Or we can build rows of bleachers,” Zeni said. “Like

on a real baseball field.”
168
169
170
CLOSE READ
48 That night Zeni and his sons snuck out of their
barracks. They were not allowed outside after dark. Vocabulary in
Zeni felt like a boy again, tiptoeing out of the house
Context
Determine the meaning
with his bat and glove so his parents wouldn’t see him. of scrounged in
paragraph 50.
49 A guard’s light swept across the yard, and Zeni
Underline context clues
motioned to the boys to flatten themselves against that support your
the barracks. They waited for the beam to pass, then definition.
crept on. They didn’t know that the guard had seen
them but the commander had told him to let them
go, so long as they didn’t escape. The commander
was curious to see what Zeni wanted now.
50 The three of them scrounged wood from the fence

surrounding the camp. They removed every other
post, careful not to damage the fencing. Then they
took wood from the camp lumberyard. That gave
them enough material to build a backstop and five
rows of bleachers behind it.
171
CLOSE READ
51 The next day they set to work again, this time
sawing wood and nailing boards. When Howard
Summarize a finished hammering the last row of seats, he wiped
Text the sweat from his forehead and gaped at what
that you would use to they had made. There, in the middle of the desert,
retell what happened on the edge of an internment camp, was an official-
after the bleachers were
completed.
looking baseball field. The rest of the place slumped,
dreary and sad, but the baseball field glowed green
with hope.
52 “Now, Dad?” Harvey asked.
53 “Almost.” Zeni smiled. “We have the field. Now we

need the equipment.”
54 He passed a hat among the families,

collecting money for gear. In an hour he
had enough to send for bats, balls, mitts,
and hats from Holman’s Sporting Goods
back home in Fresno. Several women
sewed uniforms out of potato sacks.
55 When the box of equipment

arrived, Zeni let Howard open it.
“Now, Howard,” he said. “Now we
can play ball!”
172
173
56 That first game on a bright May day, half the
camp turned out to watch the teams that Zeni had
organized. A breeze stirred the new grass. The sun
bathed everything in a gentle warmth. It was a
perfect day for a baseball game. Six thousand people
filled the bleachers and spilled onto the scrubby
ground behind them and along the sides of the
stands.
174
CLOSE READ
57 Zeni leaned over home plate, the bat held firmly in
his hands. He looked at Howard, already on first base;
at Harvey, now on second; at the neat white lines Analyze Text
marking the field. His eyes scanned the bleachers filled
Structure
Underline text
with cheering fans. He watched the pitcher cradling evidence that helps
the ball, pulling back his arm, getting ready to throw. you understand the
organization of the
58 Zeni focused on the blur of white as it zoomed biography by describing
Zeni’s experiences in
closer. The weight of the bat felt so familiar and time order.
natural, it was like a part of his body. He waited until
just the right moment . . .
175
59 Whack. The bat met the ball with a crisp, splintering
sound. Zeni threw the bat down and ran. He ran to
first base, then second, then third, his eyes following
the arc of the ball as it soared up and
away, far over the barbed
wire fence.
176
177
CLOSE READ
60 Howard and Harvey jogged to home plate before
him, arms raised, grins plastered on their faces.
Analyze Text “Now!” they yelled. “Now!”
Structure
Underline details that 61 “Now!” Zeni shouted back. He knew he was still
show the order of
behind a barbed wire fence, but he felt completely
events.
free, as airy and light as the ball he had sent flying.
178
179
CLOSE READ
62 Right now there was nothing else he wanted to
do. Just this, right now, right here. It didn’t matter
Summarize a whether his team won or lost. Like the powerful
Text champion he was, he felt he could touch the sky if he
Highlight details
that you would use wanted. “Now!” he roared as he crossed home plate.
to paraphrase what
baseball meant to Zeni. 63 He felt ten feet tall, playing the game he loved so
much. Nothing would ever make him feel small again.
180
181
VOCABULARY
Develop Vocabulary
In narrative nonfiction, authors often describe events using domain-specific
words, or words that are specific to the topic. These words help the reader
determine the relationship between the events and people in the text.
My TURN Write the meaning of each word. Then use each word in a sentence
that explains how the Japanese attack on Pearl Harbor affected Zeni’s life.
Word Definition Sentence Related to Zeni’s Life
descent
internment
spectators
182

1. What characteristics tell you that Barbed Wire Baseball is a biography?
2. Why does Marissa Moss include dialogue in a biography?
3. Why did other people from the internment camp help Zeni make a
baseball field?
4. Analyze the way Zeni approached his baseball field project. What does
that tell you about him?
183
CLOSE READ
Analyze Text Structure

Biographies often use chronological, or time order, text structure
to organize ideas. When an author’s purpose is to inform the
reader about a real person, chronological order can help the reader
understand important events and how they affect the life of the
person in the biography.
1. My TURN Go to the Close Read notes in Barbed Wire Baseball

and underline evidence that reveals text structure.
2. Text Evidence Use the parts you underlined to complete the chart
and explain how the text structure reveals author’s purpose.
Event 1:
What I Learned About Zeni:
Event 2:
Event 3:
How Text Structure Reveals Author’s Purpose:
184
READING WORKSHOP
Summarize a Text
Use chronological text structure to summarize. In a summary of a
biography, include only the most important events and details.
1. My TURN Go back to the Close Read notes and highlight parts of

the text to include in a summary.
2. Text Evidence Use your highlighted text to complete the chart.

Identify the signal words that Marissa Moss uses to create a
chronological text structure.
Text Evidence Signal Words
On a separate sheet of paper, use your text evidence to summarize

the text. Include similar signal words to retell events in order.
185
RESPOND TO TEXT
Reflect and Share

Talk About It In Barbed Wire Baseball, Zeni uses
the resources around him in the internment camp to
build a baseball field. What other uses of resources
have you read about this week? Were these examples
as creative or inventive as Zeni’s? Discuss specific ideas
in the texts to support your opinion.
Cite Accurate Information Make your opinion more convincing

by discussing specific, important ideas in the texts and by supporting
the ideas with accurate information. Before you begin your discussion,
gather information.
Write a brief opinion statement that begins, I think that . . .
Choose two or three texts you have read.
Use sticky notes to mark lines telling ideas that support your opinion.
To cite accurately, quote directly from the text and use page numbers.
By doing this, you give other students the ability to verify your
information. Use the sentence frames to help you cite information:
In the text _________________ , I understand your point,

I read about _________________. but in _________________ the
This information supports my author says . . .
opinion because . . .
Weekly Question
How can people influence the places where they live?
186
Parts of speech are word categories that include: I can develop

knowledge about
language to make
• nouns, or words that name people, places, or things connections between
• verbs, or words that tell an action or state of being reading and writing.
• adjectives, or words describing the people, places, or

things that nouns name
• adverbs, or words that tell how, when, or where
something happens
Many words can be used as more than one part of speech.
1. Underline the form of the academic vocabulary word in the sentence.
2. Identify the word’s part of speech.
3. Write your own sentence using the same word but as a different part
of speech.
Sentence Part of Speech My Sentence
He habitually came to adverb He made it a habit to always be

class prepared. early. (noun)
The leader made a
contribution to help
her community.
One of the significant
parts of the mission is
to help young people.
The reporter exposed

the story quickly.
187
WORD STUDY
Prefixes mis-, en-, em-

Prefixes are word parts that are added to the beginning of main, or
base, words. The prefix mis- means “not” or “the opposite of.” The
prefixes en- and em- can mean “in,” “provide with,” or “cause to be.”
Prefixes change the meaning of base words.
When you read words with the prefixes mis-, en-, or -em, the main, or
base words, are read the same. For example, in the word mislead, the
base word lead is read the same with or without the prefix.
My TURN Read the following words with prefixes. Then write the
meaning of each word.
1. empower
2. misspell
3. enlarge
4. misplace
5. endanger
6. misbehave
188
Read Like a Writer

An author’s purpose is the reason why an author writes a text, such
as to inform, persuade, entertain, or express ideas and feelings.
Analyze details to determine and explain the author’s purpose.
Model Read the text from Barbed Wire Baseball.
Zeni was chosen to play with star members of the

New York Yankees.
1. Identify Marissa Moss gives details about Zeni’s baseball career.
2. Question How does this detail reveal the author’s purpose?
3. Conclude The detail gives information about an important part of

Zeni’s life. It reveals that the author’s main purpose is to inform.
Read the text.
He had played with the Yankee stars in an exhibition

game back home in Fresno, and he hadn’t felt small at all.
My TURN Follow the steps to explain the author’s purpose.
1. Identify This passage describes
2. Question How does this detail support the author’s purpose?
3. Conclude This detail
189
n
What informatio
Write for a Reader do you want read
ers
ding
Authors include specific facts and details to support their to know after rea
purpose for writing and reveal their overall message. your writing?
My TURN Marissa Moss included facts and details

in Barbed Wire Baseball to inform readers about how
historical events shaped Zeni’s life. Now analyze an
important event that affected your life. What details would
you include to reveal your purpose for writing and your
overall message?
1. Choose an important event in your life that you would like to

write about. What would your purpose be for writing about it?
What facts and details could you include to support that purpose?
Purpose:
Facts and Details:
2. Write a passage about the event you chose. Include the facts and details
that support your purpose for writing and reveal your message.
190
Spell Words with Prefixes

The prefixes mis-, en-, and em- are word parts that are added
before a base word. These prefixes do not change the spelling of the
base word.
My TURN Read the words. Sort and spell the words under the
appropriate prefix.
SPELLING WORDS
misspell misbehave misplace enlarge

enable enclosed empower encourage
misquote mishandle encode enlighten
engulf enclosure endangered misjudge
misfortune misadventure misunderstand embed
mis- en- em-
191
Fix Sentence Fragments

A sentence has a subject and a predicate, which together form a
complete thought. In a sentence fragment, either the subject or the
predicate is missing. To fix a sentence fragment, add the missing part
or connect it to the sentence that precedes it.
Fragment How to Fix It Corrected Sentence
Was chosen to play with add a subject Zeni was chosen to play
stars of the New York with stars of the New York
Yankees. Yankees.
Zeni, his wife, and their add a predicate Zeni, his wife, and their
two teenage sons. two teenage sons were
sent to a camp in Gila
River, Arizona.
Crowds gathered to connect to Crowds gathered to watch

watch Zeni. As he drove preceding Zeni as he drove the
the bulldozer. sentence bulldozer.
My TURN Fix the sentence fragments in the draft. Remember to change capital
letters to lowercase letters when joining fragments to preceding sentences.
Zeni became a famous baseball player. Even though he was
not very tall or very big. Treated him like a prisoner of war.
Zeni made a baseball field. In the internment camp. Zeni could
play baseball. After the bleachers were built. He felt free. Even
though he was behind barbed wire.
192
Edit for Irregular Verbs Learning Goal
For regular verbs, you add -ed to show past tense. I can use elements of
The -ed form is also used with have, has, and had for writing to write a
regular verbs. personal narrative.
walk walked have walked
Regular fix fixed has fixed
blend blended had blended
Irregular verbs have different forms for the past and with the helping verbs has,
had, or have. Because each irregular verb is different, writers have to learn the
forms and how to spell them or they have to look them up in a dictionary.
think thought have thought
Irregular go went has gone
see saw had seen
My TURN Complete the blanks with past tense irregular verbs that make
sense in the passage.
Janice she asked to be on my swim team this
summer. Janice is a super tennis player. So I Janice a
letter in which I her I she would be a great
addition to the tennis team instead.
My TURN Edit one of your drafts so that all irregular verbs are used and
spelled correctly.
193
PERSONAL NARRATIVE
Edit for Punctuation Marks

Combine short sentences when the ideas go together. This creates a
compound sentence. To write a compound sentence, use a comma and a
conjunction (such as and, so, or but).
Comma and
Sentence 1 Conjunction Sentence 2
I sat at the table , but I wanted to get up right away.
You scared the cat , and now it will hide all afternoon.
Use apostrophes to create the possessive forms of nouns. For example, the
possessive of horse is horse’s, and the possessive of Juan is Juan’s.
Use quotation marks to correctly punctuate dialogue in a personal narrative.

For example, correctly punctuated dialogue might look like this: Jessica turned
to her friend and asked, “Do you want to play a game?”
My TURN Edit the following paragraph to ensure correct punctuation.
Let’s go to the playground, I said to Leanna. She smiled and I
grabbed the bag of soccer balls. We have time to practice before
the game, I added, returning Leannas smile.
In a personal narrative, the

writer’s own thoughts may be
written and punctuated
as dialogue.
My TURN Edit one of your
own drafts to check that you have
used punctuation marks correctly.
194
WRITING WORKSHOP
Publish and Celebrate

Once your personal narrative is finished, it is time to publish it for an audience.
Consider the audience—classmates, younger readers, adults. Then publish it in a
school or local paper, on a bulletin board, or wherever your audience might read it.
My TURN Complete these sentences to reflect on your writing experience. Use

cursive writing.
I decided to publish my personal narrative in or on
I told readers about the narrator of my personal narrative by
The concrete words, adjectives, and adverbs I used in my personal narrative

helped make it
The next time I publish a personal narrative, I want to
195
PERSONAL NARRATIVE
Prepare for Assessment

My TURN Follow a plan as you prepare to write a personal narrative in
response to a prompt.
1. Study the prompt.

You will receive an assignment called a writing prompt. Read the prompt
carefully. Highlight the type of writing you must do. Underline the topic you
are supposed to write about.
Prompt: Write a personal narrative about your first experience
in a new place.
2. Brainstorm.
List three personal experiences you could write about. Then
highlight your favorite.
3. Organize and plan your personal narrative.
Introduction ➔ Event 1 ➔ Next Events ➔ Turning Point ➔ Final
Event ➔ Conclusion
4. Write your draft.

Remember, a great
Remember to orient readers through your personal narrative
introduction and wrap up the narrator’s develops an
engaging idea.
experience in your conclusion.
5. Revise and edit your personal narrative.
Apply the skills and rules you have learned
to polish your writing and correct mistakes.
196
WRITING WORKSHOP
Assessment
My TURN Before you write a personal narrative for your assessment, rate
how well you understand the skills you have learned in this unit. Go back and
review any skills you mark “No.”
Yes! No
Ideas and I can brainstorm an engaging idea. ❏ ❏

Organization
I can introduce people and a situation. ❏ ❏
I can describe a setting and organize events. ❏ ❏
I can end the narrative with a conclusion. ❏ ❏
Craft I can include relevant details. ❏ ❏
I can use concrete words and phrases. ❏ ❏
I can include sensory details. ❏ ❏
I can write dialogue between people. ❏ ❏
I can use transition words and phrases. ❏ ❏
I can add and delete ideas for clarity. ❏ ❏
Conventions I can use adjectives and adverbs correctly. ❏ ❏
I can use reflexive and relative pronouns. ❏ ❏
I can recognize and use irregular verbs. ❏ ❏
I can edit compound sentences for commas and ❏ ❏

dialogue for quotation marks.
197
COMPARE ACROSS TEXTS Genre Magazine Article
s in spac e
T win
Can twin astronauts
help us get to Mars?
UNIT THEME WEEK
3
by Rebecca Boyle
Networks
reserved.
or its affiliates. All rights
© Pearson Education, Inc.,
“Twins in Space” AUDIO
ANNOTATE
89
11/22/17 4:54 PM
.indd 89
RDG20_SE04_U01W03_3RW
TURN TALK
and Connect to Theme
In this unit, you learned many new words to
talk about Networks. With a partner, choose
an academic vocabulary word for each
selection. Find a quotation from each selection
that best illustrates the word. Explain why that
word fits that quotation.
Genre Biography
Rare Treasure
M ary a nning anD Her reMarkabl
e Discoveries
by Don brown
WEEK
Rare Treasure: Mary Anning
2 and Her Remarkable Discoveries
reserved.
AUDIO
 ANNOTATE
55
10/20/17 3:37 PM
.Indd 55
Genre Autobiography
Reaching
for the Moon
by Buzz Aldrin
WEEK
1 Reaching for the Moon

reserved.
AUDIO
ANNOTATE
19
9/19/17 4:53 PM
.indd 19
198
W EEK
WEEK
6
4 Life at the Top Genre Informational Text
Life at theEllis Top

by Veronica
reserved.
AUDIO
 ANNOTATE
121
9/19/17 5:10 PM
.indd 121
Genre Biography
WEEK
BarbBAed Wire
5
rights reserved.
Barbed Wire Baseball

affiliates. All
SEBALL
Inc., or its
Education,
© Pearson
by Marissa Moss AUDIO

illustrated by Yuko Shimizu
ANNOTATE
RDG20_SE
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Essential Question
My TURN
TURN
In your notebook, answer
the Essential Question:
How can a place affect
how we live?
r oject
WEEK
P
6 Now it is time to
apply what
ut Networks
you learned abo
OJECT:
in your WEEK 6 PR
ark!
Make It a Landm
199
INQUIRE
I t a Lan d m ark !
Mak e RESEARCH
Research Articles
Activity With your partner, read “Historic
Think of a place in your Landmarks” to generate questions.
community that you believe Then make a research plan for
should be made a historical creating your brochure by listing the
landmark to save or preserve steps needed. Follow your plan. Ask
it for future generations. your teacher for help if necessary.
Create a brochure to tell your
audience about this place and
1 Historic
convince them that it ought Landmarks
to be a landmark.
2 Save Our Theater
3 Ellis Island: Gateway

to America
Generate Questions
COLLABORATE After reading “Historic Landmarks,” generate three questions
about landmarks. List your questions here.
1.
2.
3.
200
Use Academic Words

COLLABORATE In this unit, you learned many words related to the
theme, Networks. Work collaboratively with your partner to add more
academic vocabulary words to each category. If appropriate, use this
vocabulary when you write your brochure.
Academic
Word Forms Synonyms Antonyms
Vocabulary
contribute contributes give refuse

contributed provide destroy
contribution donate withdraw
exposed expose open protected

exposing unguarded closed
unexposed vulnerable defended
habit habits routine irregularity

habitual custom occasional
habit-forming pattern infrequent
severe severity strict mild

severest harsh kind
severely rigid undemanding
significant significance important trivial

insignificant noteworthy unimportant
significantly meaningful minor
201
EXPLORE AND PLAN
A claim is an opinion.
Evidence is information
A Matter of I get from my reading

about the topic that helps
Opinion
support my claim.
In argumentative writing, the author gives an opinion

about a topic. Usually the author tries to convince the
reader that his or her opinion is correct. When reading
opinion essays, look for
• a claim, or opinion,
• one or more reasons that support the claim, and
• facts and other evidence that support your reasons.
RESEARCH
COLLABORATE With your partner, read the Research Article “Save Our
Theater.” Then answer the following questions about the article and the
author’s claims and evidence.
1. What is the writer’s claim, or opinion?
2. Who in town might be opposed to saving the theater? Why?
3. Which facts and details support the author’s claim?
202
Plan Your Research

COLLABORATE Before you begin researching landmarks, you will
need to come up with a research plan. Use the activity below to help
you write a claim and plan how you will look for evidence.
Definition Examples
CLAIMS A claim is a statement that Playgrounds Claim

tries to persuade or convince a reader
• I like Bartlett Playground best. No
to agree with an opinion. A claim
• Bartlett Playground offers the
• defines your goal, best park experience in our
• is specific, and community. Yes!
• is supported with evidence.
My claim:
Read the two examples in the right
column. This writer is writing an
argumentative brochure about
playgrounds.
Then, with your partner, write a claim
for which place should become a
historical landmark.
EVIDENCE You can support your Fact: Adams Playground has not
claim with evidence, such as been renovated since 2002.
• facts Statistic: The community raised

• statistics $25,000 to improve Bartlett
• examples Playground.
• quotations Example: Bartlett Playground added
new equipment, such as a new
climbing structure.
Quote: “Lots of parents stop by my
office to complain,” said Roberta
Han, the city’s mayor.
With your partner, list some possible options for finding evidence for your
landmark research project.
203
CONDUCT RESEARCH
HIT the STREETS!

Field research involves going to visit a place you are writing about so
you can learn as much as possible about it. Field research may involve
drawing or photographing the place or writing a careful description.
Your own experiences can be important parts of your research.
Keep in mind your audience and what your audience will likely know
or not know about your place. Describing a place in detail can help
your audience understand and appreciate the place.
EXAMPLE For their argumentative brochure, Samuel and Livia

have been asked to find the best playground in their community.
With a trusted adult, they do field research by visiting several
playgrounds. They take pictures and note such information as
the number and condition of each piece of play equipment, the
surface under the equipment, the amount of play space, and
so on. They can use this information to help them decide which
playground is the best and convince others that they are right.
[Adams Playground [Bartlett Playground Carter Playground

has broken glass. has a great has few pieces of
climbing structure. play equipment.
Their field research suggests that Bartlett Playground is the best

playground of the three.
204
COLLABORATE Note how field research helped Samuel and Livia learn
about the playgrounds. Now, do field research with your partner and an
adult to learn about your landmark. If you are not able to visit your landmark
in person, work with your partner to visualize your chosen landmark.
Then fill in the graphic organizer below. Include important details

and information about your landmark. Draw a picture of the place
in the top box. Include a description and any special features.
Illustration:
General Description: Special Features:
*
*
*
Review the information you have. What other information about the
place do you need to find?
205
COLLABORATE AND DISCUSS
o u r CA S E !
MAKE Y
Writers use argumentative texts to convince people that their opinions
are valid. They make claims, give reasons, and support those reasons
with evidence.
Creating a brochure is one way of presenting an argumentative text.

Look through brochures in your classroom and at home. Pay attention
to how they look and how they share information through visuals and
text. When you create a brochure, you will
• use one sheet of paper folded into

COLLABORATE Read the
thirds to make six sections.
Student Model. Talk with your
• use texts and illustrations to make
partner about how to create
and support your claims.
a brochure that presents an
• put a different reason and its evidence
argumentative text.
on each section of the brochure.
Now You Try It!

Discuss the checklist with your partner. Work together to follow the
steps as you create your persuasive brochure.
Make sure your brochure
consists of six sections.
includes both art and text.
states a specific claim.
provides evidence and reasons to support your claim.
206
Student Model
Front
Middle Panel Back Panel Cover Panel
Adams Playground
is not in very good A Which Is the
shape. It has good BEST
play equipment. It
is filled with litter PLAYGROUND
and broken glass. in Our Community?
It needs a good
cleanup before
B
it will be a good
place for kids to C
spend time!
There are 3
playgrounds in our
community: Adams,
Bartlett, and Carter.
By Samuel and Livia
Back, inside of brochure

Underline the
Bartlett Playground claim.
has some great new [PHOTO: image of
play equipment, tired-looking swings You should go to
such as a climbing from earlier in the Bartlett Playground.
structure that kids lesson, larger if pos- It is truly the best
really seem to love. sible] in our community!
The playground is
clean. The playground Carter Playground
is big. The playground is very clean, and
is safe. it has enough
space for lots of
kids to play at the
same time. What it
doesn’t have is up-
to-date equipment.
Kids might become
bored quickly. Highlight a reason and a fact
that supports it. Tell your partner
how the fact supports the claim.
207
REFINE RESEARCH
Go to the Source
When you do research, you use sources to find information. Sources
can be books, articles, online resources, or even other people. Primary
sources are written or made by people who have firsthand knowledge
of an event or topic. Secondary sources are created by people who did
not participate in an event. People create secondary sources by using
information from primary sources.
Primary Sources Secondary Sources
• firsthand account of an event • textbook

• interview • biography
• photographs from the event • encyclopedia entry
• original government document
• diary or journal entry
Example of a primary source: Example of a secondary source:

A diary entry written by a baseball An article written by someone
player after winning the World who did not directly experience
Series. The baseball player writes the World Series game. The person
what he experienced and how he did research about the game
felt when the team won. by watching interviews with the
winning team and reading articles
written by journalists who were
present at the game.
RESEARCH
COLLABORATE Read the Research Article “Ellis Island: Gateway to America.”

Is the article a primary source or a secondary source? Use what you know
about sources to identify at least one primary source and one secondary source
for your research on creating a historical landmark.
208
COLLABORATE Read the article excerpt. Answer the questions.
Carter Playground on Elm Street is one of the least popular playgrounds

in the city. It is also one of the most deserted. On a typical Saturday afternoon
not long ago, just three children were playing on the equipment.
“It’s not a very nice playground,” says Adam Peters, 10. “The slides
are old and the swings are in bad shape.” He says he plays at Carter only
because the other playgrounds in town are too far away to walk to.
Susan Nimms, 43, lives across the street from the playground. She
agrees with Adam. “I hardly ever see children playing at Carter,” she says.
“Even on a beautiful sunny day almost no one is there. It’s a shame!”
The city’s mayor, Roberta Han, has never visited Carter but admits that
there may be a problem. “Lots of parents stop by my office to complain,”
she says. “I wish we had the money to fix things!”
1. Is Adam Peters a primary source or secondary source? Explain.
2. Is Susan Nimms a primary source or secondary source? Explain.
3. Is Roberta Han a primary source or secondary source? Explain.
209
EXTEND RESEARCH
Incorporate MEDIA
Brochures need plenty of images. Samuel and Livia used photographs.
You can also use maps, diagrams, graphs, charts, or other visuals that will
support your claim and interest your audience. Using visuals will show your
understanding of the information.
A map shows where people can find the landmark in your community.
A diagram shows interesting features of the landmark.
A graph or chart can show evidence to support your claims.
210
COLLABORATE With your partner, brainstorm how you could use

each of the following types of media in your project. On the note
cards, write what information you would show and where in your
brochure it would work best. If you have the opportunity, go online
to find some examples.
Drawings or Photographs Maps
What? What?
Where? Where?
Diagrams Graphs or Charts
What? What?
Where? Where?
211
COLLABORATE AND DISCUSS
Revise
Revise Sentence Structure Reread your brochure
with your partner. Have you
varied sentence types and lengths?
varied sentence beginnings?
added to or combined sentences to connect

and clarify ideas?
deleted or combined sentences to express

ideas precisely?
Revise Sentences
The writers of the brochure about playgrounds reread their work.
They saw that some of their sentences were too much alike. They
made the following revisions to vary their sentences to connect or
emphasize important ideas and make their writing more interesting.
Bartlett Playground has some great new play equipment,
such as a climbing structure that kids really seem to

and
love. The playground is clean. The playground is big. The
Just as important, the
playground is safe.
212
Edit
Conventions Read your text again. Check that you
used the following conventions correctly:
descriptive adjectives
comparative adjectives (bigger, older)
superlative adjectives (biggest, oldest)
Peer Review
COLLABORATE Exchange brochures with another pair. As you read
the other pair’s brochure, identify the claim, reasons, and supporting
evidence. In addition, ask yourself how the brochure looks and how
the authors used images to emphasize important ideas and engage
their audience. Finally, try to identify which of the sources they used are
primary sources and which are secondary sources.
213
CELEBRATE AND REFLECT
Time to Celebrate!
COLLABORATE As a class, create a brochure rack so you can share your
brochures with other groups or classes. Then orally present your brochure
to another group. Be sure to make eye contact as you present, and
speak clearly and at a natural rate and volume. How did the other group
react? What did they like about your presentation? What suggestions or
changes did they have? Write their reactions here. Finally, have groups
vote on the most convincing brochure.
Reflect on Your Project

My TURN
TURN Think about your brochure. Which parts do you think are
strongest? Which parts need improvement? Write your thoughts here.
Strengths
Areas of Improvement
214
REFLECT ON THE UNIT
1 2 3 4 5
Reflect on Your Goals
SCALE
NOT AT NOT VERY SOMEWHAT VERY EXTREMELY
ALL WELL WELL WELL WELL WELL
Look back at your unit goals.
Use a different color to rate yourself again.
Reflect on Your Reading

When you read fiction, it is important to think about how you would react
or how you would feel if you were one of the characters.
Share a personal connection you made while reading one of your

independent reading texts. Describe how a scene or section reminded you of
when something similar happened to you.
Reflect on Your Writing

How did your writing improve during this unit? Explain.
215

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UNIT

Infographic: Where We Live

Media: Everyday Space Technology

Infographic: Cool Homes Around the World

Primary Source: Taking Care of Our Land

Step 1 Make a plan for choosing a book at the right level.

What titles have I enjoyed reading in the past?

Is this book right for me?

Do I understand most of the words?

Are there one or two words that I have to

Are there interesting features, such as

NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY

Reading Workshop 1 2 3 4 5

I know about different types

Reading-Writing Bridge 1 2 3 4 5

Writing Workshop 1 2 3 4 5

I can use elements of narrative

Unit Theme 1 2 3 4 5

Academic Related Words Used in a Sentence

contribute donate, assist

exposed revealed, unprotected

habit usual, practice

severe harsh, serious

significant important, relevant

REYKJANES PENINSULA This area

ASKJA CALDERA Some volcanoes

THE PERFECT LANDSCAPE

A text that tells and

3 My father’s job with Standard Oil

5 One day I would fly in a different machine called

11 Almost every day I played some kind of sport, from

14 That first summer at West Point was the toughest

I loved the feeling of breaking free from gravity. I

17 When I finished my training, I flew sixty-six

18 After the war I was stationed in Germany, learning

19 The astronauts seemed like supermen to me.

20 I already flew the fastest planes on Earth. But

21 I was already a good pilot. But the Air Force had

24 I dedicated my final paper to the American

25 The first time I applied to the astronaut program,

26 Along with the other men in the space program,

29 But the speed didn’t seem real to me. I felt as if I

32 Neil Armstrong, Mike Collins, and I were next

struggled made a great 34 All my life I had struggled to

35 It was time for me to

36 Neil, Mike, and I lay

cocktail, my favorite of our freeze-dried choices. Then

39 Four days after launch, and after traveling

40 The computer had chosen a spot for the Eagle to

41 Neil took control. I called out to let him know how

42 But we had made it. We were safely on the surface

46 I could see Earth, our home, in the sky overhead—

47 I took out the American flag from the

48 Neil and I could force the pole only a few inches

49 We moved quickly on to other tasks. I became a

Word Description of an Event or Feeling

Check for Understanding

4. Use text evidence to analyze the importance of the Apollo 11 mission.

Explain Author’s Purpose

1. My TURN Go to the Close Read notes in Reaching for the Moon.

1. Use print or digital resources, such as a dictionary

2. Add an additional related word in the box.

3. Choose the correct form of the word to complete

3. Conclude The picture illustrates Buzz’s awe and wonder as he

2. Edwin Eugene Aldrin has a famous nickname.