2 Vocabulary Workshop Purple G2

Systematic, Multimedia Vocabulary Instruction Level Purple
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TEACHER’S ANNOTATED EDITION
tfotebulery
•i su Level Purple
a
Enriched Edition
with iWords^ Audio Program
Jerry L. Johns, Ph.D.

Distinguished Teaching Professor Emeritus
Department of Literacy Education
Northern Illinois University
Consultants
Joseph Czarnecki, Ph.D. Christine Gialamas-Antonucci
Faculty Associate, School of Education Reading Specialist
Johns Hopkins University Chicago Public Schools
Baltimore, MD Chicago, IL
Lucy Lugones Helen Wood Turner, Ed.D.

Technology Consultant Reading Specialist
St. Luke’s School Turning Point Academy
New York, NY Lanham, MD
Sadlier
TEACHER S ANNOTATED EDITION
Vocabulary
Enriched Edition
with iWords Audio Program
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Advisers
The publisher wishes to thank the following teachers and administrators, who read portions
of the series prior to publication, for their comments and suggestions.
Khawla Asmar Julie Cambonga
I Assistant Principal Assistant Principal/Teacher
Milwaukee, Wl Carolyn Branch Sierra Madré, CA
Lead Charter Administrator
Veronica D.W. Coleman Kansas City, MO Tara M. Gaiss
Principal Literacy Specialist
Mobile, AL Amy Cristina Kings Park, NY
Teacher
Ann Jennings Panama City, FL Lisa Mayer
English Specialist Teacher
Rustburg, VA Cora M. Kirby Houston, TX
Reading Specialist
Megan Mayfield Washington, DC Nancy Wahl
Teacher Elementary School Teacher
Woodstock, GA New York, NY
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Photo Credits: Cover: pencil: Used under license from Shutterstock.com/Pedro Nogueria; wood grain on pencil: Used
under license from Shutterstock.com/Christophe Testi. Agefoto/Topic Photo Agency: T29, Alamy/Big Cheese Photo LLC: T42;
dreamstime: T17; Getty Images/Mel Yates: T5; Yellow Dog Productions: T7; Photo Edit/Bob Daemmrich: T41 ; Shutterstock
Images LLC/iofoto: T12; StockLite: T37.
For additional online resources, go to vocabularyworkshop.com and enter the

Teacher Access Code VWL11TXM72EN.
Copyright © 2011 by William H Sadlier, Inc All rights reserved 3 is a registered trademark of William H Sadlier Inc
This publication, or any part thereof, may not be reproduced in any form, Printed in the United States of America
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Address inquiries to Permissions Department, William H Sadlier, Inc ,
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Contents
I TEACHER'S EDITION F
Introducing Vocabulary Workshop Level Purple........... T4
A Research-Based Program.............................................. T6
A Blend of Print and Mixed Media for the Student T8
A Blend of Print and Mixed Media for the Teacher T10
Assessment............................................................................. T12
Sample Unit and Review................................................... T14
Supporting English Language Learners......................... Tl 7
Common Core State Standards new!............................. T18
Planning and Pacing Guide.............................................. T19
Developing Vocabulary Through Literature.............. T20
Teaching The Unit................................................................ T21
Introducing the Words (Passage) new!............................... T22
Word Meanings..................................................................... T24
Match the Meaning............................................................... T25
Completing the Sentence..................................................... T26
Words in Context.................................................................. T27
Word Games......................................................................... T28
The Review............................................................... T29
Synonyms and Antonyms....................................... T30
Classifying............................................................... T31
Word Associations.................................................. T32
Completing the Idea............................................... T33
Word Study new!.................................................. T34
Shades of Meaning new!....................................... T38
Midyear Review and Final Mastery Test....... T42
Glossary....................................................................... T43
Answer Key to Test Booklets Forms A and B T44
Additional Resources
9 vocabularyworkshop.com/purple
Student Resources Online new!
• Audio of Unit Passages • Flash Cards
• iWords' Audio Program • Interactive Games
• Visuals of Unit Words • Practice Unit Worksheets
• Audio Glossary • Interactive Word Map
Teacher Resources Online new! Assessment Online new!
• Common Core State Standards • Beginning-of-Year Diagnostic Assessment
• Planning and Pacing Guide • Interactive Unit Quizzes
• Graphic Organizers • Test-Taking Strategies
• Family Games
Supplemental Components
*Test Booklet Forms A and B
‘Optional purchase
Introducing
I L_ _
“ T—. — Enriched Edition
7 wj7ïl7.I w with iWords Audio Program
ocabulary Workshop is an engaging, multimedia program with a systematic approach

to direct vocabulary instruction. Its blend of print and mixed media components helps
to enrich and support instruction for all learners. Vocabulary Workshop Level Purple is
part of a comprehensive elementary-through-high-school series.
Level Purple is:

■ Aligned with the Grade 2 Common Core State Standards, Language Standards K-5,
Vocabulary Acquisition and Use. (See page T18.)
■ Enriched with audio and visual resources to support all learners including English
Language Learners. (See pages T8-T11 and T17.)
■ Supported by best practices in current research. (See pages T6-T7.)
■ Complete with opportunities to practice for vocabulary and writing-related
sections of standardized tests.
■ Designed to build vocabulary and word learning strategies to develop literacy
competencies as measured by given performance indicators. (See page T13.)
vocabularyworkshop.com/purple-----------------
Visit this Web site for an introduction to the program, including a preview of
print and digital components for a sample Unit.
Instructional Approach
Vocabulary Workshop implements best practices in the areas of vocabulary
development and vocabulary skills. The program provides both contextual learning
and direct instruction of specific vocabulary words, and it explicitly teaches
vocabulary building strategies. Vocabulary Workshop features:
• Contextual learning All Unit words are introduced through Lexiled passages
that represent a variety of genres.
• Systematic, direct instruction Each Unit features direct instruction essential
to help children learn words that are not part of the children's everyday experience.
• Multiple exposures Each core word appears at least five times per Unit, so
children encounter words repeatedly in different and multiple contexts.
• Writing exercises Activities, including Completing the Idea and Write Your
Own, ask children to demonstrate their understanding of the words.
• Vocabulary building strategies Word Study lessons teach how to
implement strategies, such as using context clues.
• Word relationships and meanings Shades of Meaning lessons teach
children about the nuances in word meanings.
• Reviews Synonyms and Antonyms, Classifying, Word Associations, Completing
the Idea, and Vocabulary for Comprehension appear frequently and provide review.
T4
Assessment
Vocabulary Workshop Level Purple provides several comprehensive ways to assess
children's knowledge of Unit words. Multiple assessment tools available for
formative and summative assessments can provide insight into children's
understanding of the words. These assessments include:
• Beginning-of-Year Diagnostic Assessment Benchmark assessment of
words to be taught provides insight into children's prior knowledge of words.
• Interactive Unit Quizzes and Worksheets Printable practice worksheets
provide differentiated follow-up as needed based on results of the Unit Quiz.
• Ongoing Assessment Systematic observation helps to provide insight into
children's understanding of Unit words.
• *Test Booklets Two forms of Unit, Midyear, and Final Mastery Tests provide
opportunities for retesting.
Word List
At the heart of Vocabulary Workshop Level Purple are the 140 core Unit words.
The list includes words that:
• Appear in a wide variety of texts, both academic and trade publications.
• Appear in written and verbal interactions with more mature language users.
• Pertain to a broad spectrum of content areas.
• Apply to standardized tests.
The list of core Unit words for Level Purple has been developed from many sources,
including spelling and vocabulary lists; current content-area textbooks, glossaries,
and ancillary materials (especially for general,
nontechnical terms); and classic and
contemporary fiction and nonfiction.
University-level scholars and classroom
teachers also played an integral role in
generating this list. Both contributed to
and approved the selection of words for
the grade.
* Optional purchase
T5
A Researched-Based Program
Vocabulary Workshop Level Purple is designed to promote language acquisition
with an instructional approach that is supported by research and best practices as
prescribed by vocabulary scholars. Research shows that vocabulary plays a critical
role in learning to read and comprehend text (Biemiller, 2003; Stahl & Stahl, 2004).
It also shows that a child's vocabulary is one of the best predictors in how well
that child will understand text and be able to communicate in writing (Stahl, &
Nagy 2006).
Research Shows: Vocabulary Workshop

The Value of Direct Instruction
Researchers agree that although extensive read Level Purple provides direct instruction for 140
ing is important to vocabulary growth, direct carefully selected words. These words are intro
instruction is more effective and more efficient duced in Units that give concise definitions and
than incidental learning in achieving deeper, examples of usage and then provide exercise sets
richer levels of lasting vocabulary understanding in which children see and use the words in a vari
(McKeown & Beck, 1988). Stahl and Fairbanks ety of contexts. To promote repetition, children
(1986) recommend using a definitional and must interact with each word five times over the
contextual approach to direct instruction, and course of a Unit.
Nagy (1988) recommends including integra
tion, repetition, and meaningful use. Beck and
McKeown (2004) suggest that for direct instruc
tion to be most effective, it should focus on useful
words that children are most likely to encounter.
The Value of Contextual Learning of Vocabulary
Research has shown that for vocabulary instruc Level Purple introduces the 10 taught words of
tion to be effective, it must not only provide each Unit in the natural context of a passage
definitions, but also demonstrate how words are before children learn the meanings of the words.
used in natural contexts (Nagy, 1988). Many In the Midyear Review and Final Mastery Test,
researchers also agree that much of vocabulary children read additional passages with taught
growth occurs indirectly through language words in context. Here, the words are from previ
exposure (Cunningham & Stanovich, 1998). ous units. Children answer questions assessing
Vocabulary development is increased when word meaning and general comprehension.
students are exposed to print-rich environments.
The Value of Providing Multiple Exposures to Words
If children are truly to gain ownership of new Level Purple presents a variety of contexts that
words, vocabulary instruction must provide represent as fully as possible each word's seman
multiple and varied encounters with those words tic range and application. Level Purple also
(Daniels, 1996; Leung, 1992; Senechai, 1997; provides activities in which children are active
Stahl & Fairbanks, 1986). Research (National participants. They are encouraged to complete
Reading Panel, 2000) also suggests other practices sentence starters with their own ideas and
that should inform the way vocabulary is taught in engage with words in writing and speaking
the classroom; these include using multiple meth activities.
ods of instruction and actively engaging children in
word learning. Any word that is introduced should
continue to be provided in a variety of contexts
to reinforce and enrich children's understanding
(Beck & McKeown, 2004).
T6
Research Shows: (Vocabulary Workshop]
The Value of Building Vocabulary Through Word Study
According to Put Reading First (Armbruster, Lehr, Level Purple teaches word learning strate
& Osborn, 2001), children need to develop gies such as analyzing word parts (affixes and
strategies that include using word parts to figure inflected endings) and using context clues. Level
out the meaning of words in text and using Purple also provides instruction on topics such as
context clues. According to Aranoff (1994), homophones and multiple-meaning words that
word structure helps to determine the meaning can help children to build their vocabularies.
of an unfamiliar word that is derived from the
same stem as a familiar word. Many researchers
promote teaching strategies to enable chil
dren to access the words they will encounter
in school texts, including teaching morphemic
and contextual cues in tandem (Baumann,
Kame'enui, & Ash, 2003).
The Value of Exposing Students to Nuances of Language
According to Beck, McKeown, and Kucan Level Purple provides children with opportunities
(2002), instruction that offers rich information to interact with word meanings on a deeper level
about words and their uses enhances children's in Shades of Meaning. Each Shades of Meaning
language comprehension and production. page focuses on a specific strategy, including
Effective instruction should integrate instructed analyzing analogies and word families. Pages also
words with other knowledge, including how explore the nuances between word meanings,
words relate to one another and how words enabling children to recognize the importance of
relate to real-world and personal experiences word choice.
(Nagy, 1988).
For a Bibliography of References, go to vocabularyworkshop.com/purple.

A fuller discussion of current research in vocabulary instruction and practices can
be found in the Sadlier Professional Development Paper Unlocking Word Meanings at
the Middle Grades at vocabularyworkshop.com.
»,
- ■
77
Vocabulary Workshop Level Purple combines print, audio, and visual media to
motivate children and enrich their vocabulary. This integrated approach delivers
vocabulary instruction in a way that reaches a diversity of learners and helps all
children truly "own" words in their growing vocabulary.
Student Book and Audio Components

UNIT 12
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Introducing the Mords When I was eighteen months old, I went back to Guide Dogs
for the Blind to begin a special training program. To be honest,
Introducing the
Words
•k
Listen to this passage about a working guide dog. 1 was sad to leave my family. During my training, 1 wore a
Pay attention to the words in the color boxes. harness. I learned how to guide a person through a busy city.
These are the words you will be learning in this unit. I even learned fun skills like how
to ride on a steep escalator. I also 14 Units, 10 words
learned how to take a trip on
A_ ©Rig' ® JjoA a train.
Three months later, 1 was ready
each are provided.
(Informational Fiction) to be a guide dog. I was matched
y name is Penny, and I work as a guide

with a partner, a woman who Introductory passages
z*
was blind. When we met, I took a
dog. The label "guide dog" means that I
help a person who is blind. I was bom at Guide
minute to sniff her hand so that
I could always identify her. We
provide contextual
Dogs for the Blind in San Rafael, California.
This is a place that trains puppies to be guide
trained together for three weeks.
Now I have a job to do. 1 spend
learning in a variety
dogs. Years ago, the company had only one
i I dog. The modem company of today trains
my days guiding her anywhere
she wants to go. On weekends,
of genres.
hundreds of dogs every year.
** we escape to the country, and
When I was eight weeks old, Guide Dogs for the Blind had
to select a family for me. The family gave me love and a stable
I spend lots of
time playing.
Audios of Unit Passages
home. The family members taught me
good manners and how to obey <■
I love my job.
are available online.
commands, like sit and lie down. I
They took me to many different j
places, and they played with 9H Dogs for the Blind.
me. Some types of play were
not proper for me and were not j
allowed. The family members
could not pitch a ball or other object
for me to catch and carry back to them.
s?
when tnoy arc gc
different peoplei ;and places.
128
Vlord Meanings
You heard the words below in the passage on pages 128-129. pitch When you pitch something, you
Word Meanings
Read each word and its meaning. Write the word on the line (verb) throw it.
to complete the sentence.
I tried to
• Explanations of the
I. escape You escape to get away.
EX words and example

the baseball right into the
(verb) catcher's glove.
The dog tried to
through the open gate.
sentences are featured.
2. honest select When you select something, you
If you are honest, you tell the truth.
(verb) pick it out.
(adjective)
I wos and told Dad that
At night, I clothes
Engaging visuals depict
I lost his pen.
to wear the next day.
words and provide
3. label A label is a slicker or tagg fastened to
(noun) something to tell more abc JOUt it. 8. sniff
(verb)
When you sniff something, you take in air through
your nose in short, quick breoths. context.
The on the
My rabbit likes to its food.
can says there is enough soup
for two people. iWords’ Audio Program
9. stable A stable is a building where horses are kept
(verb) When you
something
'u label somethir
hing, you write
ig on a slicker or
o. tag to
(noun)
Six horses live in the
and Audio Glossary,
tell more> about
i it.
(adjective) Something that is stable is strong available online,
We should all our boxes so and not easily moved.
we know what is in each one.
Mom fixed the chair leg Io make support all learners,
4. modern
(adjective)
When something is modern, it has to do with
the present time.
it more
including English
In times, people write
10. steep
(adjective)
A steep hill has a sharp slope that
is difficult to go up.
Language Learners
more e-mails than letters.
We had to walk our bikes up (ELL) and striving
5. object An object is a thing that you can see or touch. the _ part
(noun)
A ball is a round. of the trail. learners.
UO ■ Unit 12
9,vocabularyworkshop.com/purple
Preview print and digital components for a sample unit.
T8
Word Study • Dictionary: Multiple-Meaning Words
A multlple-meoning word is a word with mort

one meaning.
board I. (noun) a long, flot |piece of wood o; Shades of Meaning . Words That Describe Food
2. (verb) Io get on o vehiclei such os o ship,
plane, or train The word lean can mean “thin" or “without fat.” It is often
used to describe meal. Look at the chart for other words
Word Study
This sentence shows lhe second meaning (meat that can be used to tell about food. Think about how lhe
of board.
We board the bus ot 12 noon.
words help you to imagine what a food is like • Vocabulary strategies, such
hi
spicy
Lean meat does not have much tot
Spicy foods have a strong
g flavor because there ore mony
as using context clues and
Write the word that completer each sentence. Then wt spices in lhem. They con moke
m your moulh feel Ihoi.
VI I
I or 2 to show which meaning of the word is used.
t Juicy Juicy foods ore full of juice and flavor
analyzing prefixes and suffixes,
beam I. (noun) a long, strong piece of wooc 5 support word learning.
z holds up part of a building 2. (verb) to send Write the name of each food next to the word that best
describes it.
<
m
I. Use a flashlight to
Chili hot pepper skinless chicken S
• Integrated speaking and
peach sliced turkey
UJ 2. We need another to orange
C writing activities expand word
Eat odd I. (adjeclive) not what yyou ore used to
cannot be divided evenly byy two
z
knowledge.
vx
spicy
3. The number II is an juicy 5. 6.

Shades of Meaning
4. I find it that you ore bJ
Complete each sentence so that it makes sense. Use the word
steer I. (verb) to move something tg in a ceria

lean, spicy, or juicy in your answer. • Words that have shadings of
2. (noun) a bull that is raised for imeat 7. My hands were a sweet, sticky mess after
meaning and relationships to
5. Mom will .. the car aro
8. My mouth was on fire after
other words are explored.
6. The won first prize c
140 ■ Units 11-12 • Review
9. When my brother wonted to lose weight, he exercised and
Review • Units 11-12 • 141 I
Additional Online Components

Use online components to support and extend the instruction in the student
book. They are interactive whiteboard (IWB) compatible and available to students,
teachers, and families. Students will enjoy these engaging activities while they learn
and review vocabulary words.
vocabularyworkshop.com/purple
Online Component Purpose
Audio of Unit Passages Provides a recording of each Unit's introductory passage.
English Language Learners can hear the passage being read
as they follow along in their student books.
Brings each vocabulary word to life with a recording of its

Words’ Audio Program definition and illustrative sentence. iWords™ provide oral
models and oral practice for ELL children.
Visuals of Unit Words Appear in the iWords™ Audio Program to provide visual
context for the words and support for ELL children.
Audio Glossary Lists all vocabulary words, by alphabetical order and by Unit.
The Audio Glossary models pronunciation for ELL children.
Interactive Games Review the content of each Unit.
Interactive Word Map Enables children to build a printable vocabulary concept

map for each Unit word.
Interactive Unit Quizzes Review definitions of each Unit's words and mirror the format
of standardized tests. Quizzes are automatically scored.
Practice Unit Worksheets Review each Unit's words in multiple-choice format and
in passage-based critical reading multiple-choice format.
They can also be used as a reteaching tool for ELL children.
Family Games Presents the content of each Unit in a game-like setting.
79
A Blend of Print and Mixed Media for the Teacher
Vocabulary Workshop Level Purple presents systematic, direct instruction of
vocabulary through an integration of print and online audio and visual media tools
for helping children "own" words in their growing vocabularies and enrich their
understanding.
The Teacher's Edition contains resources to promote successful vocabulary
instruction. These include Research, tips for supporting English Language Learners,
alignment with Common Core State Standards, a Planning and Pacing Guide, as
well as teaching notes for the Student Book pages (see pages T6-T7, T17-T43).
Teacher's Edition and Audio Components

Wbrdl Meanings
TEACH
■ Explain tilt' structure and content of the Word Meaning* page to children.
Introduce each Unit word, its pants) ot speech, meaning!*). lhe picture that clarifies
the meaning (if applicable) and the simple sentence
■lor example discuss the first word in Unit 1
MODEL The first word in dark print Is branch. I see that branch is a j Match the Meaning
noun—a person, place, or thing. The sentences next to branch tell Its ,
meaning: A branch iso port of o tree. Il grows out from the trunk of lhe |
tree. Below lhe meaning is a sample sentence, which I'll write on the 1 TEACH
board I’ll write branch on the line to complete it:
■ With a Word Web, engage children in learningj words and using then Hem m different
Red and yellow leaves fell from each branch of the tree. contests. Write brave (Unit I) in the center circle1 <of the Word Web Ask
nSk questions to
The sentence makes sense when I reread it. Writing branch and elicit responses that have almost the same meaning as brave. Write thos
hose responses
rereading the sentence help me learn lhe meaning ol the word and j in the surrounding circles lor example, discuss whatt a brave person might do
how to spell it.
MODEL Would a brave person be afraid? No. a brave person would

'Hole-meaning word pus* (Unit li similarly. Explain that tn lhe firs
■ Model the multiple not be afraid. I’ll write rs not airaid in one of the circles.
sentence, the woid pa shows action. In the second sentence, pass is a piece of papc
:d pass
that lets someone: do
d something. ■ Continue to complete the Word Web with children's responses. A completed Web
might look like this:
PRACTICE/APPLY
Word Web
p
assign the twoi page* mpletcd sentences
for completion. Have children read lhe ccmj
cntcnccs aloud conveys how words can be effective!
aloud heading sen vely used in
Hing
speaking and wnti
FOLLOW-UP
a English Language Learners (ELL) Multiple-meaning words may be
challenging. Children m.iy have difficulty recognizing that words with the same
■Distribute the Word Web. available online al vocahularyworkshop.com . purple
Have children work in pairs or small groups to complete Word Webs for some of the-
Teacher Support
spelling and/or pronunciation can have different meanings Explain that the other Unit words Have children share their completed Wells.
words in the sentence can provide clues to which meaning ol the: word
word is used.
is used
In Unit 1. for example. two definitions are provided tor each ot the words dash, pass PRACTICE/APPLY • Consistent instructional
and present. On the board, write phrases that define lhe words, fcllowcd by sentence
with lire words in context. Efave children decide which meaning is used for lhe
underlined words. Ecu example, write the following for the word slush
■Assign the Match the Meaning page, and read the directions aloud. Point out the
live vocabulary words in dark print in the top box. Pronounce each word and have
children repeat the pronunciation
routines with teacher
A. to move quickly B. a small amount
1. \dd a dash of salt to this gravy . .,B1
2. Let's ifiuh to the store before it closes.
■ Explain that each ot the sentences from exercises I -S describes one of the words in
the top box and each of the sentences from exereives 6-10 describes one of the modeling.
words in the second box. Have children read each sentence and write on the line the
word that matches lhe meaning.
vocabularyworkshop.com/puzplc
' Interactive Audio Program children can view and hear Unit words,
meanings, and visuals, and then practice pronouncing Unit words
■After children complete- the page have them read each sentence aloud, followed
by the word they matched it with
• Follow-up activity choices to
Audio Glossary Children can listen to Unit words and see illustrated sentences.
FOLLOW-UP support and extend learning.
~iOr.il lasngi
inguage To enhance vocabulary Instruction, read aloud to children as
asslble.
often as pos ' Oral reading is critical for developing children’s listening and
T24
speaking voocabularles. Select texts that contain concepts related to the words
g. Read Aloud* are most effective when you discuss the selection
children aie learning, • iWords Audio Program,
before, during, and afi
after reading.
■ ELL Help children relate new concepts and idiomatic expressions to prior
experiences and knowledge Explain idioms when necessary.
available online, includes a
9) vocabularyworkihop.com/purple
Interactive Game Match It* Children san mulch Unit word* to
recording of each vocabulary
ttierr meanings
T2S
word, its definition, and an
Word! Study/
illustrative sentence.
Unite 9-10 - Suffixe*, i -
p? that is added to lhe end of a word. PPoint out that like

i that a suffix is a wordI part
• Audio Glossary, available
prefixes,
s, >»<>*
suffixes are not words trd part that can change
I themselves. Instead, a suffix is a word
ds by
the meaning <
Explain that the suffix iW means Tun of" and that the suffix less means "without." Write pom twicr I Mt Md*- Shadiest of Meaning
online, can be accessed by
on lhe board, and remind children that pom is "a feeling of hurt." Add lhe suffixes fu! and fess to I
the end ol pom Read the new words, pa nful and punie». Discuss that painful means "full of pain,
and pamless means "without pain " Provide additional examples, such as: coreiUZcore/ess, coforfulf
colorless, and llKughtluHll-oughlless.
alphabetical order of words
Unitt 9-10 • Word Choice 2, ;f ■
PRACTICE/APPLY
After children complete exercises 1-4, discuss the meanings of the new words. For exercises Remind children whal they learned about the importance of word choice on page 71. Review that
or by Unit.
5-10, talk about finding words in the sentences that can help children complete lhe sentences, good writers choose words carefully. They use words that tell exactly what they mean. Write chilly, /
let volunteers read aloud their completed sentences and tell how they decided upon their cold, and freezing on the board Elicit from children (hat these three words have almost the same
meaning. Discuss how lhe meanings are alike and different. Leave the words on the board.
Write the following sentence on the board: "We were after walking two blocks in the blizzard."
j
I
• Printable Graphic Organizers
FOLLOW-UP
Oral Language Have children write sentences that tell about the words with suffixes in
exercises 1-4, and then have them read those sentences aloud For example: "This word could
describe a shot that a doctor gives you." (painful) "This is how you might feel walking into a
Model making the best word choice to complete lhe sentence: Say. "I know a blizzard is a strong
winter storm with lots of wind and snow. So walking in a blizzard could make me very, very cold.
Chilly means 'cold,' but not 'very cold.' freezing means 'so cold that water turns to ice ' freezing is the
available online: Concept
best choke." Have children discuss why freezing is lhe best word choice for the sentence.
haunted house." (fearful) "This word can describe a little kitten." (harmless)
PRACTICE/APPLY
Circle, Word Square,
Before assigning exercises 1-5, read aloud the words and meanings in the chart at lhe top of th-
Units 11-12 • Dictionary: Multiple Meaning Words. < ■ 1
page Discuss how the meanings of lhe words are alike and different. After children complete
the exercises, have them identify lhe words In each sentence that helped them decide whether
io use hop, jump, or leap. For exercises 6-8, let volunteers share their answers with (he class and
Word Web.
explain their reasoning.
Draw simple pictures of a tree trunk, an elephant’s trunk, and a storage trunk. Ask children to
name one word that could be used to tell about the drawings (trunk) As you point to each FOLLOW-UP
picture, explain that trunk can mean "the large stem part of a tree," "the long snout of an Writing Write this sentence: "I am lhe winner,' he said " Work with children
ch to brainstorm a
elephant," or "a large, strong box used for carrying and storing things." Trunk has more than list ol words that reflect various shades of meaning for the word said,, such
su as explained, joked,
one meaning; it is a multiple-meaning word. teased, warned, screamed, and whined. Have children write dialogue tha :hal1 illustrates lhe different
Direct children to the dictionary entry lor boardon the student page--------
. Point out that meaning I ’ ned." "'You always
meanings. For example: "‘You have a bigger slice of pizza,' my sister whine
is for the noun board and meaning 2 is for the verb board. Read aloud* the
th- sentence
<■ that shows want what I have,' I leased "
meaning 2, and discuss how it shows the meaning. Work with children1 to vwrite an example
sentence for meaning 1 —for example, "He nailed a wooden boo'd to the ' floor."
Hr
PRACTICE/APPLY Units 11-12 ■ Word* That Describe Food.

Before children complete lhe exercises, read aloud the dictionary entries for each ot lhe
multiple-meaning words. Discuss how each meaning for beam and steer is for a different part
Write the word sweet on lhe board Point out that sweet is a word that is often used to tell what
a food is like. Ask children to name some sweet foods they like. Next, invite children to name
FOLLOW-UP some favorite foods and to suggest words that describe lhe foods. Children should note that
Expanding Vocabulary Have children use a beginning print or digital dictionary to find two more than one word can sometimes be used to describe the same food. For example, children
meanings for screen check, and model. Ask partners to write sentences that show the two might use both su/tyand crunchy to describe popcorn
meanings ol each word. Let volunteers share their sentences with lhe group. Read aloud the three words in the chart on the student page that describe food, and discuss the
explanations. Ask children to act out what it would be like to eat a spicy food or a juicy food.
PRACTICE/APPLY
Read aloud the food names in the box before assigning exercises 1-6. If children do not
recognize lhe foods or need support, show photos or draw pictures of lhe foods. After children
Ti6 complete exercises 7-9, allow time for them to share their completed sentences with lhe class
Encourage children to tell what words in the sentence starters helped them to decide how to
complete the sentences.
FOLLOW-UP
Oral Language Distribute copies < lhe weekly school lunch menu to partners. Ask one partner
•s of
to use the> words lean, spicy, juicy to tell about foods on the menu. Then ask the other
spies’, and ju
i use words such as sweet, crunchy, and tender to tell about the same foods. Make a
partner ton
classroomi chart
c of the food and all lhe words that describe them.
140
T10
Curriculum Mapping
As you develop or execute curriculum maps that address Vocabulary Acquisition
and Use Common Core State Standards, you can integrate the taught words
through a variety of activities.
• Index Card File Have children keep on ongoing card file of new words with
both literal and figurative meanings. Children can use them to analyze word
relationships, and sort them by prefix, suffix, meaning, and so on.
• Semantic Word Maps By using a semantic map, children can conceptually
explore a new word. Graphic organizers, available online, may be used to create
individual or class webs that develop organically.
Sample 1
flowing water
I
stream
brook not too wide or deep
(Unit 1)
zzrz:
small river
Sample 2
pale
(Unit 5)
T'
Examples What Is It Like? Nonexamples
watercolor paints faded neon light
moon washed out hot pink
person who is sick light color stop sign
Additional Online Components

Use online components to complement, extend, and enrich instruction in the
Student Book. For interactive whiteboard (IWB) compatible components, see page T9.
Online Component Purpose
Common Core State Standards, Aligns the Vocabulary Acquisition and Use standards to
Language Standards K-5 Vocabulary Workshop.
Planning and Pacing Guide Details how to implement Level Purple over an academic year.
Beginning-of-Year Diagnostic Assessment Assesses children's vocabulary knowledge of words to be taught.
Graphic Organizers Provide a visual format for vocabulary development.
Test-Taking Strategies Provides a printable list of test-taking tips.
Preview print and digital components for a sample unit.
Til
Assessment
Vocabulary Workshop Level Purple provides several comprehensive ways to assess
children's knowledge of words. Multiple assessment tools available for formative
and summative assessments can provide insight into children's understanding of
the Unit words. Formative assessment tools can inform instruction and provide
feedback to children, while summative assessment tools can provide a snapshot of
children's understanding of unit words at a given time. A classroom list of Test-
Taking Strategies can be found online at vocabularyworkshop.com/purple .
Beginning-of-Year-Diagnostic Assessment
Begin the school year with a benchmark assessment of children's vocabulary
knowledge of Level Purple words to be taught. The printable Beginning-of-Year
Diagnostic Assessment is available at vocabularyworkshop.com/purple. This
assessment can also serve as a before-and-after comparison when combined with
the end-of-year Final Mastery Test in the *Test Booklet.
Interactive Unit Quiz and Practice Worksheet

Interactive Unit Quizzes assess children's knowledge of vocabulary words within a
given unit. These quizzes are administered at the end of each Unit. Teachers can
send children to appropriate follow-up for additional experiences with the Unit
words. Depending on their needs, children can use any of a number of sources,
including the Practice Worksheet for the Unit (see below), interactive games, and
the audio components, available online.
Each Interactive Unit Quiz has these additional unique features:
• Standardized-test format
• Automatic scoring and student feedback
• Student self-assessment
• Printable version also available online
An online printable Practice Unit Worksheet can be used after the Interactive
Unit Quiz to provide differentiated instruction and practice as well as extension,
as needed. These worksheets can be a valuable reteaching tool for English
Language Learners.
* Optional purchase
T12
Ongoing Assessment
There are many ways to assess children's knowledge of the words in Level Purple.
The suggestions below for systematic observation can provide insight into
children's understanding. See instructional routines on pages T24-T33.
• Follow-Up Activities Observe the level of word knowledge demonstrated by
children in Follow-Up Activities in the instructional routines.
• Oral Language Listen for children's use of taught words in conversations,
classroom discussions, and oral reports.
• Children's Writing Note children's attempts to use taught words in their
writing, including keeping a portfolio of children's writing.
• Daily Use Observe whether children recognize taught words when they
hear them or see them in print.
Midyear Review and Final Mastery Test

The Level Purple Student Book provides a Midyear Review and a Final Mastery Test.
Both apply vocabulary learning and give insight into children's word knowledge to
date. They also serve to prepare children for vocabulary sections of standardized tests.
Additional Assessment Component
*Test Booklet Forms A and B provide Unit, Midyear, and Final Mastery Tests.
Unit Tests assess each Unit word twice. Midyear and Final Mastery Tests are in
standardized-test format. The Answer Key can be found on pages T44-T48 of this
Teacher's Edition.
Developing Literacy Competencies

Level Purple is designed to prepare children to acquire the literacy competencies
(new vocabulary and word learning strategies) necessary to become successful
speakers, readers, and writers. As literacy competencies develop, children will
begin to incorporate the new words in everyday speaking and writing. See below
for examples of literacy competencies and performance indicators.
Literacy Competencies Performance Indicators

• Study synonyms, antonyms, and homonyms to • Use age-appropriate vocabulary
learn new vocabulary • Use varied vocabulary
• Study categories of words to learn new • Locate and use library media resources,
vocabulary with assistance
• Study prefixes, suffixes, endings, and compound • Read unfamiliar informational texts
words to learn new vocabulary with assistance
• Connect spoken language vocabulary and prior • With assistance, relate new information
knowledge to words and ideas in books to prior knowledge or experience
• Learn new words indirectly from reading • Make predictions and inferences based
• Determine the meaning of unfamiliar words by on context with assistance
using context clues
• Determine the meaning of words by using a
dictionary
* Optional purchase
T13
The Vocabulary Workshop program is designed to be used with any Reading or
Language Arts program. The teaching approach of Vocabulary Workshop is one of
direct instruction. The program provides multiple exposures to words in a variety of
contexts to help deepen meaning. It also provides a blend of print and mixed media
to support and meet all children's needs.
The Planning and Pacing Guide on page T19, or at vocabularyworkshop.com/purple,
shows how the entire program can be taught over an academic year.
À
Sample Unit
i«o;
When 1 was eighteen months old, I went back to Guide Dogs

Introducing the Viords for the Blind to begin a special training program. To be honest, Introducing the
I was sad to leave my family. During my training, 1 wore a
Listen to this passage about a working guide
juide deg.
dog.
Pay attention to the words in the color boxes. * harness. I learned how to guide a person through a busy city. Words
These are the words you will be learning in this unit.
I even learned fun skills like how
Introduces 10 Unit
Word Meanings
words in context.
You heard the words below in the passage on pages 128-129.
Read each word and its meaning. Write the word on the line
pitch
(verb)
When you pitch something, you
throw it.
Presents contextual
learning of Unit words.
I tried to
I. escape You escape to get away. the baseball right into the
(verb) catcher's glove.
The dog tried to
Word Meanings
7. select When you select something, you
Whe
honest
(adjective)
If you are honest, you tell the truth.
I was and told Dad that

(verb) pick it out. Provides explanations
At night, I---------------------- clothes
to selec
home,
I lost his pen.
to wear the next day. of words and illustrative
good m
comma
label A label is a sticker or tag fastened to
something to tell more about it.
8. sniff When you sniff something, you lake in air through
your nose in short, quick breaths.
sentences.
They to (verb)
The on the
places, My rabbit likes to its food.
can says there is enough soup
me. Sor
for two people.
not pro 9. stable A stable is a building where horses are kept.
allowes (verb) 'u label something,
When you (noun)
could n ig on a sticker or ta
something
Six horses live in the
for me tell morej iabout it.

(adjective) SomethingI ithat is stable is strong
We should all our boxes so jsily moved.
and not eas
12» Mom fixed the chair leg to make
H. modern When something is modern, it has to do vzith it more
(adjective) the present time.
10. steep A steep h

hill has a sharp slope lhat
(adjective) .it to go up.
is difficult
We had fo walk our bikes up
object An object is a thing that you can see or touch.

the part
(noun) of the trail.
A ball is a round
130 ■ Unit 12
Match the Meaning Completing the Sentence

Choose the word from the box that matches the meaning Choose the word front the box that best completes the
in the clue. Write the word on the line. sentence. Write the word on the line.
Match the Meaning
escape honest object pitch sniff ' escape honest label modern object i
1 pitch select sniff stable steep Asks children to
I. You would probably want a friend who is like this.
I. I went to a to ride a horse for the first time. process and apply
2. You might do this to a beautiful flower in the garden. The — . on the trainer’s shirt said, “Sue."
word meanings.
3. Sue helped me a horse to ride.
3. You might want to do this when you watch a boring movie. H. She told me to let the horse my hand. Completing the
H. You could do this with a baseball.
We closed the door so the horses would not
Sentence
6. Some parts of the riding path were ...
You might be able to hold this in your hand.
7. If the horses sow an on the path, they

Uses context clues
label modern select stable steep
walked around it.
to figure out word
8. Horseback riding is not a
6. This kind of mountain would be hard to climb. but it is fun.

thing to do,
meanings.
This might tell you what is in your cereal. 9. After riding, I helped . hay to feed the horses.
8. This word might describe a well-built bridge. 10. Riding is herd work. This is the
9. This word could describe a brand new car.
10. This is what you do when you pick the best apples from a
big pile.
132 • Unit 12
J
T14
Mords in Context
Read the travel brochure. Then write a
o rd Games
Find the word in the box that matches the clue.
sentence to answer each question below. Write the word in the puttie.
Visit the Red Horse Inn

Words in Context
escape honest label modern object
How would you like to escape to the mountains?
If you need a place to stay, look no further than the
pitch select sniff stable steep
Promotes contextual
Red Horse Inn. We re being honest when we say you’ll
have a fun time here. All of our rooms are modern and ACROSS DOWN learning.
clean If you need a toothbrush or a towel, just let us I. strong and not easily moved I. lo take breaths through your
nose
know We can bring you the object you need. As you
may have guessed from our name, we have a stable on
4. what o hill might be like
2. a tag that gives the shirt size
Applies vocabulary to
8. to choose
our grounds. You can go riding every day if you want!
We also have flat and steep hiking trails. Just select 9. not lying
3. to get awoy writing.
what you like best! 5. not old
I. What do you think it means to have modern rooms?

6. something you
con pick up Word Cames
7. to toss
Uses puzzles and
2. Why is this place called the Red Horse Inn?
word play activities to
3. What is one object the workers at the inn could bring to you? develop awareness and
an interest in words.
4. Which is harder to hike, a flat trail or a steep frail?
label pitch sniff

Write Your Own
5. Write a sentence using a word in the box.
134 ■ Unit 12
D
Unit 12 ■ 13S
Sample Review
If you need help with a word, look il up
in the Glossary al the bock of this book.
Synonyms Classifying
Circle the word that has almost the same meaning as Look at the words in the box. Write each word in the
the word in dark print. Write the word on the line. group in which it best fits. Use each word once.
I. It would be strange to have a bear os a pet.
Synonyms/Antonyms
A. tense B. honest C. odd den escape honest lean
Can you toss the ball to me?

pitch proper stable tender • Broaden understanding
A. beam B. pitch C. carve
of unit words.
/"—'X z~x
oo
3. You con pick the pen you like best.
I
(X A. scrape B. select C. sniff
4. We saw o young bull al the farm. Places Where Words That Tell Classifying
A. steer B. label C. den Animals Live About Meat
• Asks children to analyze
5. We cooked the potatoes until they were soft.
A. honest B. tense C. tender
c
s word relationships.
? Antonyms
z
3 Circle the word that has almost the opposite meaning as
d Relates words to prior
the word in dark print. Write the word on the line.
knowledge.
Word Associations
s Associations
Choose the answer that best cony
or answers the question. Pay atte
mpletes the sentence
tention to the word
Completing the Idea
Complete each sentence starter so that it makes sense.
Pay attention to the word in dark print. Promotes interaction
in dark print. Fill in the circle inext to the answer.
I. Why might you label your 6. Which of these is a modern

I. The label on the can said that
with words and word
notebook? thing?
O because it’s blue O a horse When I see the sun beam through my window, I ..
relationships.
O so people know it’s yours O the Internet
O because you don’t like it O a tree
3. My favorite object in my room is 73
Completing the Idea
2. What is an odd thing to do 7. What might you find in a
with your hand? den? < • Asks children to
O draw o picture O a baseball field 4. It was odd to find
O score o goal in soccer
O play piano
O a whale
O a sleeping wolf
C I
?
complete sentence
3. Where might you find a beam? 8. What might cause you to
5. I felt tense when
z 1 starters that contain
O in o house
O in o bowl of cereal
O in o baseball game
scrape your elbow?
O falling on the sidewalk
O watching TV
6. If I lean my head back, I can see 3 taught words.
4. To make sure a pet mouse

O wearing a sweatshirt
7. It is not proper to
Promotes connections
doesn’t escape, you should
O clean out its cage.
9. If you feel tense, you
O are great at sports.
between vocabulary
O make sure it takes naps.
O close the door lo its cage.
O are not calm.
O own more than nine things.
8. At the supermarket, I select words and real-life
5. Which of these is something 10. If a house is stable, it will 9. I got a scrape when I
experiences.
you steer? O stand for a long time.
O a farm O fall over
O an apple O have to be painted red. 10. I like to sniff
O a bike
138 ■ Units 11-12 • Review Review • Units 11-12 • 1391
T15
Sample Unit and Review (continued)
Study • Dictionary: Multiple-Meaning Words
A multiple-meaning word Is a word with more than

Word Study
one meaning.
board I. (noun) a long, flat piece of wood or plastic
Shades of Meaning • Words That Describe Food • Presents topics such as multiple
2. (verb) to get on a vehicle such as a ship,
plane, or train
The word lean can mean "thin" or “without fat " It is often
used to describe meat Look at the chorl for other words
meaning words to expand
ihot can be used to tell about food Think about how the
This sentence shows lhe second meaning (meaning 2)
of board. words help you to imagine what o food is like children's vocabularies.
We board the bus at 12 noon.
<3 lean
spicy
Lean moot does not hove much fat
Spicy foods hove a strong flavor because there ore many Builds word study skills, including
Write the word that completes each sentence. Then write spices in them. They con make your mouth feel hot.
1 or 2 to show which meaning of the word is used.
i. Juicy Juicy foods are full of juice and flavor using affixes as clues to meaning.
beam I. (noun) a long, strong piece of wood or metal tthat
holds up part of a building 2. (verb) to send somethingj out Write the name of each food next to the word that best
5 Teaches how to use context clues
? I. Use a flashlight to the light on the pa
describes it.
chili hot pepper skinless chicken to figure out word meaning.

3 peach orange sliced turkey
5
2. We need another to hold up the roof.
I Shades of Meaning
1à
odd I. (adjective) not what you
y are used to 2. (adjective)
cannot be divided evenly by/ two
spicy
Teaches how to distinguish shades
3. The number II is on number juicy
4. I find it .. that you are here so early Complete each sentence so that it makes sense. Use the word
of meaning among related words.
lean, spicy, otJuicy in your answer.
steer I. (verb) to move something inn a certain direction
2. (noun) a bull that Is raised for mea
îat 7. My hands were a sweet, sticky mess after
Develops skills in analyzing word
5. Mom will . the cor around the bus
relationships and nuances in
6. The won first prize at the state fair
8. My mouth was on fire after
word meanings.
HO • Units 11-12 • Rmes.
9. When my brother wonted to lose weight, he exercised ond
Rwlen • Units 11-12
—J
Midyear Review / Final Mastery Test

FEMatch the Meaning
■ Completing the Sentence
Choose the word that best matches the meaning. Choose the word that best completes the sentence.
I Fill in the circle next to the word. Fill in the circle next to the word. Match the Meaning
I. a path On Sunday, I can sleep late.
O forest O feast trail O flour O clear O finally O exactly O center Asks children to recall
2. the middle 12. We plan to at the movie on time.
2 word meanings.
'f O center O rainbow O branch O stack O float O warn O cross O arrive
?
3. to take a trip
O dash O search O float O travel
13. A large
O seashell
_ waits on the ticket line.
O rainbow O crowd O island Completing the
>73
i 4. for down
O bright O bare O enormous O deep
14. There aren't many seats left, so I start to
O worry O pass O chew O nibble
Sentence
* 2 Uses context clues to
5. to go by 15. After eating all of the popcorn by myself, I feel <
O arrive O pass O cross O stack O tiny O greedy O pale O brove rn figure out word meanings
UJ
16. During the movie, I must when I talk. $
c£
6. a small body of water
in cloze sentences.
s 7. somel
Oevl >
Bit.
Vocabulary for Comprehension Choose the answer that best completes es the sentence or
answers the question. Fill in the circle rnext to the answer.
Vocabulary for
i EI
8. some I
Owe
! Read this pa
Read this passage about a popular hobby, stamp collecting.
Then answer the questions on page 167. 21. This passage is mostly about
O the history of stamps.
26. The word admire means
O to collect something.
Comprehension
9. when
O the year 1847.
O stamp collecting.
O to think highly of.
O to arrive somewhere.
• Reviews taught words in
Obe 22 the context of a passage.
10. easy 7 22. In this passage, the word 27. What is another word for z
stamp means select?
>
Olin
£ O to mark something
with ink.
O pick
O cross
Provides contextual
2
■ Units 1-6 2.
3
O to push your foot down
hard.
O stack
learning.
O a piece of paper put on
28. You can figure re out that
S
LU
mail. the author thir
collecting is
inks stamp
so Presents questions that
23. The first U.S. stamps
test word meaning
stq
O only for adults.
pictured O fun and easy.
ÈLU U.S. stomps from Iho post
O cartoons. O a difficult job.
and comprehension,
O movie stars.
A Fun Hobby
Do you know what a philatelist is? It's a stamp collector.
O famous leaders. 29. In this passage, the word c similar in format to
odd means z
s Stamp collecting has been around as long as there have been
stamps. In the United States, the first stamps were sold in 1847.
24. What does the word
modern mean?
O bright.
standardized tests.
O normal.
« One had a picture of Benjamin Franklin. Another had a picture O past time O different.
z of George Washington. Modern stamps have all kinds of
pictures, from movie stars to cartoons.
O present time
O future time
[_
You do not have to be an expert to become a stamp 30. The author most likely wrote
collector. You can start by saving stamps you find on your this to
25. What is an expert? O explain lhe reason we use
family's mail. Then you can put them in a binder. You may
pick a stamp because you admire the person or place shown O someone who knows a lot stamps.
on it. You can select stamps that you think are odd, or O someone who makes o give facts about stamp
stamps collecting.
unusual. Each stamp is special in its own way. That is what
O someone who collects O tell which stamps are
makes collecting stamps such a fun hobby.
stamps the best.
Final Mastery Test • Units l-H ■
T16
Supporting English Language Learners
In many of today's classrooms, children come from diverse backgrounds with
varying degrees of English proficiency. Vocabulary Workshop Level Purple provides
print materials and also an iWords™ Audio Program with visuals, available online,
to support all learners. Here are more suggestions that will support English
LanguageLearners in their acquisition of vocabulary.
• Real World Connections Use realia, pictures, gestures, and facial expressions
to teach words and clarify meaning.
• Active Participation Encourage active participation by repeating directions
and modeling how to perform tasks. Remember that because of cultural
differences, some children may be reluctant to participate.
• Integrate Vocabulary Daily Focus on vocabulary instruction several times
during the day, integrating vocabulary development with other lessons.
Encourage children to use English as much as possible to gain confidence
over time.
• Model Correct Usage Model proper usage, and correct errors judiciously.
Use corrections to positively reinforce children's use of English.
vocabularyworkshop.com/purple-----------------------
• Audio of Unit Passages Encourage children to track print as they listen to the unit passage.
• Words’1 Audio Program Guide children as the definition of each Unit vocabulary word comes to
life through oral model and oral practice, along with visuals.
• Visuals of Unit Words Direct children to the visuals in the iWords™ Audio Program to enable
them to see context for the words.
• Audio Glossary Have children use this glossary to read and listen to self-correct pronunciation
and to clarify meaning.
• Interactive Unit Quizzes Give children opportunities to review synonyms and words with
multiple meanings.
• Practice Unit Worksheets Provide needed additional interaction with Unit words.
• Interactive Word Map Help children gain deeper understanding of word meaning as they
build vocabulary concept maps for Unit words.
Common Core State Standards
Vocabulary Workshop Level Purple correlates to the Common Core State Standards,
Language Standards K-5, Vocabulary Acquisition and Use. This correlation is also
available at vocabularyworkshop.com/commoncore.
Language Standards K-5: Vocabulary Acquisition and Use

Standards Grade 2 Vocabulary Workshop Level Purple
4. Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 2
reading and content, choosing flexibly from an array
of strategies.
a. Use sentence-level context as a clue to the Introducing the Words Passages, pp. 6-7, 14-15,
meaning of a word or phrase. 28-29, 36-37, 50-51, 58-59, 76-77, 84-85, 98-99,
106-107, 120-121, 128-129, 142-143, 150-151
Word Meanings, pp. 8-9, 16-1 7, 30-31, 38-39, 52-53,
60-61, 78-79, 86-87, 100-101, 108-109, 122-123,
130-131, 144-145, 152-153
Match the Meaning, pp. 10, 18, 32, 40, 54, 62, 80, 88,
102, 110, 124, 132, 146, 154
Completing the Sentence, pp. 11, 19, 33, 41, 55, 63,
81, 89, 103, 111, 125, 133, 147, 155
Words in Context, pp. 12, 20, 34, 42, 56, 64, 82, 104,
112, 134, 148, 156
Synonyms, Antonyms, pp. 22, 44, 66, 92,114, 1 36, 158
Word Associations, pp. 24, 46, 68, 94, 116, 1 38, 160
Completing the Idea, 25, 39, 69, 95, 11 7, 1 39, 161
Word Study, p. 162
Vocabulary for Comprehension pp. 74-75, 166-167
b. Determine the meaning of the new word formed Word Study, p. 96
when a known prefix is added to a known word
(e.g., happy/unhappy, tell/retell).
c. Use a known root word as a clue to the meaning of Shades of Meaning, p. 49
an unknown word that has the same root (e.g., Word Study, p. 118
addition, additional).
d. Use knowledge of the meaning of individual words Word Study, p. 48
to predict the meaning of compound words (e.g.,
birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
e. Use glossaries and beginning dictionaries, both Word Study, p. 140
print and digital, to determine or clarify the mean Glossary, pp. 168-1 75
ing of words and phrases.
5. Demonstrate understanding of word relationships
and nuances in word meanings.
a. Identify real-life connections between words and Word Associations, pp. 24, 46, 68, 94, 116, 138, 160
their use (e.g., describe foods that are spicy or juicy). Words in Context, pp. 12, 20, 34, 42, 56, 64, 82, 104,
112, 134, 148, 156
Classifying, pp. 23, 45, 67, 93, 115, 1 37, 159
Completing the Idea, pp. 25, 47, 69, 95, 117, 139, 161
Shades of Meaning, p. 141
b. Distinguish shades of meaning among closely related Synonyms, Antonyms, pp. 22, 44, 66, 92,114, 136, 158
verbs (e.g., toss, throw, hurl) and closely related Shades of Meaning, pp. 27, 49, 71, 97, 119, 163
adjectives (e.g., thin, slender, skinny, scrawny).
6. Use words and phrases acquired through conversations, Words in Context, pp. 12, 20, 34, 42, 56, 64, 82, 104,
reading and being read to, and responding to texts, 112, 134, 148, 156
including using adjectives and adverbs to describe (e.g., Word Study, pp. 48, 140, 162
When other kids are happy that makes me happy).
T18
Planning and Pacing Guide
The Vocabulary Workshop program is designed to be used with any Reading and
Language Arts program. Its simple format allows for great flexibility. This chart
shows how Level Purple might be taught and assessed over an academic year.
Weeks Student Book Resources to Enrich, Support, and Assess

1-2 Unit 1, pp. 6-13 fOnline Beginning-of-Year Diagnostic Assessment
3-4 Unit 2, pp. 14-21 Follow-Up Activities pp. T22-T38
fOnline Resources (audio, visual, interactive) Units 1-2
5 Review Units 1-2,
‘Test Booklet Units 1-2 Tests, pp. 1-4
pp.22-27
8-9 Unit 4, pp. 36-43 fOnline Resources (audio, visual, interactive) Units 3-4
10 Review Units 3-4,
pp. 44^49
15-16 Review Units 5-6,
Midyear Review p. T42
pp. 66-71
‘Test Booklet Midyear Test, pp. 1 3-18
Midyear Review,
pp. 72-75
pp. 92-97
pp. 114-119
pp. 136-141
‘Test Booklet Units 1 3-14 Tests, pp. 31-34
Final Mastery Test p. T42
pp. 158-163
‘Test Booklet Final Mastery Test, pp. 35-40
Final Mastery Test,
pp^164-167
‘Optional purchase fvocabularyworkshop.com/purple
9 vocabularyworkshop.com/purple-------------------------------
Choose from this menu of online resources to meet the individual needs of your students.
• Audio of Unit Passages • Interactive Games • Family Games
• Words' Audio Program • Interactive Word Map • Graphic Organizers
with Visuals • Interactive Unit Quizzes • Test-Taking Strategies
• Audio Glossary • Practice Unit Worksheets
T19
1
-
Developing Vocabulary Through Literature
One of the most important ways of developing vocabulary is through reading and
listening to books read aloud. In the contemporary and classic stories listed below,
children will read and see vocabulary words that they have learned in Vocabulary
Workshop Level Purple. They will also learn new words when they listen to the
Read Alouds.
Literature to Use with Vocabulary Workshop

Books for Independent Reading
Author Title Type
Aesop City Mouse-Country Mouse and Two More Fable
Mouse Tales from Aesop
Aliki Digging Up Dinosaurs Nonfiction Science
Bemelmans, Ludwig Madeline Realistic Fiction
Barretta, Gene Now & Ben: The Modern Inventions Nonfiction History
of Benjamin Franklin
Hopkinson, Deborah Sweet Clara and the Freedom Quilt Historical Fiction
★ Keats, Ezra Jack > Pet Show! Realistic Fiction
★ Kellogg, Steven Best Friends Realistic Fiction
Lauber, Patricia Who Eats What? Food Chains and Food Webs Nonfiction Science
Levine, Ellen * Henry's Freedom Box Historical Fiction
Lionni, Leo * Alexander and the Wind-Up Mouse Animal Fantasy
★ Lobel, Arnold Frog and Toad Together Animal Fantasy
Lowell, Susan The Three Little javelinas Animal Fantasy
★ Marshall, Edward Fox on Wheels Animal Fantasy
★ Penn, Audrey The Kissing Hand Animal Fantasy
Rathmann, Peggy T Ruby the Copycat Realistic Fiction
★ Rylant, Cynthia Henry and Mudge in Puddle Trouble Realistic Fiction
Williams, Vera B. * A Chair for My Mother Realistic Fiction
Books to Read Aloud
Author Title Type
Baum, Frank L. The Wonderful Wizard of Oz Fantasy
Grahame, Kenneth The Wind in the Willows Animal Fantasy
Hoban, Russell A Bargain for Frances Animal Fantasy
Orr, Wendy Nim's Island Fantasy /Adventure
Roop, Peter and Connie ☆ Keep the Lights Burning, Abbie Historical Fiction
Scieszka, Jon The True Story of the Three Little Pigs Animal Fantasy
Williams, Margery The Velveteen Rabbit Fantasy
★ Award-winning Author * Caldecott Honor Book ,Y Reading Rainbow Book
T20
9,1 vocabularyworkshop.com/purple
Teacher Center Administer the online Beginning-of-Year Diagnostic
Assessment prior to introducing Unit 1. (See Assessment, pages Tl 2-T13).
Each Unit of Vocabulary Workshop has a unique structure designed to give

maximum coverage to each of the key words within the space available.
Units of the Student Edition include the following lessons.
Unit Overview
Introducing the Words In Introducing the Words, children read a passage that
(Unit Passages) incorporates all the words they will be learning in the Unit.
A different genre and theme is presented in each passage.
Word Meanings In Word Meanings, children are introduced to explanations of the

10 vocabulary words in the Unit along with the parts of speech. For
each word, they complete a sample sentence(s) that shows how it is
used.
Match the Meaning In Match the Meaning, children choose the taught word indicated
by the clue. These exercises are designed to reinforce children's
understanding and recall of the words' meanings.
Completing the Sentence In Completing the Sentence, children use context clues to
choose the word that meaningfully completes each sentence. The
sentences are loosely connected by a theme.
Words in Context In Words in Context, children read a passage that incorporates six or
seven of the Unit words. A different genre and theme is presented in
each passage. After reading, children answer questions based on the
passage. They also write a sentence that demonstrates understanding
of taught words as part of their writing vocabularies.
Word Games In Word Games, children use clues to solve a fun engaging riddle,
crossword puzzle, or word search that incorporates each unit word.
Because each Unit has a similar structure, the teaching notes on pages T22-T28 can
be used for any given Unit.
T27
Introducing the Words
Each Unit passage introduces the 10 words children will learn in the Unit. When
reading a passage, children will want to pay close attention to the context of these
highlighted Unit words. This will both improve their comprehension of the passage
and help them to begin to figure out the word meanings.
PREPARING TO READ
■ Access Prior Knowledge Ask children prompting questions to help them access
their prior knowledge about the theme or topic of the passage. In a class discussion,
expand on the topic to help children build background knowledge. See page T23.
■ Presenting the Words Introduce the 10 Unit words. Read aloud each word,
emphasizing correct pronunciation. Have children repeat each word after you.
Provide children with a brief explanation of each word that will prepare them for
their encounter with the word within the passage.
DURING READING
Read the passage aloud to children. As you read, pause to point out its key elements,
and ask questions to encourage critical thinking.
■ With children, read the brief introduction. Discuss the genre of the passage, and
encourage children to name other stories and books they have read in the genre.
Discuss any photographs or illustrations, pointing out how children can use the
information in these visuals to help them better appreciate the passage.
■ Depending on the needs of individual children, read the passage together as a
Read Aloud, or have them listen to the audio version of the passage while reading.
■ Guide children's focus and comprehension by having them answer key questions
about the passage.
■ Remind children to pay attention to context clues that can help them figure out
the meanings of the words and develop a better understanding of the passage.
AFTER READING
Invite children to summarize the passage. Then review the answers to the questions
that were asked while they were reading. Encourage children to ask any questions
they may have about the passage or the meanings of the words.
■ Return to each of the highlighted words in the passage. Discuss context clues and
the meanings of the words as they relate to the passage.
■ Remind children that they will be learning more about the words throughout the
Unit. Point out that the more connections children make to the words, the easier it
will be to remember the words and interact with them in other contexts.
vocabulary workshop.com/purple
Audio of Unit Passages Students can read along as they listen to
the passages.
T22
Background Information
Before children listen to each passage, provide them with background information
about the theme or topic they will encounter. Although some themes will be familiar
to children, others will be new. Help children make connections to their own lives,
to people, places, and things from the world, and to information and details from
familiar texts.
• A Summer Storm Unit 1 pp. 6-7: Lightning • Yellowstone National Park Unit 8 pp. 84-85:
causes about 100 deaths each year in the United Yellowstone National Park has more than 300
States. Florida and the Rocky Mountain region geysers, approximately 290 waterfalls, and an
get the most lightning in the United States. The active volcano.
National Weather Service advises that "When
• Field Day! Unit 9 pp. 98-99: A personal
Thunder Roars, Go Indoors" to be safe. Hearing
narrative tells about an event in the author's life.
thunder, people should head fora house, a
It may take different forms, such as a story, letter,
building, or a hardtop car, but never a tree.
blog, or journal entry and is usually recounted in
• The Cable Car is Coming! Unit 2 pp. 14-15: chronological order.
In 1869, Andrew Hallidie saw a terrible accident
• The Wright Brothers Unit 10 pp. 106-107:
when a horse-drawn street car slid down one of
The Wright Brothers National Memorial in Kill Devil
San Francisco's hilly streets. This inspired Hallidie
Hills, North Carolina, honors the achievements of
to lead in the development of the first cable car
Wilbur and Orville Wright. Each year, December
system which was opened to San Francisco's
17 is designated as Wright Brothers Day, a national
public in 1873.
day of observance.
• What Makes Waves? Unit 3 pp. 28-29: In
• Margaret Heffernan Borland: Trail Blazer
the deep ocean, tsunami waves may be about one
Unit 11 pp. 120—121 : Margaret Heffernan Borland
foot high. As the motion gets closer to the shore
was 49 years old when she led a herd of cattle up
where the water is shallow, waves become higher.
the Chisholm Trail from Victoria, Texas. Because
The tops of the waves move faster than their
there would be no one at home to care for her
bottoms do, which causes them to rise steeply.
three children and six-year old granddaughter,
• A Midnight Rainbow Unit 4 pp. 36-37: Since Margaret took them with her. It took them two
ancient times, people have been fascinated by the months to reach Wichita, Kansas.
northern lights, sometimes referred to as aurora
• A Dog with a Job Unit 12 pp. 128-129:
borealis, their scientific name. Southern lights near
A guide dog has to learn to lead a blind or
the South Pole are called aurora australis. This
visually impaired person through a variety of
special phenomenon is caused when gases from
situations, such as revolving doors, airport
the Sun collide with Earth's magnetic field.
security checkpoints, and all kinds of crowded
• Pineapple Pancakes Unit 5 pp. 50-51 : A places. Labrador Retrievers are very smart and are
pineapple is not one fruit, but a cluster or bunch commonly employed as guide dogs.
of 100-200 tiny fruitlets. It gets the English name
• Goldilocks and the Bear Family Unit 13 pp.
pineapple because of its physical resemblance to
142-143: "The Story of the Three Bears," as it was
a pine cone. Hawaii is one of the world's largest
originally known, is one of the most popular fairy
producers of the pineapple crop. However, the
tales in the English language. It has been retold
sweet and sour fruit is not native to the Hawaiian
and adapted in countless formats. As in other
Islands. It was introduced to Hawaii in the 1800s.
versions of this classic fairy tale, this adaptation
• Why Bears Have Short Tails Unit 6 pp. makes use of the literary rule of three: three bears,
58-59: Some folktales attempt to explain how three bowls, three books, and three beds.
things in nature came to be. Why Bears Have Short
• One Great Way to Travel Unit 14 pp.
Tails is generally credited as being an Iroquois tale.
150-151 : The largest train station in the world
Many Native American legends feature animals.
in terms of number of platforms (44) is Grand
• Be an Outdoor Detective Unit 7 pp. 76-77: Central in New York City. The fastest passenger
Smell is important to ants. Every ant in a nest has train, which can reach speeds of more than 200
the same smell. When a worker ant comes back miles per hour, can be found in Shanghai, China.
with food, all the other ants know the worker ant
belongs there. But if an ant with a different smell
tries to enter, it will be driven away.
T23
Word Meanings
TEACH
■ Explain the structure and content of the Word Meanings page to children.
Introduce each Unit word, its part(s) of speech, meaning(s), the picture that clarifies
the meaning (if applicable), and the sample sentence.
■ For example, discuss the first word in Unit 1.
MODEL The first word in dark print is branch. I see that branch is a
noun—a person, place, or thing. The sentences next to branch tell its
meaning: A branch is a part of a tree. It grows out from the trunk of the
tree. Below the meaning is a sample sentence, which I'll write on the
board. I'll write branch on the line to complete it:
Red and yellow leaves fell from each branch of the tree.
The sentence makes sense when I reread it. Writing branch and
rereading the sentence help me learn the meaning of the word and
how to spell it.
■ Model the multiple-meaning word pass (Unit 1) similarly. Explain that in the first
sentence, the word pass shows action. In the second sentence, pass is a piece of paper
that lets someone do something.
PRACTICE/APPLY
■ Assign the two pages for completion. Have children read the completed sentences
aloud. Reading sentences aloud conveys how words can be effectively used in
speaking and writing.
FOLLOW-UP
■ English Language Learners (ELL) Multiple-meaning words may be
challenging. Children may have difficulty recognizing that words with the same
spelling and/or pronunciation can have different meanings. Explain that the other
words in the sentence can provide clues to which meaning of the word is used.
In Unit 1, for example, two definitions are provided for each of the words dash, pass,
and present. On the board, write phrases that define the words, followed by sentences
with the words in context. Have children decide which meaning is used for the
underlined words. For example, write the following for the word dash:
A. to move quickly B. a small amount
1. Add a dash of salt to this gravy—(B)
2. Let's dash to the store before it closes. (A)
9, vocabularyworkshop.com/purple
iWords*^ Interactive Audio Program Children can view and hear Unit words,
meanings, and visuals, and then practice pronouncing Unit words.
T24
Match the Meaning
TEACH
■ With a Word Web, engage children in learning words and using them in different
contexts. Write brave (Unit 1) in the center circle of the Word Web. Ask questions to
elicit responses that have almost the same meaning as brave. Write those responses
in the surrounding circles. For example, discuss what a brave person might do.
MODEL Would a brave person be afraid? No, a brave person would

not be afraid. I'll write is not afraid in one of the circles.
■ Continue to complete the Word Web with children's responses. A completed Web
might look like this:
Word Web is
helps
people strong
brave
is not has
afraid courage
■ Distribute the Word Web, available online at vocabularyworkshop.com/purple.

Have children work in pairs or small groups to complete Word Webs for some of the
Unit words. Have children share their completed Webs.
PRACTICE/APPLYj
■ Assign the Match the Meaning page, and read the directions aloud. Point out the
five vocabulary words in dark print in the top box. Pronounce each word and have
children repeat the pronunciation.
■ Explain that each of the sentences from exercises 1-5 describes one of the words in
the top box, and each of the sentences from exercises 6-10 describes one of the
words in the second box. Have children read each sentence and write on the line the
word that matches the meaning.
■ After children complete the page, have them read each sentence aloud, followed
by the word they matched it with.
FOLLOW-UP
■ Oral Language To enhance vocabulary instruction, read aloud to children as
often as possible. Oral reading is critical for developing children's listening and
speaking vocabularies. Select texts that contain concepts related to the words
children are learning. Read Alouds are most effective when you discuss the selection
before, during, and after reading.
■ ELL Help children relate new concepts and idiomatic expressions to prior
experiences and knowledge. Explain idioms when necessary.
? vocabularyworkshop.com/purple-------
Interactive Game: Match It! Children can match Unit words to
their meanings.
T25
Completing the Sentence
TEACH
■ On the Completing the Sentence page, children use context clues to choose
the word that best completes a sentence. The sentences are loosely connected by
a theme.
■ Explain that context clues are hints about the meaning of a word. Often, other
words in the sentence give clues about the word's meaning. A picture on the page
may give information, too.
■ Provide an example to work through with children. Write the following on the
board for the word evening (Unit 1), and then read aloud the sentence and two
answer choices.
morning evening
We get ready for bed in the
MODEL The phrase get ready for bed in the sentence tells me that this :
is something that happens near bedtime. I know that evening is close
to bedtime. When I use the word evening in the sentence, it makes
sense. This tells me that evening is the correct word.
■ Have children use morning in the sentence to see that it doesn't make sense. Then
write evening on the line, and have children read the completed sentence aloud.
PRACTICE/APPLY
■ Read aloud the directions on the Completing the Sentence page. Point out the
10 Unit words in the box at the top of the page. Explain that each sentence can be
completed with one of the words.
■ Before children write a word on the line, suggest that they read the sentence with
the word to be sure that it makes sense. After writing the word on the line, suggest
that they cross out the word in the box, as each word should be used only once.
■ When children finish the page, have them read the completed sentences aloud.
FOLLOW-UP j
■ Oral Language To encourage daily use of the Unit words, list them on a Word
Wall. Seeing the words may remind children to use them more frequently in their
speaking and writing. Children may also turn to the Word Wall if they need help in
spelling the Unit words.
■ ELL Have children work in small groups. Have them take turns pantomiming a
word from the Word Wall for others to guess.
Ç? vocabulary workshop. com/purple-----------

Interactive Game: Hidden Word Children can identify the letters
of an unknown Unit word given a word list and a hint.
26
Words in Context
TEACH
■ Remind children that context clues are hints about the meaning of a word. If they
cannot understand the word by the way it is used in the sentence, have them check
the sentences before and after for clues about the word's meaning. A picture on a
page can provide more information.
■ On the board, write sentences that provide a context for a Unit word. For example,
provide a context for wise (Unit 1).
Grandma always gives me good advice when 1 have a
problem. She answers all my tough questions, too. She is
a wise woman.
MODEL We can figure out the meaning of wise by what Grandma

A
does. She gives good advice, and she answers tough questions. We
can tell that Grandma is someone who is smart and shows good
sense. VU/se must mean "smart and showing good sense."
J
PRACTICE/APPLY
■ Read aloud the passage on the Words in Context page. Discuss the genre and its
characteristics, as well as the theme, or main idea. Develop oral language and
listening skills by having children talk about the theme. For example, in Unit 2,
generate a discussion about races or other community activities.
■ Assign the page. Explain that many of the Unit words are included in the passage.
Have children answer the questions after they read the passage.
■ In Write Your Own, challenge children to use more than one of the words.
When children finish the page, have volunteers read aloud their original sentences.
FOLLOW-UP
■ Expanding Vocabulary Have children begin a Vocabulary Notebook. Using the
Words in Context page as a model, invite children to write about that theme.
Encourage them to use some unit words, as well as words from previous units.
Suggest that they highlight these words. Then have them read their writing aloud.
■ Word Play Make a set of cards with the Unit words. Have small groups sit in a
circle. Go around the circle, and have a child provide a sentence using one of the
words, saying blank in place of the word. The next child repeats the sentence,
completing it with a Unit word. If the sentence is correctly completed, that word
card is removed, and the child creates the next incomplete sentence. If incorrect, the
next child gets a turn. Continue around the circle until each word has been used.
iWords’ Interactive Audio Program Children can view and hear Unit words,
27
Word Games
TEACH
■ Have children solve puzzles and do other word play activities to develop awareness
and an interest in words.
■ Riddles Explain that given in each exercise is the word's meaning (or its opposite)
and the number of letters in the word. Tell children to use these hints to figure out
the Unit word. Explain that the shaded vertical boxes form the answer to the riddle.
■ Word Search Discuss the format of the page. Point out the Unit words, the clues,
and the puzzle box. Review how to find a Unit word in the puzzle box.
MODEL Make a 7 x 3 grid showing o s 9 n a I

signal, cross, and bench (Unit 2). Write
e c r o s s u
random letters in the spaces around
those words. b e n c h v
I am looking for the word signal in the puzzle. Signal begins with "s,"
■ /■I i i r .1 . i . . * <■ i i fl i U . H ■ *1111»
so I'll look for that letter in the puzzle. When I see an "s," I will look to
a
the right of it to see if an "i" follows. I'll check the spelling of signal to
see what letters come next. When I see signal, I'll circle it.
Have children find the words cross and bench in the next two lines of the puzzle.
■ Crossword Puzzle Explain that ACROSS clues are for words going from left to
right. DOWN clues are for words going from top to bottom.
PRACTICE/APPLY
■ Before assigning the Word Games page, review its format. Read the directions
aloud. Be sure children understand how to complete the page.
■ Read the Unit words in the word box with children. Remind them to cross out
each word after they use it.
■ When children have completed the page, have them share their responses.
FOLLOW-UP
■ Unit Assessment Assess children's understanding of the taught words. See pages
T12 and T13 to select appropriate practice and assessment tools, including online
Interactive Unit Quizzes, online Practice Unit Worksheets, and Unit Tests in the Test
Booklet.
■ ELL Have children write the Unit words on cards, and then sort them into groups,
such as parts of speech or phonic elements. Have them explain how they sorted.
9^ vocabularyworkshop.com/purple
Interactive Unit Quiz Children can assess their understanding of Unit words
in standardized-test format.
Practice Unit Worksheet Assign leveled practice based on children's
performance on the Interactive Unit Quiz.
T28
The REVIEW
r
In the Student Book, a Review appears after every two Units and covers only words
taught in those Units. The Reviews are designed to provide additional exposure to
the taught words and to allow children to apply and expand their word knowledge.
Overview of the Review

Synonyms In Synonyms, children use context clues and their knowledge of word
meanings to choose the synonym for a given word.
Antonyms In Antonyms, children choose the antonym for a given word.
Classifying In Classifying, children look for relationships among words and then
group them by category.
Word Associations In Word Associations, children apply what they have learned about
word meanings to answer questions or complete sentences that
contain Unit words.
Completing the Idea In Completing the Idea, children apply their knowledge of word
meanings by completing a writing activity. They relate a personal
experience or prior knowledge to each sentence starter that contains
a taught word, and then they complete the sentence.
Word Study In Word Study, children learn strategies that will help them, as they
read and listen, to discover the meanings of new words. They learn
about homophones and compound words. They also learn how
word parts such as prefixes and suffixes can help them figure out the
meanings of unfamiliar words.
Shades of Meaning In Shades of Meaning, children deepen their understanding of word

meanings by examining relationships among related words and by
analyzing nuances of meaning.
Because each Review has a similar structure, the teaching

notes on pages T30-T33 can be used for the first four
pages of any given Review. More comprehensive teaching
notes for Word Study and Shades of Meaning can be
found on pages T34-T41.
T29
4
Synonyms & Antonyms
TEACH
■ Explain that synonyms are words that have the same or similar meanings. For
example, sick and ill are synonyms. Ask children to suggest other pairs of synonyms.
■ Explain that antonyms are opposites. For example, cold and hot are antonyms. Ask
children to suggest other pairs of antonyms.
■ Write the following on the board:
Let's make Mom a birthday gift.
branch present signal
Read aloud the sentence and the three answer choices.
MODEL Which word means the same as gift? I think present may
mean the same thing. Let's see if that makes sense: Let's make Mom a
birthday present. Yes, gift and present both mean something you give
to someone to be kind.
■ Repeat, using "the opposite of" to model how to figure out the antonym for a
given word.
PRACTICE/APPLY
■ Assign the Synonyms/Antonyms page, and read the directions aloud.
■ Tell children to read each sentence and consider all three choices before recording
their answer. Have them substitute their choice for the word in dark print to be sure
it makes sense.
■ Remind children that they will use their knowledge of word meanings and context
clues to choose the correct responses.
■ Have children refer to the Glossary at the back of the book if they forget the
meaning of a Unit word. (For a lesson on how to use a Glossary, see page T43.)
■ After children complete the page, have them read each sentence aloud,
substituting the correct synonym or antonym.
FOLLOW-UP J
■ ELL Use Word Webs, available at vocabularyworkshop.com/purple, to reinforce
the Review words. Have children write one of the words in the center of the web.
Have them write words or phrases with similar meanings in the surrounding circles.
■ Informal Assessment Have children write and illustrate pairs of antonyms.
<5. vocabularyworkshop.com/purple
Interactive Word Map Select a taught word. Work with children to determine
the definition, part of speech, synonyms, antonyms, and an example sentence.
Interactive Game: Concentration Children can test their understanding and
memory by matching synonym and antonym pairs.
T30
Classifying
TEACH
■ Explain that words can be classified, or grouped together, according to how they
are alike. For example, dance, hop, and run are all action words, and shirt, pants, and
coat are all pieces of clothing.
■ Tell children that in this activity, they will look for relationships among words and
organize these words by category.
■ Draw two large grouping circles. Label them Pets and Places. Write the words cat,
park, dog, goldfish, school, and store on chart paper.
MODEL Is a cat a pet or a place? Pets Places

A cat is a pet. I'll write cat in the
Pets grouping circle. Park . . .
that's a place, not a pet, so X cat \ f park \
I'll write park in the Places I dog | I school J
grouping circle.
\ goldfish J \ store J
Have children put the remaining words in the appropriate circle.
PRACTICE/APPLY
■ Assign the Classifying page, and read the directions aloud.
■ Have children read the Review words in the word box and the names of the
groups. Tell children to think about which group each word belongs to and then
write the word in that group. Point out that each Review word can be used only
once. Encourage children to keep track of the words they use by drawing a line
through each word as it is used.
■ After children complete the page, have them read aloud the words they wrote in
each group. They can brainstorm other words that would fit in the group.
FOLLOW-UP
■ ELL List Review words for children to sort into two or more groups. Have them
follow the modeled procedure.
vocabularyworkshop.com/purple---------------------------
Graphic Organizer: Concept Circle For informal
Things you Things that
assessment or additional practice, provide Concept
can sit on you cross
Circles that incorporate some of the Review words.
Have children read the words in each circle. Ask
them to decide which word doesn't belong and chair bridge
draw a line through it. Have them suggest a word or
phrase that tells how the other words in the circle trail
are alike. Write that name or phrase above the bench sofa stream
Concept Circle. Have children replace the word they
eliminated with another word that belongs in that
category. Here is an example for Units 1-2.
T31
Word Associations
TEACH J
■ Present children with opportunities to use vocabulary words by providing new
contexts for those words. For example, for the word greedy in Unit 1, ask: What might
a king do to make you think that he is greedy? Have children volunteer answers. Elicit
that someone who is greedy doesn't want to share, so a possible answer is that a
greedy king might not share his wealth.
■ Tell children that in this activity, they will apply what they have learned about
word meanings to answer questions or to complete sentences.
■ Write the following on the board:
What does a bridge go over?
O a hole
O a branch
O a stream
MODEL First, I will read the question, and I will pay attention to the word
bridge. I know that a bridge is a structure built above and across water or
a road. Now I will read each possible answer. Can a hole be considered
water or a road? How about a branch? What about a stream? Yes, a stream
is water, so it makes sense that a bridge might be built over a stream. So
I'll fill in the circle next to the answer choice a stream.
PRACTICE/APPLY
■ Assign the Word Associations page, and read the directions aloud.
■ Have children read each exercise. Point out that the Review word may appear in a
question or in a sentence starter. Tell children to read each of the three answer choices.
Then have them fill in the circle next to the choice that makes the most sense.
■ After children complete the page, have them read aloud each exercise with the
response they chose. Encourage them to explain the reason for their choices.
FOLLOW-UP )
■ Vocabulary Journal On the board, write questions that use Review words. Have
children choose a question and copy it. Ask them to underline the Review word, and
then write an answer that includes that word or another Review word. For example,
in the Review for Units 1-2, you might write:
1. What might you do at a stream?
2. What might make a tree branch break?
<5, vocabularyworkshop.com/purple--------------------
Interactive Game: Crosswords Children can complete a crossword puzzle
given definitions for taught words.
Graphic Organizer: Word Web To help children expand their vocabularies,
have them write a Unit word in the center circle and then write other words or
phrases they associate with it. They can add as many circles as needed.
T32
Completing the Idea
TEACH
■ Tell children that the more they use words, the more they will make those words a
part of their permanent vocabularies. Explain that in this activity, they will complete
an idea to show what they know about a word.
■ Start a sentence with I frown when. Go around the room and ask children to
complete the idea. Point out that there is more than one way to complete the idea so
that it makes sense. Explain that some people might frown when jumping into a
cold pool; others may not. Many might frown when their team loses a game.
■ Write the following on the board for the word evening (Unit 1), and show how you
might complete the idea.
Every evening,.
MODEL Let's see. In the evening, I eat dinner at 6 o'clock. Then I

sometimes watch TV. On the weekend, I walk my dog right after dinner.
Then I might read or play a game. So the one thing I do every evening is
eat dinner at 6 o'clock. This is the way I would complete the idea.
PRACTICE/APPLY
■ Read aloud the directions on the Completing the Idea page. Have children read
each exercise. Point out that the Review word appears in dark print. Tell children to
think about how to complete the idea so that it makes sense before they begin to
write. Remind them that there is more than one right way to complete each idea.
Also remind them to punctuate their sentences.
■ When children finish the page, have them share their completed sentences.
Provide positive feedback on the variety of acceptable responses.
FOLLOW-UP
■ Oral Language Have children work in small groups to choose one of the
sentence starters and then provide different endings orally.
9 vocabularyworkshop.com/purple
Interactive Unit Quiz Children
can assess their understanding of
Word Square
Unit words in standardized-
test format. Word My Connection
Practice Unit Worksheet Assign feast I enjoy a feast with my
leveled practice based on children's family.
performance on the Interactive
Unit Quiz.
What It Means Picture or How It Looks
Graphic Organizer: Word Square
A feast is a very
For informal assessment or additional
large meal on a
practice, have children complete a
special day.
Word Square for a Unit word.
T33
Word Study
Units 1-2 • Word Endings, page 26

TEACH
Write the word dog on the board. Ask what ending can be added to mean more than one dog.
Explain that word endings do not change the meaning of words. Point out that most nouns add
the s ending to mean more than one, as in dogs or hats. Nouns that end in s, x, ch, or sh add the
es ending to mean "more than one," as in boxes or dishes.
Point out that the ed ending is added to some verbs to tell about actions that happened in the
past. The ing ending is added to some verbs to tell about actions happening now and to follow
helping verbs such as is and was. To illustrate, emphasize the words Last night and now in the
sentences on the student page.
PRACTICE/APPLY
Before assigning exercises 1-4, have children identify the words with endings that mean "more
than one" and words with endings that tell when the action happens.
For exercises 5-10, model how to remove the endings s, es, ed, and ing from the words in dark
print to find a word they know. For example, for branches, say: "If I take off the last two letters—
the 'e' and the 's'—the word that's left is branch. We learned that word in Unit 1Have children
underline the ending in each of the words they wrote in exercises 5-10.
FOLLOW-UP
Informal Assessment Have children create a two-column chart with the headings More Than
One and Tells When Action Happens. Have them copy the six answers they wrote in exercises
5-10 under the correct heading.
Units 3-4 • Compound Words, page 48

TEACH
Explain that a compound word is made up of two smaller words put together. The two smaller
words can often help determine the meaning of the compound word.
Write downstream on the board. Model how using the two smaller words down and stream can help
you figure out the meaning of the compound word. To start, cover the word stream. Have children
read the remaining word and tell what it means. Then cover the word down. Have children read
what remains and tell its meaning. Ask them to put the two words together, and then discuss the
meaning of the compound word downstream. Repeat with workbench and crosstown.
PRACTICE/APPLY
Discuss the meanings of the compound words in exercises 1-5 before assigning the remaining
exercises on the student page. As needed, remind children to use the two smaller words to
help them figure out the meanings of the words in exercises 6-9. After children complete these
exercises, ask them to apply the meanings of the compound words to create additional oral
sentences. Remind them to use the correct meaning for rainbow in their sentences.
FOLLOW-UP
Word Play Have children compose riddles by drawing pictures to illustrate each part of a
compound word—for example, a picture of a foot + a picture of a ball = football. Have children
solve each other's riddles by writing the compound word. You may want to provide the
compound words—for example, backpack, anthill, goldfish, sunflower, starfish, pancake, raincoat,
doghouse, sandbox, hairbrush, basketball.
T34
Word Study
Units 5-6 • Homophones, page 70

TEACH
Explain that homophones are words that sound the same but that are spelled differently and
have different meanings. Write this sentence: "Jake can write with his left or right hand."
Underline the words write and right. Ask children to identify how the two underlined words are
alike and how they are different.
Introduce the homophone example flower and flour on the student page. Explain that a flower is
a part of a plant and that flour is ground wheat or other grain used for baking. Emphasize that
flower and flour are pronounced alike but have different meanings.
PRACTICE/APPLY
To make sure children correctly pronounce the homophones on the student page, lead them
in echo-reading the words in the box above exercises 1-5. Discuss the meaning of each word.
Repeat for the five homophones in exercises 1-5, and then assign the exercises. After children
complete exercises 6-10, ask them to explain their answers.
FOLLOW-UP
Writing Ask each child to "secretly" select a homophone pair from the student page. Tell
children to write two sentences and to use one homophone correctly per sentence. Then have
children rewrite the sentences, substituting a blank for each homophone, and give the sentences
to a partner to complete.
Units 7-8 • Prefixes, page 96

TEACH
Explain that a word part that is added to the beginning of a word is called a prefix. Although
prefixes are not words by themselves, they do change the meanings of the words they are
added to.
Before introducing the student page, explain that the prefix un can mean "not"; the prefix re
can mean "again." Write seal twice on the board, and remind children that one meaning of seal
is "to close up tightly." Add the prefixes un and re to the beginning of seal, and then point out
the new words unseal and reseal. Discuss that unseal means "to open the seal." Reseal means "to
close up tightly again."
PRACTICE/APPLY
For exercises 1-5, you might have children circle the word not or again to help them choose the
correct prefix. Discuss how words in the sentences in exercises 6-10 can help children figure out
which word to use in each sentence. After children complete the exercises, have volunteers read
aloud the sentences and tell how they decided which word best completed each sentence.
FOLLOW-UP
Expanding Vocabulary Ask partners to add the prefix un or re to these words—sure, read,
happy, heat, fair, write, do—and then discuss the meanings of the new words. Have one partner
ask a question that includes a word with a prefix, while the other answers the question and
explains his or her answer. For example: "If you did poorly on a test, would you be unhappy? If
the teacher gave you corrections to make on your report, would you have to rewrite it?"
T35
Word Study
Units 9-10 • Suffixes, page 118

TEACH
Explain that a suffix is a word part that is added to the end of a word. Point out that like
prefixes, suffixes are not words by themselves. Instead, a suffix is a word part that can change
the meaning of a word.
Explain that the suffix ful means "full of" and that the suffix less means "without." Write pain twice
on the board, and remind children that pain is "a feeling of hurt." Add the suffixes ful and less to
the end of pain. Read the new words, painful and painless. Discuss that painful means "full of pain,"
and painless means "without pain." Provide additional examples, such as: careful/careless, colorful/
colorless, and thoughtful/thoughtless.
PRACTICE/APPLY
After children complete exercises 1-4, discuss the meanings of the new words. For exercises
5-10, talk about finding words in the sentences that can help children complete the sentences.
Let volunteers read aloud their completed sentences and tell how they decided upon their
answers.
FOLLOW-UP
Oral Language Have children write sentences that tell about the words with suffixes in
exercises 1-4, and then have them read those sentences aloud. For example: "This word could
describe a shot that a doctor gives you." (painful) "This is how you might feel walking into a
haunted house." (fearful) "This word can describe a little kitten." (harmless)
Units 11-12 • Dictionary: Multiple-Meaning Words, page 140
TEACH
Draw simple pictures of a tree trunk, an elephant's trunk, and a storage trunk. Ask children to
name one word that could be used to tell about the drawings, (trunk) As you point to each
picture, explain that trunk can mean "the large stem part of a tree," "the long snout of an
elephant," or "a large, strong box used for carrying and storing things." Trunk has more than
one meaning; it is a multiple-meaning word.
Direct children to the dictionary entry for board on the student page. Point out that meaning 1
is for the noun board and meaning 2 is for the verb board. Read aloud the sentence that shows
meaning 2, and discuss how it shows the meaning. Work with children to write an example
sentence for meaning 1—for example, "He nailed a wooden board to the floor."
PRACTICE/APPLY
Before children complete the exercises, read aloud the dictionary entries for each of the
multiple-meaning words. Discuss how each meaning for beam and steer is for a different part
of speech.
FOLLOW-UP
Expanding Vocabulary Have children use a beginning print or digital dictionary to find two
meanings for screen, check, and model. Ask partners to write sentences that show the two
meanings of each word. Let volunteers share their sentences with the group.
T36
Word Study
Units 13-14 • Context Clues, page 162

TEACH
Ask children to suggest ways to figure out the meaning of a word they do not know in a
sentence. Lead them to understand that they can sometimes use other words in the sentence as
a clue to figure out the meaning. Sometimes, the clue is one word that means the same thing
as the unknown word. Sometimes, the clue is a group of words that gives the meaning of the
unknown word.
Read aloud the example sentence: "I was absent from school because I was sick." Say: "I am
not sure what the word absent means, so I will use clues from the sentence to help me figure it
out." Point out that the sentence states, "I was sick." Say: "I know that I have to stay home from
school when I am sick. That helps me figure out that absent probably means 'not there.'"
PRACTICE/APPLY
Read exercises 1-5 with children before assigning the exercise set. In each exercise, have children
underline the words that are clues to the meaning of the word in dark print. When they finish,
discuss how children figured out each word meaning. After they complete exercises 6-8, have
partners compare the words they underlined. These are the words that helped them decide which
word in each exercise correctly completes the sentence.
FOLLOW-UP
Writing Give a writing assignment in which children use the words munch, disappear, and cozy
in a paragraph about a friendly dinosaur. Remind children to use other words in the sentences
to help explain the meanings of munch, disappear, and cozy. Have children read their paragraphs
to the class. Ask listeners to tell which words or groups of words were clues for the meanings of
munch, disappear, and cozy.
T37
Shades of Meaning
Units 1-2 Analogies 1, page 27
TEACH
On this Review page, children will begin to figure out how some words are related, or go together.
Remind children that some words have almost the same meaning and some words have opposite
meanings. Children may be able to identify these relationships as synonyms and antonyms.
Write the words big and large on the board. Discuss how the two words go together. Children
should determine that the words big and large have almost the same meaning. Repeat with
morning and evening, this time emphasizing the opposite meanings of the two words. Then ask:
"How do nice and kind go together?" (They have almost the same meaning.') "How do fast and
slow go together?" (They have opposite meanings.) Invite volunteers to name other word pairs
with the same meaning or opposite meanings.
PRACTICE/APPLY
For exercises 1-4, encourage children to picture the words in their minds in order to "see" how
they go together. Complete exercise 5 with children by modeling. Say: "loud, little—Does little
mean the same as loud?" (no) "Does little mean the opposite of loud?" (no) Repeat the
questioning with morning. Then say: "loud, quiet—Does quiet mean the same as loud?" (no)
"Does quiet mean the opposite of loud?" (yes) "So loud and quiet are opposites."
FOLLOW-UP
Word Play Write word pairs on separate index cards: stop/go, high/low, awake/asleep, rush/hurry,
frown/smile, knock/tap, open/close. Ask a child to select a card, read the words silently, and then act
out both words. Engage the class in a discussion about how the actions go together. Then have
children guess the two words. Write the correct responses in lists labeled Same and Opposite.
Units 3-4 Word Families, page 49
TEACH
Write clear, clearly, and clearest on the board. Point out that the words share a basic word part,
clear, but have different endings. Explain that all three words belong to the same word family
and share some meaning. Demonstrate how knowing the meaning of clear can help you figure
out the meanings of clearly and clearest. Help children use these words in oral sentences.
Direct children's attention to the word family on the student page. Note that although children
learned about the verb wonder in Unit 3, the noun wonder is part of this word family. Point out
that wonder has more than one meaning.
PRACTICE/APPLY
Before assigning exercises 1-4, discuss the meaning of each word in the box. In exercise 1, point
out that the sentence involves finding a sum, or adding. The word that correctly completes the
sentence is addition, a word that belongs to the same family as add, a word whose meaning they
are familiar with. Before children complete exercises 5-7, discuss the example in exercise 5.
FOLLOW-UP
Expanding Vocabulary Provide beginning print or digital dictionaries. Have partners find the
meanings of the words in this word family: act (to do something), action (something you do),
active (energetic and busy), activity (an action or movement). Have partners take turns using the
words in oral sentences.
T38
Shades of Meaning
Units 5-6 • Word Choice 1, page 71

TEACH
Explain that writers choose words carefully to get across exact thoughts to readers. Write this
sentence from the passage "Why Bears Have Short Tails" on pages 58-59: "He knew Bear would
come by to search for food." Then write the words look and watch on the board. Explain that
look and watch have almost the same meaning as search. Ask: "How would the meaning of the
sentence change if the writer had used look or watch instead of search?” Discuss the meanings
of search, look, and watch, emphasizing that look and watch do not mean exactly the same thing
as search.
PRACTICE/APPLY
Before assigning exercises 1—6, make sure children completely understand the meanings of the
three words at the top of the page. Discuss how the meanings are alike and how they are
different. As children complete each sentence, suggest that they try using each of the words in
the box and ask themselves: "Which word paints a clear picture in my mind? Which is the best
word choice?" For exercises 7-8, let volunteers share their answers with the class and explain
their reasoning.
FOLLOW-UP
Writing Have children brainstorm to create a list of words that are close in meaning to talk—for
example, whisper, shout, chat, mumble. Have them write sentences that illustrate the different
meanings. Repeat with words that have meanings close to run, such as jog, race, trot.
Units 7-8 • Analogies 2, page 97

TEACH
Review the previously taught ways in which words can go together—when they have almost the
same meaning and when they have opposite meanings. Write bag and sack on the board. Read
the words aloud, and discuss how they can go together. (They have almost the same meaning.)
Do the same with wet and dry. (They have opposite meanings.)
Tell children that two words can also go together when one word is an example of the other
word. Write the following pairs of words on the board: com/vegetable and purple/color. Explain
that corn and vegetable go together because corn is a kind of vegetable. Ask: "How do purple and
color go together?" (Purple is a kind of color.) Have children read aloud and discuss the examples
at the top of page 97.
PRACTICE/APPLY
Before assigning the exercises, remind children of the three ways words can go together, as
shown at the top of the student page. Upon completion of the exercises, let volunteers explain
how they figured out how the words go together.
FOLLOW-UP
Informal Assessment Create a three-column chart with the headings Almost the Same Meaning,
Opposite Meanings, and A Kind of. Have children write the following word pairs under the correct
headings: over/under, ham/meat, quick/fast, sound/noise, baseball/sport, open/close. Lead children
in a brainstorming activity to name at least two more word pairs for each category.
T39
Shades of Meaning
Units 9-10 • Word Choice 2, page 119
TEACH
Remind children what they learned about the importance of word choice on page 71. Review that
good writers choose words carefully. They use words that tell exactly what they mean. Write chilly,
cold, and freezing on the board. Elicit from children that these three words have almost the same
meaning. Discuss how the meanings are alike and different. Leave the words on the board.
Write the following sentence on the board: "We were after walking two blocks in the blizzard."
Model making the best word choice to complete the sentence: Say: "I know a blizzard is a strong
winter storm with lots of wind and snow. So walking in a blizzard could make me very, very cold.
Chilly means 'cold,' but not 'very cold.' Freezing means 'so cold that water turns to ice.' Freezing is the
best choice." Have children discuss why freezing is the best word choice for the sentence.
PRACTICE/APPLY
Before assigning exercises 1-5, read aloud the words and meanings in the chart at the top of the
page. Discuss how the meanings of the words are alike and different. After children complete
the exercises, have them identify the words in each sentence that helped them decide whether
to use hop, jump, or leap. For exercises 6-8, let volunteers share their answers with the class and
explain their reasoning.
FOLLOW-UP
Writing Write this sentence: "'I am the winner,' he said." Work with children to brainstorm a
list of words that reflect various shades of meaning for the word said, such as explained, joked,
teased, warned, screamed, and whined. Have children write dialogue that illustrates the different
meanings. For example: "'You have a bigger slice of pizza,' my sister whined." "'You always
want what I have,' I teased."
Units 11-12 • Words That Describe Food, page 141

TEACH
Write the word sweet on the board. Point out that sweet is a word that is often used to tell what
a food is like. Ask children to name some sweet foods they like. Next, invite children to name
some favorite foods and to suggest words that describe the foods. Children should note that
more than one word can sometimes be used to describe the same food. For example, children
might use both salty and crunchy to describe popcorn.
Read aloud the three words in the chart on the student page that describe food, and discuss the
explanations. Ask children to act out what it would be like to eat a spicy food or a juicy food.
PRACTICE/APPLY
Read aloud the food names in the box before assigning exercises 1-6. If children do not
recognize the foods or need support, show photos or draw pictures of the foods. After children
complete exercises 7-9, allow time for them to share their completed sentences with the class.
Encourage children to tell what words in the sentence starters helped them to decide how to
complete the sentences.
FOLLOW-UP
Oral Language Distribute copies of the weekly school lunch menu to partners. Ask one partner
to use the words lean, spicy, and juicy to tell about foods on the menu. Then ask the other
partner to use words such as sweet, crunchy, and tender to tell about the same foods. Make a
classroom chart of the food and all the words that describe them.
T40
Shades of Meaning
Unit 13-14 • Word Choice 3, page 163

TEACH
Remind children what they have learned about the importance of word choice on pages 71 and
119. Explain that writers choose words carefully to get across exact thoughts.
On the board, write the following sentence from the story on page 156: "The pilot then pulled
a handle with three slender fingers." Ask: "What are some words the writer could have used
instead of slender?" If children's suggestions do not include skinny or scrawny, write the sentence
two more times, replacing slender with skinny and scrawny. Discuss how the three words are
alike and different. Ask how using skinny or scrawny would change the meaning of the sentence.
PRACTICE/APPLY
After children complete exercises 1-6, have them discuss the context clues in each sentence that
helped them decide which word to use. For exercises 7-9, let volunteers share their answers
with the class and explain how each answer fits the clue.
FOLLOW-UP
Writing Ask prompting questions that let children make additional associations with slender,
skinny, and scrawny. For example, ask: "Which word best describes an old carrot? Which word
best describes a ballerina? Which word best describes a bird's legs? Which word best describes a
marathon runner?" Have children use all three words to write a short paragraph about a fictional
or real event.
T41
MIDYEAR REVIEW
■■ft FINAL MASTERY TEST
Vocabulary Workshop Level Purple provides a 4-page Midyear Review, which reviews
words in Units 1-6, and a 4-page Final Mastery Test upon completion of the 14
Units. These pages both apply vocabulary learning and prepare children for
vocabulary sections of standardized tests.
Explain that for some tests children take, they fill in a circle next to the correct
answer rather than writing the answer. Point out that for the Midyear Review and
Final Mastery Test, children will be filling in a circle next to the best answer for
each item. Demonstrate how to fill in the circle, by darkening it completely and
staying inside the circle outline.
Overview of the Midyear Review and Final Mastery Test
Match the Meaning In Match the Meaning, children choose the taught word indicated
by the clue. These exercises are designed to reinforce students' recall
of the words' meanings.
Completing the Sentence In Completing the Sentence, children use context clues to choose
the word that best completes the sentence. The sentences are loosely
connected by a theme.
Vocabulary for In Vocabulary for Comprehension, children read a passage that

Comprehension contains six taught words. To fully understand the passage, children
must know the meanings of the key words in the passage or be able
to figure out the meanings. They must also use comprehension skills
to help them understand the meaning of the passage. After reading,
children answer multiple-choice questions that assess both word
meaning and comprehension.
*Test Booklets Two forms of Midyear

and Final Mastery Tests provide
opportunities for retesting.
* Optional purchase
T42
Glossary
The words in the Student Book Glossary can be matched to this pronunciation key.
Pronunciation Key
Vowels â lake e let u rug
a mat kn/fe ü boot, new
â care s/’t ù foot, pull
â bark, bottle ô flow a ago, broken
aû doubt ô all, cord ûr herd, bird, purse
ë beat, wordy oi o/l
Consonants ch child, lecture s cellar wh what

g give sh shoe y yell
j gentle, bridge th thank z is
0 sing th those zh measure
All other consonants are sounded as in the alphabet.
Stress The accent mark follows the syllable receiving the major stress: en rich'.
TEACH
■ Point out the alphabetical order of the Glossary words. Explain that any word
coming between the guide words at the top of a page appears on the same page.
MODEL The first word is accept. The pronunciation key tells me the first
syllable sound, /ak/. The a sounds like a in mat, and the c sounds like /k/.
The second syllable is /sept/. The second c makes the /s/ sound, and the e
sounds like the e in let. The syllable ends in the consonant blend /pt/. The
accent mark tells me to stress the second syllable in the word: /ak sept'/.
The v. in parentheses shows that accept is a verb—an action word. The
phrase below accept tells its meaning.
■ Point out that when a word functions as more than one part of speech or has
multiple meanings, a second entry appears. Call attention to board as an example.
PRACTICE/APPLY
■ Say a Unit word, such as wise. Ask: "Does the word appears at the beginning or end
of the Glossary?" Have children explain their reasoning. Then help them use the
guide words to locate the word. Read the meaning of wise aloud with children.
FOLLOW-UP
■ Name a word in the Glossary. The first child to find it says the word and reads the
meaning. He or she can then choose a volunteer to use the word in a sentence.
<¥ vocabularyworkshop.com/purple ---------------------------

• Words Interactive Audio Program Children can view and hear Unit words,
• Audio Glossary Children can listen to Unit words and see illustrated sentences.
T43
Answer Key to Level Purple Test Booklet
Form A
UNIT I 15. beach 8. weak 41. cross over water.
1. greedy 16. wave 9. search 42. were late.
2. brave 17. ocean 10. hero 43. miss the
3. dash 18. idea 11. hero school bus.
4. present 19. seashell 12. gentle 44. by plane
5. wise 20. Finally 13. weak 45. water running
6. branch 14. notice over rocks.
UNIT I 15. search 46. that was lost.
7. trail 1. rainbow
8. stream 16. agree 47. at the beach.
2. enormous 17. famous 48. a leaf
9. evening 3. snowstorm
10. pass 18. leader 49. share with others.
4. whisper 19. feast 50. visit friends on
11. evening 5. float
12. dash 20. bare a weekend.
6. clear
13. trail 7. weekend Midyear Test UNIT 7
14. pass 8. midnight 1. plant
15. stream (UNITS 1-6)
9. exactly 1. notice 2. team
16. greedy 10. arrive 3. alarm
17. branch 2. hour
11. weekend 3. float 4. scatter
18. brave 12. exactly 5. insect
19. wise 4. deep
13. arrive 5. center 6. soil
20. present 14. whisper 7. tool
6. bare
UNIT 2 15. enormous 7. bench 8. damp
1. crowd 16. snowstorm 8. feast 9. safe
2. frown 17. rainbow 9. greedy 10. collect
3. worry 18. float 10. hero 11. alarm
4. cross 19. clear 11. center- 12. collect
5. signal 20. midnight 12. trail 13. tool
6. travel 13. present 14. safe
UNIT 5 14. tiny 15. scatter
7. bench 1. flour
8. bridge 15. weekend 16. damp
2. nibble 17. soil
9. deep 16. clear
3. inn 18. plant
10. fresh 17. enormous
4. bright 19. insect
11. fresh 18. whisper
5. pale 20. team
12. bench 19. fresh
6. hour
13. worry 20. arrive UNIT 8
7. forest
14. travel 21. evening 1. enemy
8. chew
15. crowd 22. frown 2. steady
9. warn
16. bridge 23. worry- 3. herd
10. island
17. deep 24. wonder 4. frighten
11. forest
18. frown 25. midnight 5. seal
12. flour
19. signal 26. stack 6. dive
13. island
20. cross 27. seashell 7. smooth
14. bright
28. finally 8. pack
UNIT 3 15. inn
29. signal 9. prove
1. wave 16. pale
30. exactly 10. soar
2. ocean 17. hour
31. whale sharks. 11. pack
3. finally 18. nibble
32. huge. 12. soar
4. stack 19. warn 33. long way down.
5. wonder 20. chew 13. frighten
34. well known. 14. herd
6. idea UNIT 6 35. not rough
7. seashell 15. seal
1. famous 36. in warm water 16. prove
8. tiny 2. notice 37. a large area of
9. center 17. smooth
3. agree salt water 18. steady
10. beach 4. leader 38. small fish
11. tiny
19. enemy
5. gentle 39. to break apart 20. dive
12. stack 6. feast with teeth.
13. center 7. bare 40. give facts about a
14. wonder real fish.
T44
Form A continued
UNIT 9 15. lean 8. admire 41. pack a suitcase.

1. shiver 16. scrape 9. task 42. it is going to rain.
2. dawn 17. steer 10. handle 43. you want to
3. entire 18. den 11. passenger send a letter.
4. fair 19. carve 12. separate 44. plane.
5. field 20. beam 13. slender 45. on my birthday
6. pain 14. prepare 46. clean a basement.
7. tremble
UNIT 12 15. task 47. at dawn
8. harm 1. select 16. attach 48. a tube of
2. object 17. handle toothpaste
9. cheer
3. stable 18. major 49. go on summer
10. calm
4. honest 19. admire vacation.
11. dawn
5. pitch 20. similar 50. you are late
12. fair
6. steep for school.
13. field
14. harm
7. sniff Final Mastery
8. label Test
15. pain
9. modern 1. team
16. entire
10. escape 2. hero
17. shiver
11. modern 3. screech
18. tremble
12. select 4. doubt
19. calm
13. honest 5. notice
20. cheer
14. label 6. cheer
UNIT 10 15. stable 7. tool
1. screech 16. steep 8. calm
2. village 17. sniff 9. modern
3. curious 18. pitch 10. steer
4. board 19. object 11. tremble
5. leap 20. escape 12. leap
6. doubt 13. frighten
7. squeeze
UNIT 13
1. stamp 14. slender
8. eager 15. sniff
2. relax
9. fear 16. seal
3. hollow
10. dangerous 17. pale
4. whole
11. eager 18. steady
12. curious
5. excuse
6. difficult 19. enormous
13. board 20. tense
7. address
14. dangerous 21. island
8. expert
15. doubt 22. entire
9. section
16. fear 23. bright
17. leap
10. accept
11. expert 24. soil
18. squeeze 25. flour
12. accept
19. screech 26. field
13. address
20. village 27. notice
14. difficult
28. smooth
UNIT II 15. excuse
16. section 29. village
1. odd 30. relax
2. tense 17. whole
18. hollow 31. how frogs and
3. carve toads are alike
4. beam 19. stamp
20. relax and different.
5. tender 32. alike
6. steer 33. small animal with
7. proper
UNIT m
1. passenger six legs.
8. scrape 34. They eat insects.
2. slender
9. den 35. bumpy
3. similar
10. lean 36. wet
4. attach
11. odd 37. lean.
5. prepare
12. tense 38. entire.
6. major
13. tender 39. Frogs have teeth.
7. separate
14. proper 40. give facts.
T4S
Answer Key to Level Purple Test Booklet
Form B
UNIT I 15. center 8. weak 39. of the enormous
1. pass 16. ocean 9. feast waves.
2. wise 17. wave 10. leader 40. thinks Hawaii
3. stream 18. seashell 11. weak is a nice place.
4. greedy 19. beach 12. bare 41. a nose
5. brave 20. idea 13. leader 42. seat.
6. evening 14. search 43. your fingers.
UNIT 4 15. notice 44. logs or books
7. trail midnight
1. 16. feast 45. dinner
8. dash snowstorm
2. 17. hero 46. a clam.
9. present 3. arrive
10. branch 18. gentle 47. work in a library.
4. enormous 19. agree 48. there.
11. trail rainbow
5. 20. famous 49. a sailboat
12. pass clear
6. 50. in the sky
13. branch weekend Midyear Test
7.
14. stream 8. whisper UNIT 7
15. evening (UNITS 1-6)
9. exactly 1. midnight 1. tool
16. greedy 10. float 2. collect
17. present 2. cross
11. weekend 3. bridge 3. safe
18. dash 12. float 4. insect
19. brave 4. pale
13. clear 5. dash 5. team
20. wise 14. snowstorm 6. soil
6. weak
UNIT 2 15. enormous 7. worry 7. scatter
1. fresh 16. arrive 8. wonder 8. alarm
2. cross 17. whisper 9. exactly 9. damp
3. bench 18. rainbow 10. leader 10. plant
4. worry 19. midnight 11. stream 11. alarm
5. travel 20. exactly 12. soft 12. collect
6. crowd 13. idea 13. scatter
UNIT 5 14. signal 14 safe
7. frown 1. bright
8. bridge 15. cross 15. team
2. hour 16. plant
9. signal 16. frown
3. warn 17. tool
10. deep 17. greedy
4. chew 18. insect
11. fresh 18. weekend
5. flour 19. soil
12. travel 19. brave
6. island 20. damp
13. crowd 20. enormous
7. nibble
14. worry 21. finally UNIT 8
8. forest
15. bridge 22. snowstorm 1. pack
9. inn
16. signal 23. travel 2. seal
10. pale
17. frown 24. crowd 3. smooth
11. inn
18. cross 25. trail 4. soar
12. hour
19. deep 26. wise 5. herd
13. flour
20. bench 27. deep 6. frighten
14. forest
28. branch 7. prove
UNIT 3 15. bright
29. pass 8. steady
1. seashell 16. warn
30. evening 9. enemy
2. center 17. pale
31. the state of Hawaii. 10. dive
3. wonder 18. nibble
32. land with water- 11. frighten
4. tiny 19. chew
all around it. 12. prove
5. stack 20. island
33. eight 13. pack
6. ocean UNIT 6 34. well known
7. finally 14. seal
1. bare 35. land near the water 15. steady
8. wave 2. agree 36. a long bump
9. idea 16. smooth
3. search moving in the 17. soar
10. beach ocean
4. notice 18. dive
11. stack 5. hero 37. big.
12. finally 19. enemy
6. gentle 38. colors formed 20. herd
13. wonder 7. famous in the sky
14. tiny
T46
Form B continued
UNIT 9 15. scrape 8. passenger 40. All About Pill Bugs

1. shiver 16. odd 9. attach 41. horses
2. tremble 17. lean 10. similar 42. a warm bath
3. cheer 18. steer 11. prepare 43. tell you the truth.
4. field 19. tender 12. major 44. fall from a branch.
5. dawn 20. carve 13. handle 45. grass and flowers
6. fair 14. similar 46. by studying.
7. calm
UNIT 12 15. task 47. a smart phone
1. honest 16. slender 48. a hammer
8. pain
2. escape 17. separate 49. worry on a boat.
9. entire
3. modern 18. attach 50. pen and pencil
10. harm
4. select 19. admire
11. cheer
5. object 20. passenger
12. dawn
6. steep
13. calm
14. field
7. pitch Final Mastery
8. label Test
15. shiver
9. sniff 1. difficult
16. harm
10. stable 2. shiver
17. pain
11. modern 3. agree
18. fair
12. escape 4. prepare
19. tremble
13. select 5. hollow
20. entire
14. steep 6. select
UNIT 10 15. stable 7. admire
1. leap 16. sniff 8. pitch
2. eager 17. label 9. herd
3. dangerous 18. pitch 10. scrape
4. screech 19. object 11. collect
5. fear 20. honest 12. calm
6. curious 13. frighten
7. village
UNIT 13
1. whole
14. whole
8. board 15. task
2. expert
9. squeeze 16. harm
3. hollow
10. doubt 17. steady
4. address
11. village 18. dawn
5. relax
12. fear 19. arrive
6. excuse
13. doubt 20. separate
7. section
14. dangerous 21. forest
8. stamp
15. curious 22. safe
9. difficult
16. eager 23. enemy
10. accept
17. board 24. plant
11. difficult
18. leap 25. fresh
12. hollow
19. screech 26. chew
13. expert
20. squeeze 27. dangerous
14. excuse
28. branch
UNIT II 15. stamp
16. address 29. leap
1. lean 30. den
2. den 17. relax
31. can roll into
3. tense 18. section
19. whole little balls.
4. proper 32. They have
5. tender 20. accept
fourteen legs.
6. steer
7. beam
UNIT m 33. harmful.
1. slender 34. dirt.
8. carve 35. wet.
2. separate
9. odd 36. a living thing that
3. prepare
10. scrape grows in soil
4. handle
11. proper 37. empty inside
5. major
12. tense 38. turn over a rock.
6. task
13. den 39. a crab
7. admire
14. beam
T47
■
T48
Ifocabulary
Workshop
J \ \ / r laAl r X
Level Purple
Enriched Edition
Jerry L. Johns, Ph.D.
Distinguished Teaching Professor Emeritus
Department of Literacy Education
Northern Illinois University
Consultants
Joseph Czarnecki, Ph.D. Christine Gialamas-Antonucci
Faculty Associate, School of Education Reading Specialist
Johns Hopkins University Chicago Public Schools
Baltimore, MD Chicago, IL
Lucy Lugones Helen Wood Turner, Ed.D.

Technology Consultant Reading Specialist
St. Luke’s School Turning Point Academy
New York, NY Lanham, MD
jjJ Sadlier
tfecabutary
^Workshop
Enriched Edition
with Words ’ Audio Program
Advisers
The publisher wishes to thank the following teachers and administrators, who read portions
of the series prior to publication, for their comments and suggestions.
Khawla Asmar Julie Cambonga
Assistant Principal Assistant Principal/Teacher
Milwaukee, Wl Carolyn Branch Sierra Madré, CA
i
Lead Charter Administrator I
Veronica D.W. Coleman
Principal
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Literacy Specialist I
Mobile, AL Amy Cristina Kings Park, NY I
Ann Jennings
Teacher
Panama City, FL Lisa Mayer I
|
English Specialist Teacher
Rustburg, VA Cora M. Kirby Houston, TX =
Reading Specialist =
=
Megan Mayfield Washington, DC Nancy Wahl
Teacher Elementary School Teacher
Woodstock, GA New York, NY 1
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Shutterstock.com/ChristopheTesti . Interior: Alamy/AII Canada Photos/ 36-37 background; Paolo Curto: 28 bottom; Creatas: 144; Cultura/Zero
Chris Harris: 134 top; Cultura/Dave & Les Jacobs: 152; Eagle Visions Creatives: 126 top; Wayne Lynch: 77 right; National Geographic: 166
Photography/Craig Love: 85 top; David Fleetham: 28-29; Nick Hanna: right. Used under license from Shutterstock.com/Gualberto Becerra:
28 top; iWebbstock: 76-77 background-, KidPix: 131,173; Picture Press/ 150-151 background; Bigelow Illustrations: border 84, 85; Elenamiv:
Thomas Sbampato: 126 bottom. The Bridgeman Art Library/ Private 98-99 background; emo_0:106-107 bottom; Philip Hunton: 128 bottom;
Coliection/”Who’s been eating my porridge?” illustration from ‘Once Upon Eric Isselee: 76 bottom left; JinYoung Lee: 142-143; Vladimir Melnikov:
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17, 20 top, 21 top, 31,39, 60, 79, 86, 87, 91 bottom, 101, 108, 171 center, 104, 105, 144,145, 147, 149. Mike Gordon: 58-59. CD Hullinger: 78, 79,
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Contents
UNIT 1 A Sudden Storm (Realistic Fiction)......... 6
branch brave
brave dash evening greedy
pass present
present stream trail wise
UNIT 2 The Cable Car Is Coming! (Historical Fiction) 14

bench bridge cross crowd deep
fresh frown signal travel
travel worry
REVIEW UNITS 1-2 Synonyms and Antonyms........................ 22

Classifying..................................................... 23
Word Associations..................................... 24
Completing the Idea................................. 25
Word Study: Word Endings s, es, ed, ing 26
Shades of Meaning: Analogies 1............... 27
UNIT 3 What Makes Waves? (Magazine Article)........... 28

beach center finally
finally idea ocean
seashell stack tiny
tiny wave wonder
UNIT 4 A Midnight Rainbow (Informational Fiction) 36

arrive clear enormous exactly float
midnight rainbow snowstorm weekend whisper
REVIEW UNITS 3-4 Synonyms and Antonyms.............. 44

Classifying............................................ 45
Word Associations............................ 46
Completing the Idea........................ 47
Word Study: Compound Words..... 48
Shades of Meaning: Word Families 49
UNIT 5 Pineapple Pancakes (Recipe/How to)..... 50

bright chew
chew flour forest
forest hour
inn island
island nibble pale
pale warn
UNIT 6 Why Bears Have Short Tails (Folktale)...... 58

agree bare
bare famous feast
feast gentle
hero leader
leader notice search
search weak
REVIEW UNITS 5-6 Synonyms and Antonyms...................................................... 66

Classifying................................................................................... 67
Word Associations................................................................... 68
Completing the Idea............................................................... 69
Word Study: Homophones..................................................... 70
Shades of Meaning: Word Choice 1—look, search, watch 71
MIDYEAR REVIEW UNITS 1-6 72
UNIT 7 Be an Outdoor Detective (Magazine Article)

alarm collect
collect damp insect plant
safe scatter soil
scatter team tool
UNIT 8 Yellowstone National Park (Magazine Article)

enemy frighten
dive enemy herd pack
herd
prove seal
seal smooth soar steady
soar
REVIEW UNITS 7-8 Synonyms and Antonyms 92

Classifying 93
Word Associations 94
Completing the Idea 95
Word Study: Prefixes un, re 96
Shades of Meaning: Analogies 2 97
UNIT 9 Field Day! (Persona! Narrative)

calm cheer dawn entire fair
field harm
harm pain shiver tremble
UNIT 10 The Wright Brothers (Biography) 106

board curious dangerous doubt eager
fear leap screech squeeze village

Classifying .................... 115
Word Associations 116
Word Study: Suffixes ful, less 118
Shades of Meaning: Word Choice 2—hop, jump, leap 119
UNIT 11 Margaret Heffernan Borland: Trail Blazer (Biography) 120

beam carve den lean odd
proper scrape steer tender tense
UNIT 12 A Dog with a job (Informational Fiction) 128

pitch select
select sniff stable
stable steep

Classifying 137
Word Associations ..................................... 138
Word Study: Dictionary: Multiple-Meaning Words 140
Shades of Meaning: Words That Describe Food 141
UNIT 13 Goldilocks and the Bear Family (Fairy Tale) . 142
accept address difficult excuse expert
hollow relax section stamp
stamp whole
UNIT 14 One Great Way to Travel (Magazine Article) .............. 150

admire attach
attach handle major passenger
separate similar
prepare separate slender task
REVIEW UNITS 13-14 Synonyms and Antonyms ..................................................... 158

Classifying................................................................................ 159
Word Associations ................................................................. 160
Completing the Idea .............................................................. 161
Word Study: Context Clues ................................................... 162
Shades of Meaning: Word Choice 3—slender, skinny, scrawny 163
FINAL MASTERY TEST 164
GLOSSARY 168
INDEX 176
ONLINE COMPONENTS
•Audio of Unit Passages • Interactive Games

• iWords*^ Audio Program • Interactive Word Map
• Visuals of Unit Words • Interactive Unit Quizzes
• Audio Glossary • Practice Unit Worksheets
Listen to this story about how a girl and her father
stay safe during a thunderstorm. Pay attention to the
words in the color boxes. These are the words you
will be learning in this unit.
& Suimmer Sjtfojrm

(Realistic Fiction)
I t started as a beautiful day for a hike. Nicky and her
dad set out on a trail that wound through the woods
behind their house. They were hiking to a farm nearby
to watch the farmers care for the animals. The sun
climbed higher in the sky as Nicky and her father
►. aJ' A:
is> - ■
•• <
■
walked. A nearby stream looked so inviting that they
dipped their feet in to cool off. They got to the farm just
before feeding time for the animals.
Nicky pointed at a goat. "That one is so greedy.
He's eating all the feed!"
"I think it's feeding time for us, too," Dad joked. Ila)
The two of them unpacked their sandwiches and sat at Lao
a picnic table to eat. After lunch, they spent some more
- time on the farm. Then the sun began to lower in the sky.
“We should leave before it gets too late," Dad said.
"On hot sticky days like this, we often get thunderstorms
by evening."
V
r
«
» L-’ r “ I I I I n i
\;
6
b’
-n - 1 T? .A
o Listen to this passage at
vocabularyworkshop.com
Sure enough, dark clouds were present in the sky by

the time they got home. They went inside to wait for the
r storm to pass.
“Lightning mostly strikes taller things," Dad explained.
“That's why it's wise to stay away from trees during
a storm."
Outside, the wind howled and lightning lit the
il'
dark sky. A branch snapped off a tree and blew across I
the yard.
“I see what you mean," Nicky said.
Loud thunder sounded in the distance, and it made
Nicky jump. Before long, it thundered again, but this
r z'
time, she wasn't as scared.
AA All of a sudden, Nicky saw her dog Button dash under
î the couch in a blur of fur.
r’ M
Dad laughed. “Button isn't quite as brave as you are."
>
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*•' ■ ’
Mord Meanings
Read each word and its meaning. Write the word on the
line to complete the sentence.
.O
I. branch A branch is a part of a tree. It grows

/
i
(noun) out from the trunk of the tree.
Red and yellow leaves fell from each
branch of the tree.
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2. brave A brave person is someone who is not afraid of danger.

(adjective)
When the cat got stuck in the tree, the
brave boy climbed up to save it.
3. dash When you dash, you move quickly.

(verb) dash
Don’t slip if you ___
across the wet grass.
(noun) A dash is a small amount of something.
The soup needs a dash

of pepper.
M. evening The evening is the part of the day between late

(noun) afternoon and early nighttime.
We eat dinner in the evening after
Mom comes home from work.
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5. greedy A greedy person wants more of something than

(adjective) what he or she needs.
Kim was greedy when she did not
share her big bowl of popcorn.
8 ■ Unit 1
vocabularyworkshop.com 1 Listen to iWords Refer to the online glossary.
6. pass When you go by something, you pass it.

(verb)
I pass by the park on my way home.
(noun) A pass is a piece of paper that says /

the person holding it can do something. A/C.#
Mom has a Pass______ !

to park the car in the lot.
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7. present A present is something that you give to someone

(noun) out of kindness.
I drew a picture for Greg as a present
(adjective) If you are present in a place, you are there,

Everyone was present on ciass frjp
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8. stream A stream is a body of flowing water

(noun) that is not too wide or deep.
The water in the stream
only reaches my ankles.
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9. trail A trail is a path for people to follow,

(noun) especially in the woods.
I walk along the trail
to the stream.
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10. wise A wise person or choice shows good sense

(adjective) and judgment.
Wearing a raincoat on a wet day is a
wise thing to do.
Unit 1 ■ 9
Practice unit words with
Match the Meaning interactive games and activities.
Choose the word from the box that matches the meaning
in the clue. Write the word on the line.
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branch dash present stream trail
I. You might get this on your birthday. present
2. You might see fish swimming in this. stream
3. You might add this amount of salt to your food. dash
4. You might see birds sitting on this part of a tree.

branch
5. You might find rocks as you walk along this. trail
brave evening greedy pass wise I
6. This is the time of the day when it starts to get dark outside.
evening
7. This is how you describe someone who does not share.

greedy
8. This word describes someone who knows and understands
a lot of things. wise
9. This is how you feel when you are not scared. brave
10. This piece of paper says you can go into a building.

pass
10 ■ Unit 1
(^Completing the Sentence
Choose the word from the box that best completes the
sentence. Write the word on the line.
branch brave dash evening greedy

pass present stream trail wise
I. Grandpa gave me his old fishing pole as a present
2. I want to fish in the stream right away.
3. I walk by the big, tall trees along the trail
4. Two mice quickly dash by my feet.
5. I feel brave even though I hear strange sounds.
6. Oops! I bumped into a low branch on a tree.
7. Maybe going to the stream is not a wise idea.
8. I know I am close when I pass the big rock.
9. I am greedy when I try to catch more fish.
10. By the time I get home, it is 6 o’clock in the evening
Unit 1 ■ 11
Words in Context
Read the story. Then write a sentence to answer each
question below. _______ _______ _
All Gone
Once upon a time, Red made a cake for Granny. She mixed
some of this and some of that, a dash of sugar, and lots of
carrots. Then she popped the cake into the oven.
Red was brave to walk through the woods to Granny's that
evening. As she passed the stream, she saw a wolf.
"What's in the basket, dear?" asked the wolf.
"This cake is a present for Granny," Red answered.
"Come closer. I can't hear," said the wolf. Red walked closer.
In a flash, the wolf gobbled up the cake.
"You ate the whole thing!" yelled Red. "You're a greedy wolf!"
"No, I'm a hungry wolf!" he said, dashing off.
I. How much sugar is a dash — a little or a lot? A dash is a little.
2. What did Red do that was brave? Possible answer: Red was brave
because she walked through the woods alone in the evening.
3. Which word in the story means “went by”? The word passed means
“went by.”
4. Why did Red think the wolf was greedy? Red thought the woif was
greedy because he ate the whole cake that she baked.
?)
branch trail wise |
*Write Your Own
5. Write a sentence using a word in the box. Check that children
use the vocabulary correctly.
72 ■ L/n/t 7
Word Games
I
Find the word in the box that matches the clue. i
Write each letter of the word on an answer blank.
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branch brave dash evening greedy x

X
X
pass present stream trail wise 4
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4
I
I
I
I. not afraid b r a v e I
I
I
2. between afternoon and night e v e n i n g I

I
I
I
I
I
3. selfish g r e e d y I
I
Qi
4. a path t r a i
I
4
5. smart w i s e 4
\
4
6. to go by P a s s 4
4
4
4
7. a part of a tree b r a n c h 4
I
8. to move fast d a s h / i
i
i
i
x /
9. when you are here P r e s e n t
10. a small body of water s t r e a m
Look at the letters you wrote in the shaded column above.

Write them on the answer blanks below to answer the riddle.
sis ■^4 $
‘S'
What is the biggest ant in the world?
7
a n e e P h a n t
r3
/ns
Unit 1 ■ 13
UNIT 2
Întroducing the Words

Listen to this story about a girl who
rides the first San Francisco cable car.
Pay attention to the words in the color
boxes. These are the words you will be
learning in this unit.
The Cable Car

flsj
(Historical Fiction)
t was August 2, 1873, and Anna stood with her mother on
Clay Street. They were not alone. A crowd of people from all
over San Francisco was waiting, too. Like Anna, they wanted to
ride the city's first cable car. As Anna looked at the people
around her, a frown went across her face. She started to worry
that she would never find a space in the cable car.
A minute later, Anna heard the bell. Clang! Clang! That was
the signal that the cable car was coming! A wire cable buried
deep underground pulled it up the hill. The car would cross
Webster Street, then the "grip," or conductor, would turn a giant
screw to bring the vehicle to a stop.
People started to move, and Anna could see the car for the
first time. The car was bigger than she expected, and it was
shaped like a box with flat sides. It had steps down to the
ground and no wheels. The windows were open to let in fresh
air. Some riders could sit on a bench along the sides or back.
There were poles every few feet for other riders to hold onto as
they stood.
14
Anna and her mother squeezed into the front of the car.
From there, they watched the grip release the brake. Their
ride began.
In all, Anna would travel up and down Clay Street for just
over a half mile and cross about ten city blocks. After the ride,
Anna was so excited that she wanted more adventure. She told
her mother, “Tomorrow, let's hop on a train, walk across a
bridge, or ride a boat!"
Unit 2 ■ 15
Vlord Meanings
I. bench A bench is a long seat for a few people to sit on.

(noun)
On each side of the picnic table is a wooden
bench
||||||||||||||||||||||||||||||||||||l!l!llllllllllllllilllllllllllllillllllllllllllllllllllllllllllllllillllllllllllllllllllU^
2. bridge A bridge is something that is built

(noun) above and across water. People or cars
can go over it to get to the other side.
3p
A long bridge goes
over the boy.
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3. cross When you cross, you go from one side to the other.
(verb)
Look both ways when you cross
the street.
(adjective) A person is cross if he or she is angry or not pleased.
The child was _ cross when the dog

grabbed his toy.
iiiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiiiiiiiiim
M. crowd A crowd is a lot of people all together

(noun) in one place.
A large__ crowd waits

for the bus.
Ullllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllll
5. deep If something is deep, it goes a long way down.

(adjective)
The children dug a deep hole
in the sand.
16 ■ Unit 2
vocabularyworkshop.com Listen to iWords*!?. Refer to the online glossary.
6. fresh If something is fresh, it is clean or new.

(adjective)
I put on a fresh shirt for the party.
(adjective) Fresh means that something is cool or refreshing.
Open the windows so the fresh

air can cool off the room.
mmmmmmmmmmmmmmmmmiimmmmmimimmmmmmmmmmmmmmmmiimmmmmmmmmmimmmmmmimimimimmmilimmimmilltlllllllllllllllllllllllllllllllllllllllllll
7. frown When you frown, you move your eyebrows

(verb) together and wrinkle your forehead.
j frown when I have
to go to bed early.
(noun) A frown is an unhappy look on your face.

When Nate found his lost puppy, his
frown became a smile.
mmimtiimiiimmmmmmmmmmmiiimimimmmimmimmmimmmmmmimimmmimmmmmmmmmmmmmmmimmmmmmmmmmmmimmimiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiiiii
8. signal A signal is an action or sign that sends

(noun) a message.
The red light is a _ signal
that means “stop. ”
iiiiiiiiiiiiiiiiiiiiiiiiimiiiiiiii iniiiiiiiii iiiiiiiiiiiiiin iiiiiiiiiiiiiiiiiii h ni tiiiiiiiiiiiiiiiiiiiu iiiiiiiiiiiiiiii Hinn ni min iniiiiiiiii i in ii i iiiiiiiiimimiiiiiiiiiiiiiimi iiiiiiiiiiiiiiiiiniiii
9. travel When you travel, you go from one place

(verb) to another.
I want to travel all over the world.

mmmmiimiiimmmmmmmmmmmmmmmmmiimmmmmmmmmmmmmmimmmmmmimmmmmiimmmmmmmmmmmmiiimmmmmimiiiiiiiiiiimiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
IO. worry When you worry, you feel that something bad
(verb) may happen.
My mom and dad worry if

I don’t eat well.
Unit 2 ■ 17
Hatch the Meaning interactive games and activities.
| bridge cross deep fresh frown j
I. This is what you might do when you are sad. frown
2. This is how the water is when it is above your head in a pool,

deep
3. This is how you feel after a bath. fresh
4. This goes over a stream so you can walk across,

bridge
5. This is what you are like if you are a little angry. cross
| bench crowd signal travel worry
6. You do this when you take a trip. travel
7. You might do this if you are lost in a crowd. worry
8. You might sit on this at the park. bench
9. You nod your head to mean “yes” as an example of this,

signal
10. You are part of this when you are with many people.
crowd
18 ■ Unit 2
^Completing the Sentence
bench bridge cross crowd deep

| fresh frown signal travel worry
îiiniiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii»^
I. Every Sunday, my mom and I travel to the shore.
2. We like the smell of the fresh sea air.
3. To get to the other side of the bay, visitors cross

a drawbridge.
4. If a tall boat sails near the bridge, don’t worry I
5. A flashing red signal stops the traffic.
6. The boat can pass when the bridge is raised.
7. Once the bridge goes down, the crowd goes over.
8. I sit on a bench and watch the boats.
9. Some people catch fish in the deep waters.
10. The only time I frown is when we have to leave.
•1b
Unit 2 ■ 19
AW
Words in Context
Read the journal entry. Then write a sentence to answer
f■v
■Zeac/i question below.
Sunday, November 7
Today was the big New York City race. The runners
gathered at the bridge that joins Staten Island and ISrooklyn.
They looked -fresh and ready to go. Then the starting signal W J
Aft1? '*'*?
went off. The runners began to dash over the bridge.
L Crowds stood along the streets to watch. I sat on

a bench with my grandparents. Others watched the
runners travel through the city from their windows.
At last I saw my brother. He looked tired, but
he kept going. V/atching him cross the finish line in
Central Park was the best part of the day!
I. Why were the runners at the bridge? The runners were getting ready
to run the New York City race.
2. How did the runners look at the beginning of the race? The runners
looked fresh and ready to go.
3. What happened when the starting signal went off? When the signal
went off, the runners started to run across the bridge.
M. What does a runner have to cro$s to finish the race? A runner has
to cross the finish line.
| deep frown worry |

Write Your Own
5. Write a sentence using a word in the box. Check that children use
the vocabulary correctly.
20 ■ Unit 2
Word Games
Write the word on the line.
I bench bridge cross crowd deep

| fresh frown signal travel worry
'^/lllllllHllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllinilllllllllllllllllllllllllllHIIIIIIIIIIIIIIIIIIIIIUIIIIIIIIIIIlllllllllllllllllllllllllllllllllllllllllllllllllllllllltV
I. something built above and over water bridge
2. far down deep
3. not “smile” frown
4. a lot of people crowd
5. to take a trip travel
6. to feel uneasy worry
7. clean fresh
8. something to sit on bench
9. a message or sign signal
10. angry cross
b i m u S I g n a
Look at the words you wrote. Find
them in the puzzle and circle them. (b e n c h) c (d e e P
r d r f (F^r a v e
o g i (c r o w dj o w
w (c r o s s) u a p
n t (b r i d g s
O e s jDŒZÏ own
I s p n (w o r r y) t
Unit 2 ■ 21
If you need help with a word, look it up
in the Glossary at the back of this book.
Synonyms
Circle the word that has almost the same meaning as
I. The children run out of the house.

E.
HR K A. pass B.(dash) C. cross dash
2. I use pretty ribbons to wrap the gift.

A. crowd B. trail C.(present) present
3. Birds drink water from the fresh brook.

A.(stream) B. evening C. frown stream
CM
I 4. We will follow the path to the lake.
A. bench B. branch C.(trail trail
5. Add a bit of oil to the pan.

z A. pass B. bridge C.(dash) dash
3
Antonyms
ui Circle the word that has almost the opposite meaning as
> the word in dark print. Write the word on the line.
LU
I. Jen takes a bath every morning.
A.(evening) B. bench C. stream evening
2. The king in the story was very foolish.

A. greedy B. brave C.(wise) wise
3. Put your dirty socks in a pile.

A. brave B. (fresh) C. deep fresh
4. Stan has a big smile on his face.

A. signal B. branch C.(frown frown
5. The person called out my name.

A. frown B. (crowd) C. signal crowd

Classifying
Look at the words in the box. Write each word in the
group in which it best fits. Use each word once.
bench brave
brave cross
cross deep I
fresh greedy trail
trail travel j
^llllllllllllllllllllltlllllllllllllllllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllflllllllllllllllllllllllllllllllllll^
73
Words That Tell Words That m
<
About People Show Action
travel
m
brave
£
greedy cross
C
Z
Words That Tell Words That Name

I About Water Things in a Park
deep bench
fresh trail I
Review • Units 1-2 ■ 23

Vlord Associations
Choose the answer that best completes the sentence
or answers the question. Pay attention to the word
in dark print. Fill in the circle next to the answer.
I. Where would you most likely 6. If you use a dash of pepper

find a branch? on your taco, you use
• on a tree • a little bit.
O in a crowd O a lot.
O under a bridge O all of it.
CM 2. What might a brave person 7. Where might you see a

I do? crowd?
Vi O run and hide • at a baseball game
O talk to a friend O on a bike
z • fight a fire O in a deep pit
3
3. If you cross a bridge, you 8. When might you frown?
3LU O travel around it. O if you get a present
■■ • travel over it. • if you are lost in a crowd
> O travel under it. O if you read a good book
LU
C£ M. In the evening, you eat 9. A train pass would let you
O breakfast. O sit by the window.
O lunch. • ride on the train.
• dinner. O get off the train.
5. When you worry about 10. A greedy person does not

something, you like to
• think about it a lot. O worry.
O joke about it. O frown.
O are very brave. • share.

Completing the Idea
Pay attention to the word in dark print.
Accept answers that show an understanding of the vocabulary.
I. On my way to school, I pass
2. I would like to travel to
3. To get fresh air, I
H. I frown when
5. Mom gets cross when our puppy
6. When I see a green signal, I
7. If snow is very deep, I
8. A wise person I know said
9. I always try to be present at
10. I cross the bridge so I

flli
For teaching suggestions, see page T34.
Word Study • Word Endings
Word endings often do not change the meaning of a word.

35
The s or es ending on some words can mean “more than one:
The ed or ing ending tells when the action happens.
The ending s or es can mean that there is more than one.
crowd + s = crowds bench + es = benches
The crowds could not all fit on the benches.
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The ending ed or ing tells when the action happens.

dash + ed = dashed dash + ing = dashing
CM P r
I Last night, a deer dashed across the yard.

A deer is dashing across the yard now.
z Write each word without its ending.
I. presents present 3. traveled travel
2. worrying worry M. benches bench

LU
>
Choose the word that best completes the sentence.
1X1 Write the word on the line.
C£
5. The tree (branches, bridges) are full of leaves. branches
6. All of the (trails, evenings) lead to the stream. trails
7. A man (frowned, crossed) the road to get home. crossed
8. On the way, he (dashed, passed) some bushes. passed
9. A girl is (worrying, dashing) to catch up to him. dashing
10. They see two yellow (signals, crowds) flashing. signals

kJi teaching
For
i ini ly Qisuggestions, see page T38.
f Shades of Meaning •* Analogies 1
Words can go together in many ways. Some words go
together because they have almost the same meaning.
Think
Fast and quick have
fast / quick almost the same meaning.
Some words go together because they have opposite

meanings. Think
Tall is the opposite of short?)
tall / short
50
Read each pair of words. Write a sentence that tells how the m
words go together. Tell whether the words have almost the <
same or opposite meanings. »
Accept answers that children can justify. Possible answers are given.
I. present ! gift Present and gift mean almost the same thing.
2. dirty / clean Dirty is the opposite of clean. c

3. frown / smile Frown is the opposite of smile.
z
M. trail / path Trail and path have almost the same meaning.
I
Find the word in the box that has almost the same or opposite N)
meaning as each word below. Write the word on the line. Then
write same or opposite to tell how the two words go together.
little morning quiet run talk |

^/niiiiiniiiiiiiiiiiiiiiiiiiiiiuiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii^
5. loud quiet opposite
6. speak talk same
7. evening morning opposite
8. small little same

UNIT 3
Întroducing the Words

Listen to this article about how waves form. Pay attention
to the words in the color boxes. These are the words you
will be learning in this unit.
(Magazine Article)
S magine walking on the beach. You feel

the warm sand and a seashell beneath
your feet. After a while, you sit and look at
the ocean. A boat on the water rises and
falls. Water rolls in to the shore. It makes you
wonder, "What makes waves?"
A wave is a moving ridge on the surface of a large body of
water. Wind causes most waves. As wind blows over water, it
gives some of its energy to the water. A small amount of wind
makes a tiny wave. A strong wind can make a really big wave.
Try it yourself by blowing over the top of a pan of water.
Because of the way waves seem to stack on each other, you
might get the idea that the water moves forward. In fact, the
water only moves up and down. You can see this motion by
watching a rowboat or buoy. These objects will
bob up and down with a wave, but they do
not move toward or away from the shore.
When a wave near the shore breaks,
the top tips over and finally crashes onto */
> -
the beach.
28
______
Listen to this passage at
vocabularyworkshop.com.
Wind is not the only thing that causes waves to form.

Sometimes earthquakes and volcanoes happen underwater.
These can cause special kinds of very long high waves. These
giant waves rush away from the center of the action of the
earthquake or volcano. You can make a model of these waves
in a tub or pool. Put your arms straight out. Pull them apart
and push them together again quickly. Watch how the water
moves away in waves.
What makes waves? Wind, earthquakes, and volcanoes do.
tff'.
fifes
Word Meanings
I. beach A beach is land near the water. It is usually sandy.

(noun)
The children looked for shells along the
beach
Illlllllilllllllilllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllillllillllllllllllllllllllllllllllllllllilillllllllllllllllllllllllllllllllllllllll
2. center A center is a place that is in the middle

(noun) of something.
My mom put the flowers in the
center of the table.
llllllllllllllllllllllllllllilllllllHIIIIIIIIinillllllllllllllllllllllllllllllllllllllllillllllllllllllllllllllllllllllllllim
3. finally Finally means “at last.”

(adverb) we finally finished our
homework.
illllllllllllllllllillllllllllllllllllllllllllillllllllllllllllllllllllillllllllllllllllllllilllllllllllllllllilllllllllllliu^
>4. idea An idea is a thought or a plan. It is something

(noun) that you think of.
Grandma hod a great _ idea for
Dad’s birthday present.
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5. ocean The ocean is a very large area

(noun) of salt water. It covers almost
three quarters of Earth.
Ships sail across the big,
blue ocean
30 ■ Unit 3
vocabularyworkshop.com ) Listen to iWords'^. Refer to the online glossary.
6. seashell A seashell is the shell of a sea animal

(noun) such as an oyster or a clam.
The outside of the large

seashell feels rough.
HiuiiuniiiiiHiiniiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
7. stack A stack is a neat pile of something.

(noun)
I ate a tall stack of pancakes.
(verb) When you stack things, you pile them one on

top of another.
Please___ stack the books neatly

on my desk.
uiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiii
8. tiny If something is tiny, it is very small.

(adjective)
a_____ îinr drop of water dripped
from the bottle.
lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllH
9. wave When you wave, you move your

(verb) hand back and forth.
I wave to my friend.
(noun) A wave looks like a long bump moving

through the water in a lake or an ocean.
A huge wave crashed
onto the beach.
iiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim
10. wonder When you wonder about something, you are

(verb) curious about it. You want to learn about it.
I wonder why the sky is blue.
Unit 3 ■ 37
beach idea ocean seashell stack |
I. This is something that belongs to some sea animals.

seashell
2. This is a sandy place by the water. beach
3. This is a large body of salt water. ocean
4. This is a tall pile of something. stack
5. This is a plan you are thinking about. idea
I center finally tiny wave wonder |
6. You might do this when you greet a friend. wave
7. You might stand here so all the children can see what you are
doing. center
8. You might say this word after you finish cleaning up your room.
finally
9. You might use this word to describe an ant. tiny
10. You might do this when you want to know why something is
happening. wonder
32 ■ Unit 3
i D9P! pooB d som joqj, o I
■Admd s|iod eqj OAOiu uejpjiqo eqj AllDUij 6
■S|iod jo >|OD|S aqj Admd saqsDM jsow|d oadm eqj_ ’g

dos aqj luojj ui S||8L|S eiuos soijjdo 9ADM V 'L
■qooaq aqj uo liaqsoas Ajjajd d punoj os|D i -9
■||eqs s(iud|o d jo jajuao aqj joeu e|oq d si ajaqj. g
qojo Auij d soai| punoj i ||oqs eqj apisuj
•si O|DqM d AADeq Moq japuoM I T
uoaoo eqj ui soaii pqj idiuiud oBjdi d si apqM v Z
qooaq eqj jd puos jjos aqj uo >||dm i • |

^\\uiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiniiiiiiiHiiiiiiiiiiiitiiitiiiiiiiiniiiiiiiiiiiniiiiiii!iiiiiiiiiiiiiiiiHiiitiiiiH
JapuoM 8ADM AuiJ >|OD|S ||0qSD0S

uoaoo oapi A||duij jajuao qooaq
ZZ/'HiiiiiiiiiuiiiiiinuHiiiiiiuiiniiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiin^
•au// ai/j uo pjorn at/; 'aiudiuds

at/; saja/diuoa ;yaq ;di/; xoq ai/j u/ojJ pjoM ai/j asooqj
souatuag am Buâjduioo
Mords in Context
Read the story. Then write a sentence to answer each
questionbelow.
Z Jenny loved the winter. But it was summer and here she
was at tjie beach Suddenly she had an idea.
Jenny began to gather seashells and sticks. Dad watched.
rr > “1 wonder what she’s doing,” he said to himself.
Jenny made three different-size balls of sand and stacked
them. She put the biggest ball on the bottom and the smallest
ball on top. Then she stuck two long sticks in the middle ball,
one stick on each side. She put seashells in the top ball to make
■r
the eyes, ears, and nose. Dad laughed. He finally figured out
what Jenny was doing.
X '
1
I. What did Dad wonder about? Dad wondered what Jenny was making
with the sand.
2. How did Jenny stack the balls of sand? JennV Put rhe biggest ba on
on the bottom and the smallest ball on top.
3. What word in the story means “at last”? fhe word means
“at last.”
4. What was Jenny’s idea? Jenr|y’s idea was to make a “snowman” out
of sand.
i center ocean tiny wave 1

Write Your Own
5. Write a sentence using a word in the box. Check that children use the
vocabulary correctly.
34 ■ Unit 3
Vlord Games
Write the word on the puzzle.
beach center
center finally idea
idea ocean I
seashell stack
stack tiny wave
wave wonder
%’'''/JiiiiiiiiiiiiiiiiiillliiiiiiiiiiiiiiiiiiiillllliiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiii
ACROSS DOWN
2. a sandy place by the ocean I. a large body of salt water
5. something that you think of 3. very, very small
6. at last 4. the hard shell of a sea animal
7. a pile 8. the middle of something
9. to want to know 9. what you might do to say hello
I.
0
2. 3. 4.
b e a c h t S
5.
e i d e a
a n a
6. 7. 8.
f i n a y S t a C k
h e
9.
W o n d e r n
a t
v e
e r
Unit 3 .■ 35
râ

Listen to this story about a family's trip to see the northern
lights. Pay attention to the words in the color boxes. These
are the words you will be learning in this unit.
& OâmâgGtô * «
RaiiiniboAM
(Informational Fiction)
■ ily and Jonah could not wait for spring break. All week, they
talked about their trip. In a few days, they would arrive in
Alaska to see the northern lights, a natural display of glowing
colors in the night sky. Even though their parents had shown
them pictures of the northern lights, Lily and Jonah still weren't
sure exactly what to expect.
“How can rainbow colors appear in the dark?" Jonah asked.
“You'll just have to wait and see," Mom answered. “As
long as we have good weather in Alaska, we should get a
great show."
“I think this is the first time I'm not hoping for a snowstorm,"
Lily laughed.
“That's why we're going in March," Dad said. “It's not
summer yet, so the sky still gets dark enough for us to see the
northern lights. However, it won't be as cold and snowy as it
would be in the winter."
That weekend, the family flew to Fairbanks, Alaska.
There was some winter snow still on the ground, but skies
were clear. Even in March, it felt cold to Lily and Jonah,
d)j Listen to this passage at
vocabularyworkshop.com .
especially at night. They wore winter coats and sipped hot

chocolate as they waited and waited for the northern lights.
It was almost midnight when a faint glow appeared where the
land met the sky.
Slowly, the light grew and rose higher. It seemed to float
right above the trees. Soon, the sky was painted with enormous
swirls of green and yellow. Jonah was so amazed that he could
barely speak.
"Awesome," he said in an excited whisper.
Unit 4 ■ 37
Word Meanings
I. arrive When you arrive somewhere, you reach the

(verb) place you set out for.
I arrive at school at 8 o’clock.

llllltllllllltlllllllllllllllllllllllllllltlllllllllllllllllltllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllim
2. clear When something is clear, it is not cloudy or dark.

(adjective)
There was not one cloud in the
clear sky.
(adjective) Clear can also mean that you can

see through something easily.
We could see the rocks at the
bottom of the clear lake.

ilililililllilllllltlllllllllilllllllllllllllllllllllllllllltlilllilllllllllltlllllllllllllllllilllllllllllllllliliHIIIIIHIIIIIin^
3. enormous Anything enormous is very big.

(adjective)
The elephant is enormous
iiiiiiiiiiiiiitiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiifiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiM
M. exactly If something looks or happens exactly like something

(adverb) else, it looks or happens in the same way.
My bike looks exactly

like yours.
lllllltlllllllllllllllllilllllillilllllllllllllllllltllllllllllllllllllilllllllillllilllllllllltllillllllllllilllllilltillllllllllllHIIIIIIIIIIIIIIIIIIIIililllllllillllilllllililllllllllltll
5. float When things float, they stay on top

(verb) of water or in the air.
I let go of the balloon and watched it
float above the tree.
38 ■ Unit 4
vocabularyworkshop.com hj Listen to iWords*\ Refer to the online glossary.
6. midnight Midnight comes at 12 o’clock at night. It is called

(noun) midnight because it is in the middle of the night.
I try to stay up until midnight but

I always fall asleep.
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiim
7. rainbow A rainbow is made of long

(noun) stripes of color in the sky.
If the sun shines after
it rains, you often see a
rainbow.
I can see orange, red, purple, blue, and
other colors in a rainbow
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiifiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
8. snowstorm A snowstorm happens when a lot of snow falls.

(noun)
Over a foot of snow fell during the
snowstorm
lllllllllllllllllllllllililllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlilllllllllllllllllllllllllltllm
9. weekend The weekend is made up of the two days of

(noun) the week called Saturday and Sunday.
I visit and eat lunch with my grandfather
every weekend
lilllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllillllllllllllllltlllllllllllllllllllllllllllllH^
10. whisper When you whisper, you speak in a

(verb) very soft and quiet voice.
l/l/A whisper
that no one else will hear what
we say.
Unit 4 ■ 39
\ Practice unit words with
I clear midnight rainbow snowstorm weekend I
I. This is a time when most people are sleeping. midnight
2. This is a big storm with a lot of snow. snowstorm
3. This is what we call the two days Saturday and Sunday.

weekend
*4. This is what you might see in the sky after it rains.
rainbow
5. This word describes a blue sky that has no clouds.

clear
arrive enormous exactly float whisper [
6. You do this when you speak softly. whisper
7. You do this when you get to a new place. arrive
8. You see a ball do this on top of the water. float
9. You might use this word to describe something that is very big.
enormous
10. You might use this word to tell how alike twin sisters look,
exactly
40 ■ Unit 4
arrive clear enormous exactly

exactly float
midnight rainbow snowstorm weekend
weekend whisper
^/ninununiiiiiiiiiiiiniiHiiiiHuniiiHiinuiiiuiuiiniiiiuiiiiiiiiiiuiuniiiinuniiiiuiiniiiHuiiuiiiiiiniuiuiuiiiitiiiiiiiniiinninHinniiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiin'^
I. I woke up at midnight and saw the snow falling.
2. Tomorrow is the beginning of the weekend , and there

is no school.
3. “We will play in the snow tomorrow,” I whisper to

my sister.
H. The snow clouds have gone, and the sky is clear
5. My two friends finally arrive at 9 o’clock.
6. We make an enormous snowman.
7. His hat has all the colors of the rainbow on it.
8. My sister makes a snowman exactly like ours!
9. Later that afternoon, dark gray clouds float in.
10. Maybe we will have another snowstorm tonight.
Unit 4 ■ 41
Vlords in Context
Read the speech balloon. Then write a sentence
to answer each question below.
Hello, summer lovers! Today’s weather is clear

and is almost exactly like the beautiful day we had
yesterday. Around midnight tonight, we expect clouds
to move in. Don't worry, though. By the weekend, it
will be clear and hot again.
So beach lovers, arrive early at the beach for a good
spot. As you lie on the sand, put your hands in the
cool, clear water. If you feel hot, just think about that
enormous snowstorm we had only three months ago.
Until tomorrow, I am your Weatherwoman Wendy, WENDY THE
WEATHER WOMAN
with summer skies all around!
I. What is today’s weather almost exactly like? ! he wee -er < is
almost exactly like the weather yesterday.
2. What will the weather be like around midnight? Around midriigh .
clouds may move in.
3. What will the weather be like by the weekend? The weather will be
clear and hot by the weekend.
4. Why should people arrive early at the beach? Possible answer:

People should arrive early because the beach will be crowded.
i float rainbow whisper

■<
Write Your Own
42 ■ Un/t4
Miord Games / \
I 1
I
f
Find the word in the box that matches the clue. I
/
I
\
^\uiiiiiiiHuiiiiiiiiunHiHnHiuiiiuiininniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiïlMÊB|
arrive clear enormous exactly

exactly float
midnight rainbow snowstorm weekend
weekend whisper |
îinniiiiiiiiiiniiniuiuiiiiiuHinniiiiiiniuuiiiiniiiiiiiiniiniuiiiiiiiininNiiiiiuiniiinnniiuiiiuiiiuiiiniiniiniiniiiinHiHniiiiitiiniiuiiiiiiuinHniiiinniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiinv^
I. stay on top of water f 0 a t
2. speak softly w h i s P e r
3. not muddy c e a r
t
I
H. something colorful in
the sky r a i n b o w
5. huge e n o r m o u s
6. in the very same way e x a c t y
7. a big snowfall s n o w s t o r m
8. comes after evening m i d n L_g_ Jl_2

9. comes after Friday w e e k e n d
10. to reach a place a r r i v e

What side of a bird has the most feathers?

t h e o u t s i d e
Unit 4 ■ 43
Synonyms
I. The boat sailed across the sea.

A. (ocean) B. beach C. seashell ocean
2. I have a plan for a school play.

A. wave B.(jdea) C. ocean idea
3. The seashore is covered with shells.

A. rainbow B. (beach) C. snowstorm beach
4. There is jelly in the middle of the donut.

A. (center B. idea C. wave center
5. Please pile the newspapers in the corner.

A. arrive B. (stacl) C. whisper stack
3
Antonyms
Ul Circle the word that has almost the opposite meaning as
Ul
I. I leave home at 8 o’clock.
C£ B.(arrive) arrive
A. wonder C. wave
2. What a huge pumpkin!

A.(tiny) B. enormous C. clear tiny
3. Don’t shout so much!

A. float B. stack C. (whisper) whisper
4. Will the toy boat sink in the pool?

A. arrive B.(float) C. stack float
5. The little elephant sprayed water on us.

A. clear B. tiny C. (enormous) enormous
^Classifying
| clear enormous
enormous ocean seashell
| snowstorm stack
stack tiny whisper
^/niiHiiiiiiHiiiiiiHinniiHiiiiiiiiifiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiitiiiiiiiiiiiiiiiiiiiiiiii^
73
Words That Tell Words About m
<
About Size the Beach
m
enormous ocean $
tiny seashell C
Z
kA
w
I
Weather Words Action Words

i '
clear stack
snowstorm whisper

J
Mord Associations
I. What might you do at the 6. When you wonder about

beach? something, you
O climb a tall mountain O don’t care about it.
O gather leaves • want to know more about it.
• dig in the sand O are scared of it.
2. Who might stand at the 7. You have exactly five cents if

center of a stage? you have
O a bird O a penny.
O a baby • a nickel.
O a dime.
z • an actor
2
3. When might you see a 8. What might a wave in the
$
rainbow? ocean do?
LU O at night O shake your hand
> • after it rains O make you hot
uu O before it rains • splash water on you
ce
H. On a snowy day, it’s a good 9. What might you finally do at
idea to the end of the day?
• put on a hat and boots. O write a story
O swim in the lake. O play in the park
O wear shorts. • go to sleep
5. If you stack blocks, you 10. You might find clear water in
O hide them. O a muddy pond.
O color them. O the dirt.
• pile them. • a swimming pool.

(^Completing the Idea
I. If I arrive late at school, I
2. When it is dark and cloudy, I wonder if
3. After the snowstorm, I

53
m
<
H. On a sunny and clear day, I M
m
5. At the beach, the enormous wave c

z
6. When I go to the beach, I
W
7. On the weekend, I •k
8. When I finally go to the park, I
9. At midnight, I BP
10. The bus arrived at exactly I
Review • Units 3-4 ■ s

Vlord Study • Compound Words
A compound word is made up of two smaller words.

Sometimes, the smaller words can help you figure out the
meaning of the compound word.
mail + box = mailbox
A mailbox is a box for your mail.
Put the words together to make a compound word. Write the

new word on the line.
I. snow + storm = snowstorm

I
cn 2. sea + shell = seashell
Vi
3. rain + bow = rainbow
Z 4. week + end = weekend
5. mid + night = midnight
LU
Read each sentence. Write yes if the sentence gives the meaning
> of the word in dark print.
LU
C£ 6. A snowstorm is a storm with lots of snow. yes
7. A seashell is the shell of a sea animal. yes
8. A rainbow is a bow made from rain. no
9. A weekend is the days at the end of a week. yes
One sentence above does not give the correct meaning of the
compound word. Write the correct meaning of the word below.
10. A rainbow is made of long stripes of color in the sky. If the sun
shines after it rains, you can often see a rainbow.

Shades of Meaning • Word Families
A word family is a group of related words that share
some meaning. If you know one word in a family, you
have an idea about what the other words mean.
wonder something that amazes

A rainbow is a wonder of nature.
wonderful very good or amazing
You might say that a wonderful idea is a great idea.
wonderfully in a great or wonderful way
You might say that a song is wonderfully sung.
73
Read each sentence. The words in dark print are related to words
<
in the box. Circle the word that best completes the sentence.
add arrive fresh wonder
I. When I find a sum, I am doing (arrival,(addition).
2. We had a (fresher,(wonderful)) time at the school play.

z
3. I opened the box as soon as it (arrived,)wondered).
UJ
4. Our clothes are all (additionally, (freshly) washed. I
Add the ending to form a related word. Then write a sentence

with the new word. The first one has been done for you.
Accept sentences that show the correct meaning.
5. sing + er =singer
The singer has a beautiful voice.
6. quiet + ly = quietly
7. art + ist = artist

UNIT 5
Introducing the Mords

Listen to this passage and recipe to learn how to make
fruity pineapple pancakes. Pay attention to the words in
the color boxes. These are the words you will be learning
in this unit.
E'ajniÇÆifeSSi
(Recipe/How-to)
ri
HI ow would you like to nibble on your very own taste of the
rain forest? One fruit that you know is actually grown
there. It's the pineapple! This juicy fruit is popular and good for
you. It can be added to a fruit salad or even cooked with meat.
In some cultures, this fancy fruit has become known as a sign of
welcome. On a tropical island, you may see pineapples on
display in a hotel, inn, or other place that visitors go.
One simple and fun way to enjoy pineapple is to make
pineapple pancakes. Here is a recipe. It will take you less than
one hour to make and eat the pancakes. As any recipe will warn
you, be sure to read the instructions carefully, and always cook
with an adult.
Pineapple fruit is bright yellow, but the pancakes will be pale
in color. You can put more pineapple on your pancakes before
eating them. Be sure to chew slowly to enjoy every fruity bite!
r, i
so
u u u& vocabularyworkshop.com.
B B
f (O Pineapple Pancakes
Oj
Makes eight 4-inch round pancakes C3
114 cup flour I egg, beaten

3 teaspoons baking powder I cup milk
I tablespoon sugar 2 tablespoons oil
1/2 teaspoon salt 14 cup crushed pineapple, o
'o o o
drained
9
Mix the flour, baking powder, sugar, and salt in a
bowl. In another bowl, mix the egg, milk, and oil. Stir this
mixture into the first mixture. The batter will be lumpy.
Stir in the pineapple.
j (§ Lightly grease a griddle or pan, and heat it. Drop large
1
spoonfuls of batter onto the griddle or pan. Turn over

each pancake when the underside is golden brown. Cook
until the other side is also golden brown.
35R
l2J to loJ
B
r
O.
ikI 5c ’
go
■
! 4
i
I
to
Vlord Meanings
I. bright If something is bright, it gives a lot of light.

(adjective)
The sun is bright today.
(adjective) Something bright can also mean

something that is shiny.
I scrubbed the pot until it looked
bright and clean.
lllllllllllllllllllllllilllllillllllllllllllllilillllllllllllllllllllllilllllllllllllillllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllitllllllll^
2. chew When you chew something, you break it into small

(verb) pieces with your teeth.
I chew my food before I swallow it.
3. flour Flour is a powder made from grain. It is used to

(noun) make bread, cakes, and pies.
We put a cup of flour_____ into the
bowl with the milk and eggs.
llllllillllllll!llllinilllllllllllllltlilllilllllllltlllilillllllllllllllllllillllHlillllll!llltltlllilllllllllllllllllllllllllilllllllllllllllllltlllilllllllillllllllllllllilllllHlllllilllll!ll 4?
•7
4. forest
(noun)
A forest is a large area that has
trees and plants. ti il t
i >
•Ah
' M*Ul
Deer live in the forest •ns
lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllllllltltilllllillllllllllllltllillllllllllllllltllillllllllllllililllllllllllllilillllllllllllllllllllllilllllllllllllllllHIIIIIIIIII
5. hour An hour is an amount of time.

(noun) It is sixty minutes long.
It takes one _ hour to

bake the cake.
52 ■ Unit5
vocabularyworkshop.com ) Listen to (Words 0- Ùl) Refer to the online glossary.
6. inn An inn is a small place where a person can eat a meal

(noun) and stay for the night. It is usually in the country.
After traveling all day, we stopped at an
inn for the night.
Illllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllltlllllllilllllltlllllllllllllllllllllllllllllllllllllllllllillllllllllllllllllll
7. island An island is a piece of land

(noun) with water all around it.
It took the boot two hours
to sail around the island

11111111111111111111111111111 II 11111111 i 111111111111111111 II 11111111111111111111111 i 11111111 It 11111111111111 ! 11111111111 i 111 i 1111H1111111111111111111111 i 11111111111111111111H111111111111 lllll 111111111111H
8. nibble If you nibble on something, you eat it with very

(verb) small bites.
Rabbits nibble on carrots.

iiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim
9. pale If something is pale, it has very little color.

(adjective)
Jason’s face looks pale because
he is very sick.
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiH
10. warn If you warn someone, you tell the person about
(verb) possible danger. A sign or signal can also warn.
The signs warn us
not to walk on the ice.
DANCER!
THIN ICE
DO NOT
CROSS!
Units • 53
| flour forest hour island nibble j
I. This is land that has water all around it. island
2. This is 60 minutes long. hour
3. This is a place that has many trees and plants. forest
4. This is made from grain and used in baking. flour
5. This is what you do when you take little bites. nibble
bright chew inn pale warn I
6. This is a place where you can stop and sleep. inn
7. This word tells about something that has little color,

pale
8. You do this to tell someone about danger. warn
9. You might use this word to tell about something shiny,

bright
10. You do this with your teeth to break up food. chew
54 • Units
bright chew flour forest

forest hour |
inn island nibble pale
pale warn
'^fiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniii^
I. The chicks sleep for an hour , and then they wake up.
2. They can see the bright _ moon in the sky.
3. They find tiny specks of white flour on the trail.
4. They begin to nibble on the tiny grains.
5. The chicks walk through the dark forest
6. They pass by an inn where people are sleeping.
7„ Then they see an island in the middle of the lake.
pale flight.
8. They can see a garden full of corn in the
9. Signs warn the chicks of foxes on the island.
10. The chicks would love to chew the corn.
FOXES.
Live
HERE/
Units ■ 55
Words in Context
Read the story. Then write a sentence to answer
each question below.
The Lion and the Mouse
One bright sunny day, Lion was asleep in the forest.
Mouse didn’t see Lion and ran right over his nose!
Lion grabbed Mouse and roared, “I warn you. Don’t
ever do that again!”
“1 won’t,” said Mouse. “Let me go, and one day 1’11
save your life.”
Lion laughed but let Mouse go. An hour later,
hunters caught Lion in a net. Mouse heard Lion’s cries
and found him.
Mouse said, “I will nibble on the rope.”
“Don’t nibble!” Lion said. “Chew fast!”
And that was just what Mouse did. From then on,
Lion and Mouse were great friends.
I. When and where does this story take place? This storY takes P|ace
on a bright and sunny day in the forest.
2. What does Lion warn Mouse about? Possible answer: Lion warns
Mouse not to wake him up again.
3. What happens an hour after Mouse leaves Lion? Hunters catch Lion
in a net.
*4. How does Mouse help Lion? Mouse chews through the net so that
Lion can escape.
| flour inn island pale j

Write Your Own
S6 ■ Units
tf^Vlord Games
bright chew flour forest hour

| inn island
island nibble pale
pale warn |
^llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllllllllllllllllllllllllllllllllHIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII^
I. longer than a minute and shorter than a day hour
2. a small place to stay for the night inn
3. a piece of land in an ocean island
H. where you might find different kinds of animals forest
5. what flashing red lights do warn
6. the sun on a summer day bright
7. what a rabbit does to lettuce nibble
8. very light in color pale
9. what you need to make a cake flour
10. what you do to gum chew
Look at the words you wrote. Find o o__ u d h e x

them in the puzzle and circle them. m I (b r ■ g h L> X
i I o (p~° 1
E
e
d o b
(h o u 3 • c (w a r n)
b b I e) d d h x
n _L
w) c
j Œ h e d f i P
1Œ ore s Ph u P
CEH n D « Cl s I a n
Units ■ 57
UNIT 6
ü Introducing the Words

Listen to this folktale about why bears have short tails. MI
Pay attention to the words in the color boxes. These are
the words you will be learning in this unit.
r' Zlz
Bears Have èn
Short Tails
(Folktale)
M °0
any years ago, Bear had a long, fluffy tail. Every
morning, she would boast, "1 think my tail looks
so very pretty today."
The other forest animals were too weak to stand up
to her. Instead, they could only agree.
"It's a nice tail," Rabbit and Chipmunk would say
in gentle voices.
Then one cold, winter day, Fox had a clever idea.
He was famous for being tricky. Fox asked all the animals
to help him catch lots of fish. Then he found a spot where
he could sit on the frozen pond and put all the fish around
him. He knew Bear would come by to search for food.
Fox sat on the ice and waited. Up above, the bare
winter branches blew in the brisk wind. At last, Bear
arrived. She licked her lips and came over to Fox.
i&\ 7 - -
58 -x
0 Listen to this passage at
s
&
"How did you catch so many fish?" Bear asked.
"I used my tail," Fox said. "I bet you'd catch even more
with your lovely tail. Try it here. This is the best spot u \( ç
/7
for fishing."
»
Bear made a hole in the icy pond and dipped her tail ’
in the dark, cold water.
0.
z
/
Fox rubbed his paws together. "Tonight, we'll f
have a fish feast."
"We?" chuckled Bear. "You mean I'll have a
\V 17
fish feast tonight." (J 4
Fox shrugged. "Whatever you say. You're
D
of
the leader of this forest."
Bear sat on the ice for a long time. She sat
so long that she fell asleep. When she woke pj
A /A
0
0 hours later, she didn't notice that her tail 7

had frozen into the ice. She tugged hard at
Y
her tail, and part of it snapped off! ' f jZ
"My beautiful tail!" Bear cried, running 9^
off in shame.
From then on, Fox was a hero in the /c/C A
v forest. The forest animals didn't have to Ka -
hear about Bear's tail ever again. ft
iHH \ < ,
S -Z^BI
A
Unit 6 ■ 59
■■
Vford Meanings
I. agree When you agree with someone, you think the

(verb) same way as the other person.
Sam and I agree that
ice skating is fun.
mmimmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmiiiiiiimiiiiimiiiiiimimimimimiimmi
2. bare If something is bare, it is not covered.

(adjective)
I put my_______bare
y J-
legs into the water. AJhASh -’'‘•-A.
miiiii mmmmimmmmmmmmm iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimmmmmmmmmmmm min i imiiiii in ii i iiiiiiiiiiiiiiiiiiiiiiiii iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiii
3. famous A famous person is someone who is known

(adjective) by many people.
Babe Ruth is a baseball player
who is famous
mmmmmmmmmmm mmmimmmimi imiiiiii mmimmmmmimi in in mmimmmmmii iiiiiiiiiiii iiiiiiiiiii in i mi min ii mi i ii in mu hi hi iiiiiiiiiiiiiiiiiiiiiiiii i mi immmmmmimmmmmmmii
M. feast
(noun)
A feast is a very large meal on
a special day. ■
Mom cooks a
feast on
Thanksgiving Day.
mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmiimmmimmmimim
5. gentle If something is gentle, it is very soft and mild.

(adjective)
I gave my baby sister a warm and
gentle hug.
60 ■ Unit 6
vocabularyworkshop.com ■4), J L'sten t° iWords^. Refer to the online glossary.
6. hero A hero is a person you look up to for having

(noun) done something good and brave.
The boy is a hero for
rescuing the cat from the tree.
IIIIIIIIIIIIIIIIHIIIIIIIIillllllllllllllllllllllllllllllllillllllllllllllllllllllllllllltlllllllllllltlllllllllllllllllllllllllllllllllllltlllllllllillllllllllllllllllllllllllllllllllllllllllH
a ""
7. leader A leader is a person who shows
(noun) people where to go or how to
do something.
l/l/e followed the leader

up the path. -w
i 11111111111 ! 1111111111 i 111 i 111 i 111111 i i 11111111 i 111 i IH1111 ! 111111llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllilllllllllllllllllll!llllllllllllllllllllllllllllllllllll|||||||||||||||||||
8. notice If you notice something, you see it.

(verb)
The mouse was so quiet that the cat
did not notice it. MISSING DOG! *» I
il
(noun) A notice is a sign put up for
people to read. S»-_-J*.
MISO».*
ZsM
Dad read the notice

about the missing dog.
iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiH
9. search If you search for something, you look for it.

(verb)
Please help me search for
my lost shoes.
llllilllllltillllllllllllllllllllllllilillllllllllillllllllllllllllllllllilllllllllllllllllllllllltllllllllllllllllllllllllllllllllllllllilllllllllllllllllltliillllllllllilllillllllllllllllllllilH
10. weak If you feel weak, you do not feel strong.

(adjective)
You cannot lift that heavy box if you
are weak.
Unit 6 ■ 61
r® Practice unit words with
| agree feast hero notice search |

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I. You do this when you see something. notice
2. You do this when you look for something. search
3. You do this when you and another person think alike.

agree
H. This is a person who is brave and good. hero
5. This is a huge meal that celebrates a special day.

feast
| bare famous gentle leader weak I
6. This is how you describe a person who many people know,

famous
7. This is a person who is in charge. leader
8. This is how you describe a person who is soft and mild,

gentle
9. This word describes a person who is not strong. weak
10. This word describes something that is not covered.

bare
62 ■ Unit 6
agree bare famous feast gentle

hero leader notice search weak
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I. The town put up a notice about the big party.
2. Everyone will enjoy a delicious feast tomorrow.
3. We are honoring a girl who became a hero
4. She saved a puppy that was too weak to swim.
5. A reporter wrote a story about the girl and made her

famous
6. The musicians marched behind the band leader
7. My bare arms got burned from too much sun.
8. I had to search for my mother in the crowd.
9. Mom was gentle as she put lotion on my skin.
10. This is the best party ever! Don’t you agree
OUR
ÏXZcn.o
Unit 6 ■ 63
Words in Context
Read the biography about Dr. Martin Luther King, Jr.
Then write a sentence to answer each question below.
Dr. Martin Luther King, Jr.

Dr. Martin Luther King, Jr., was a great leader. He worked
hard to make life better for everyone. He helped all people,
both the weak and the strong. He was a kind and gentle man.
Dr. King showed people how to work together. He led
peaceful marches and made speeches that excited everyone.
His most famous speech is called, “I Have a Dream.” He
dreamed that one day all Americans would be free and live
together in peace.
Dr. King was born on January 15, 1929. He died in 1968. **
Today, people agree that Dr. King is a hero. In 1983, his
birthday became a national holiday.
I. Why was Dr. Martin Luther King, Jr., a great leader? Possible
answer: He worked to make life better for everyone.
2. What was Dr. King like as a person? Possible answers: -a wgs

and kind. He helped people.
3. What is the name of Dr. King’s famous speech? The name

Dr. King’s famous speech is “I Have a Dream.”
4. Why is Dr. King a hero to many people? Possible answe s:s owjd
people how to work together. He gave people hope. He was a great leader.
I bare feast notice search j

Write Your Own
64 ■ Unit 6
Vlord Games
Find the word in the box that matches the clue. 3 [. LJ B R A~RV~| D L-.
a
Write the word in the puzzle. a
| agree bare famous feast gentle

hero leader notice search weak
ACROSS DOWN
3. not strong I. a brave person
4. to see something 2. not rough
5. well-known by everyone 5. a special meal
8. the U.S. President, for example 6. to look hard for something
9. think the same way 7. not covered
4 FIRE HOUSE i.
i
BEH
h
2. 3.
g W e a k
4.
n o t i c e r
5. 6.
n f a m o u S
7.
b t e e
8.
a e a d e r a
9.
a g r e e s r
e t c
CITY HALL
a h
i mu ST ÔFFI CE~1 c
cl
C3
Unit 6 ■ 65
^Synonyms
Circle the word that has almost the same meaning as the
word or words in dark print. Write the word on the line.
I. The star of the show is well-known.

El
A. weak B. bright C.(jamous) famous
2. We did not see that my brother was behind us.

A. (notice B. search C. warn notice
3. We spent the end of the week at the beach.

A. rainbow B.(weekend) C. snowstorm weekend
^0
I H. The new coin is silver and shiny.
A. pale B. (bright) C. famous bright
Vi
5. The rabbit ran into the woods.

z A. hero B. island C. (forest) forest
3
Antonyms
LU Circle the word that has almost the opposite meaning as
LU
I. The boy runs on strong legs.
A. (weak) B. famous C. bare weak
2. My brother and I fight about everything.

A. chew B. search C. (agree) agree
3. I cannot read in the dim light.

A. bare B.(bright) C. pale bright
H. The wild animal licked its pup.

A. weak B.(gentle C. pale gentle
5. We had a snack after the show.

A. inn B. island C.(feast) feast
Classifying
%
| chew hero inn
inn island
I leader nibble search
search warn
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Words That Words That

Tell About Eating Name Places
nibble inn
chew island
Words About Words That

a Special Person Show Action
leader warn
hero search

*
V Word
— Associations
I. What things can you make 6. What would you most likely
with flour? ride on to get to an island?
O trees O a train
• cupcakes • a boat
O pictures O a bike
<0 2. What can you do for one 7. You might warn someone
hour? about
us O hold my breath • walking on an icy lake.
O jump rope O taking a nap.
MS
O finding a pencil.
z play at the park
□ 3. Try to be gentle when you 8. What colors are pale?

£LU O hold a nail and hammer. O red, purple, orange
• pink, gray, light blue
O eat lunch.
> touch a baby. O yellow, black, green
LU
H. When can the moon be very 9. You might walk with bare feet
bright? when you are
at midnight O in the forest.
O at noon O at an inn.
O in the morning • at the beach.
5. What kinds of food would a 10. You might put up a notice to

rabbit nibble? tell people that
O fish, honey, bugs • your cat is lost.
carrots, lettuce, celery O your telephone is ringing.
O soup, rice, meat O you swept the floor.

'Completing the Idea
I. I agree with my friend when she says
2. George Washington is famous because
3. My favorite foods at a feast are

73
m
<
4. I am gentle when I
m
$
5. My favorite hero is c
z
6. Every day, I notice that <A
U1
I
O'
7. I chew my food well because
8. When I go to the forest, I see
9. I am a leader when I
10. Every morning, I search for
Review • Units 5-6 ■

Word Study • Homophones
A homophone is a word that sounds just like another

word but has a different meaning and spelling.
Flower and flour are homophones.
The rose is my favorite flower.
I need a cup of flour to make the pie crust.
Read the words in exercises 1-5. Find a homophone in the

box for each word. Write the homophone on the line next
to the word.
in
bare hour inn pale weak |
VA
I. pail pale 4. bear bare

Z
hour weak
2 2. our 5. week
s
LU
3. in inn
> Read each sentence. If the homophone in dark print is used

ULI correctly, write yes. If it is not, then cross it out and write
Ct the correct homophone on the line.
6. I put the water in the pate. pail

1
7. I will go to sleep in an hour. yes
8. My legs feel weak from running. yes
9. I will pick the prettiest flour. flower
10. The bare ate honey from the tree. bear

b*
1 U1 I CUUI 111 IV
Shades of MeaningI • Word Choice 1

You learned the meaning of the word search on page 61.
Look at the chart for words that are close in meaning to
search. Notice how the meanings of the words are alike
and different.
look When you look at something, you use your eyes to see it.
You use your eyes to look at a picture.
search When you search for something, you look long and hard
for it. Something you search for might be hard to find.
watch When you watch something, you look at it for quite some
time. It might take an hour to watch a movie. 73
m
<
Write the word from the chart that best completes each sentence.
I. When my dog ran away, I went to search for it.

£
2. I like to watch my brother dance. c
3. We had to search through the closet for my hat.
z
M. I like to look out the window when I’m in the car. kA
5. It’s fun to look at pictures of faraway places. I

O'
6. We woke up early to watch the sunrise.
In each exercise, circle the word in dark print to answer the

first question. Then answer the second question. Use the word
you chose in your answer.
Accept reasonable answers.
7. Would you search or watch someone do a trick? Why?
8. Would you watch or search for a lost shoe? Why?

Match the Meaning
Choose the word that best matches the meaning.
Fill in the circle next to the word.
I I. a path
O forest O feast trail O flour
2. the middle
• center O rainbow O branch O stack
I
3. to take a trip
O dash O search O float travel
Z
□ 4. far down
O bright O bare O enormous deep
w 5. to go by
> O arrive pass O cross O stack
UJ
DC 6. a small body of water
O ocean • stream O beach O bridge
Ct
<
lu 7. something to sit on
O evening O leader bench O seashell
Û
8. something you can cross by car
O wave O ocean bridge O hour
9. where you find sand and seashells

• beach O stream O inn O snowstorm
10. easy to see through

O tiny O brave O fresh clear
72 ■ Units 1-6 • Midyear Review

(^Completing the Sentence

11. On Sunday, I can sleep late.

O clear < finally O exactly O center
12. We plan to at the movie on time.

O float O warn O cross arrive
13. A large waits on the ticket line. 0

O seashell O rainbow • crowd O island rn
>
IM. There aren’t many seats left, so I start to 73

• worry O pass O chew O nibble
73
m
15.- After eating all of the popcorn by myself, I feel <
O tiny • greedy O pale O brave

m
16. During the movie, I must when I talk. £
• whisper O frown O wave O present
Z
17. “Is it fun to be an actor?” I
O frown O worry O travel wonder
18. The knight who fights a dragon is I

O fresh • brave O wise O deep O'
19. Seeing two movies in one day is a great

O bench O signal • idea O crowd
20. I will go to the movies again next

• weekend O hero O midnight O snowstorm
i
Midyear Review • Units 1-6 ■ 73

^ffieobulqry for Comprehension
Read the passage about an amazing gorilla. Then answer

the questions on page 75.
ni iiiiiai
o IlHan
i
KA
z
3
2LU
■■■
>
U Koko and Penny Patterson with a pet cat
Koko the Gorilla

< Koko is a famous gorilla. She can use her hands to make
LU signs for words. In this way, she “talks" to people.
Koko was born in a zoo. When she was a baby, she became
Q weak and sickly. After special care, Koko became healthy.
Soon she met Penny Patterson. Penny became her teacher. She
started teaching Koko simple signs for words like eat and drink.
Koko now knows over one thousand signs.
When Koko was fifteen years old, Penny gave her a
present. Penny let Koko choose a pet. Koko picked out a tiny
gray kitten that had no tail. She named him “Smoky." Koko
was gentle with Smoky. She treated him like a baby.
No one is sure exactly how much Koko knows, but most
people can agree that Koko is one smart gorilla.
■ Units 1-6 • Midyear Review
Choose the answer that best completes the sentence or
answers the question. Fill in the circle next to the answer.
2I. The word famous means 26. What does the word gentle
O sad. mean?
• well known. • soft and mild
O very tired. O angry and loud
O shy and scared
22. What special skill does
Koko have? 27. What word can you use to
O She can talk to cats.
• She can use hand signs.
describe Koko?
O mean
□
O She can speak words. O small rn
>
• smart
73
23. What does the word weak
mean? 28. What would make another 73
good title for this passage? m
O not warm <
O heavy O Smoky the Kitten ■M
• A Gorilla That Can Sign m

• not strong
O All About Gorillas s
2H. In this passage, the word c
present means 29. When people agree, they z
O here. • think the same way.
O show. O get into a fight. VA
• gift- O do not like each other.
O'
25. What does the word tiny 30. The author most likely
mean? wrote this passage to
O very large O tell a story about a kitten.
• very small • give facts about a real
O striped gorilla.
O teach people sign
language.
Midyear Review • Units 1-6 ■ 75

UNIT 7
întroducing the Words

Listen to this article about the amazing world of insects.
Pay attention to the words in the color boxes. These are
the words you will be learning in this unit.
Qie/ an
(Magazine Article)
n the animal world around us, there are lots of small

creatures waiting for you to discover. Many of these critters
belong to the insect family. All insects have three main body
parts and six legs. However, insects come in all shapes, sizes,
and colors. They can be found anywhere from a dry
desert to a damp swamp.
Some insects are so small that you may
need a tool such as a hand lens to see them.
Other insects have features that make ,
■v À
kt v Listen to this passage at

them easy to find. For example, you can easily see a colorful
butterfly on a plant. And, you will know it when a bee is
buzzing like an alarm near your ear.
Many insects are quite busy at work. When butterflies and
bees land on flowers, their bodies often pick up a powder called
pollen. Then when they fly to other flowers, they scatter the
pollen. This helps create more plants.
Sometimes, insects work as a team. Ants are a good example.
Ants work in groups called colonies. A single colony may have
hundreds or even thousands of ants in it. Together, the ants
work to build anthills and tunnels in soil or sand. These places
give the ants a place to stay safe. Ants also work together to
collect pieces of plants or food crumbs that people leave behind.
Then the ants carry this food back to the anthill. Ants can even
carry pieces of food that are bigger than their bodies!
Are you ready to start exploring? Pay attention to where
you step, and look closely at leaves and dirt. You may see some
interesting insects.
kJ Ki
Word Meanings
I. alarm An alarm is something that wakes people or warns

(noun) them of danger. It could be a bell or a buzzer.
When the kitchen got smoky, an
alarm sounded.
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2. collect When you gather things together, you collect them.

(verb)
I like to collect seashells at the shore.
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3. damp When something is damp, it is a little wet or moist.

(adjective)
My shoes got wet in the rain and are
still damp
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4. insect An insect is a small animal with three main

(noun) body parts, six legs, wings, and no backbone.
Bees, flies, and moths are insects.
€
A dragonfly is an____ insect
found near fresh water.
llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll
5. plant A plant is a living thing that grows in soil or in

(noun) water. It often has green leaves.
A tree is a kind of plant
(verb) You plant when you put something such as a

seed into the ground so it can grow.
When is the best time to plant tulips?
78 ■ Unit 7
vocabularyworkshop.com } J Listen to iWords^. Refer to the online glossary.
6. safe If something is safe, it is not in danger of being

(adjective) harmed or stolen.
Always put on a seatbelt to be
safe in a car.
(noun) A safe is a strong box in which you can

lock up money and other valuable things.
Holly keeps her special rings
in a safe
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7. scatter When you scatter things, you throw them over

(verb) a large area.
The children like to scatter bread

crumbs in the pond for the ducks.
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8. soil Soil is the dirt or earth that plants grow in.

(noun)
Plants need light, water, air, and
soil to grow.
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9. team A team is a group of people who work together

(noun) or play a sport together.
There ore eleven players on a soccer
team
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10. tool A tool is a piece of equipment used to do a

(noun) certain job.
A hammer is a_____ tool

we use to pound nails.
Unit 7 ■ 79
alarm collect damp plant scatter J
I. You do this when you put seeds into the ground,

plant
2. You do this when you save stamps or coins. collect
3. You feel this way when you are in a light rain. damp
M. You hear this during a fire drill. alarm
5. You do this to leaves when you throw them in the air.

scatter
insect safe soil team tool j
6. This is often needed to fix something. tool
7. This is a place to keep money. safe
8. This is the dirt a plant grows in. soil
9. This group of people works together. team
10. This small creature has wings and six legs. insect
80 ■ Unit 7
alarm collect
collect damp insect
insect plant |
safe scatter
scatter soil team
team tool
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I. Jess wakes up as soon as the alarm goes off.
2. Today her softball team has a big job to do!
3. First, the children collect things for gardening.
H. Then they search the ground for fresh soil
5. They use a tool for digging deep.
6. After that, they scatter seeds.
7. Finally, the children water the soil so it is damp
8. They want to keep out any bird or insect
9. They worry that the seeds will not be safe
10. Soon each seed will grow into a plant i
II»
ml
|M1
Unit 7 ■ 81
Words in Context „
Read the directions on the card. Then write a sentence to
answer each question below.
How To Grow an Avocado Plant
Here’s a plant that is easy to grow. You don’t even need
soil or a tool to dig with/
a. First collect the pollowing things:
• an avocado pit •ajar • pour toothpicks • water
b. Stick in the toothpicks around the center op the pit.
To be sape, don’t touch the sharp ends op the toothpicks.
c. Fill the jar part way with water.
d. Place the bigger end op the pit in the water so the
toothpicks rest on the top op the jar.
e. Finally, place the jar in a bright window.
Don't forget to clean up with a damp cloth!
I. What do these directions tell how to do? These direciions teii how to
grow an avocado plant.
2. What things do you have to collect? Y9.u hPYPJ0 collect an ayocajP
pit, a jar, four toothpicks, and water.
3. How might toothpicks not be safe? Possible answer: The sharp ends
could hurt your finger.
>4. Which word on the card means “moist” or “a little wet”? 1 hP. word
damp means “moist” or “a little wet.”
| alarm insect scatter team |

Write Your Own
82 ■ Unit 7
Word Games
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alarm collect
collect damp insect plant
safe scatter
scatter soil team tool
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I. a hammer or a saw t 0 0
2. not full of danger s a f e
3. to throw all over s c a t t e r
4. to gather c o e c t
5. dirt to plant in s 0 I
6. it grows in water or soil P a n t
7. a little wet d a m P
8. a group that plays sports t e a m
9. a loud warning sound a a r m
10. what a housefly is i n s e c t

What do you call two bananas?

A pair o f s I p P e r s
Unit 7 ■ 83
UNIT 8

Listen to this article about beautiful Yellowstone
National Park. Pay attention to the words in
the color boxes. These are the words you will be
NJajtsil®niailJ Park
(Magazine Article)
ellowstone National Park is our

country's first national park. It is a
large park. Parts of it are in three states:
Wyoming, Montana, and Idaho. The
park is famous for its natural wonders,
such as waterfalls, hot springs, and
geysers.
There are many reasons to visit
Yellowstone National Park. One is to see
the many geysers. A geyser is a natural
hot spring that sprays steam and hot
water into the air. The most famous
geyser is Old Faithful. It can prove to
you that it deserves its name. About
every ninety minutes, Old Faithful
A geyser sprays steam
blasts a steady stream of boiling water and hot water into the air.
high into the sky.
Another reason to visit the park is to see hot springs and
thick mud pots. The mud pots are pools of hot muddy water.
Don't dive in though! Some are as hot as boiling water.
84
Yellowstone is home to
many animals. You may be
able to get a close look at a
herd of wild bison, sometimes
called buffalo, from your
car. Many years ago, hunters
were an enemy of the bison.
Now the bison in the park
are protected. Elk, moose,
bears, and wolves are among A bison mother and calf graze in the park.
the other animals that live in
Yellowstone. Eagles, too, soar through its skies. Visitors should
remember not to bother, feed, or frighten the animals in the park.
People can walk on the park's many miles of smooth walking
trails. People can also camp, boat, and horseback ride. Visitors
should pack a map, water, and camera. It is a good idea to seal
the camera in a plastic bag to protect it from water.
Yellowstone has many amazing things to see. No wonder
over sixty million people have visited this special place!
national
park
service
YELLOWSTONEU
national O«pQrtm«nt
of tn* interior
PARK
Unit 8 ■ 85
Mord Meanings
I. dive When you dive, you go head first into

(verb) water with your arms stretched out in
front of you.
Rick knows to dive
into the deep end of the pool.
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2. enemy An enemy is a person or animal that doesn’t like,

(noun) or wants to harm, another person or animal.
A hunter is an animal’s enemy

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3. frighten When you frighten someone, you scare the person.

(verb)
Yoko can frighten her brother by
wearing a scary mask.
!
4. herd A herd is a group of animals. The
(noun) herd may feed or travel together.
A herd nf
cattle wonders in the meadow.
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5. pack When you pack, you put things into a container,

(verb) such as a bag, box, or suitcase.
I will pack my books for school.
(noun) A pack is a group of something, such as animals,

people, or things.
There are six crayons in a pack
86 ■ Unit 8
vocabularyworkshop.com Listen to iWords . Refer to the online glossary.
6. prove When you prove something, you show that it is true.

(verb)
The experiment will____ prove that
plants need sun to grow.
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7. seal A seal is a sea animal that has thick

(noun) fur and flippers. It can swim and live
in cold places.
The_______ seal_______ uses

its flippers to pull itself along
the ground.
(verb) When you seal something, you close it up tightly,
Use tape to_____ seal the box

before you mail it.
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8. smooth If something is smooth, it is flat and even, not

(adjective) rough and bumpy.
A baby’s skin is soft and smooth

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9. soar To soar is to fly very high in

(verb) the air.
Watch the bald eagle

soar in the sky.
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10. steady If something is steady, it continues and does

(adjective) not change much.
We played inside all day because of the
steady rainfall.
Unit8 ■ 87
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dive frighten pack prove seal j

%/IIIIIIIIIHIIIinitHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIIIIIIllllllllHIIIIIIIIIIIIIIIIIIIIIIIIHIIHIIIillllllllllllllllllllllllllllllUIIIIIIIIIIIIIIIIIIHIIIIIIIIIU'^
I. You might use a pool to do this. dive
2. You use tape or glue to do this to a box. seal
3. You do this to convince someone that something is true.

prove
4. You do this when you scare someone. frighten
5. You do this when you put clothes in a suitcase. pack
enemy herd smooth soar steady J

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6. This is what a plane can do. soar
7. This is a group of horses. herd
8. This is what a spider is to a fly. enemy
9. This is how a frozen lake looks. smooth
10. A tightrope walker needs to be sure he feels this when he works,

steady
88 • Units
dive enemy frighten herd pack

prove seal smooth soar steady
I. Jack is ready to pack his book bag for school.
2. He wants to _ prove to his mom that he knows a lot

about animals.
3. One animal that swims in the ocean is a seal
H. A penguin has a smooth black and white body.
5. Dolphins jump and dive into the sea.
6. Zebras live in a herd to stay safe.
7. A turtle’s shell keeps it safe from its enemy
8. A bear may climb a tree when people frighten it.
9. Mom wonders how a lion is steady on a tree limb.
10. Jack wonders what it is like to soar like a bird.
Unit 8 ■ 89
/
V/or'dslinTGôntéxt
Read the article about elephants. Then write
a sentence to answer each question below.
Enormous Elephants
The elephant is the biggest living land animal. Its thick
skin is wrinkled, not smooth. Twenty to forty elephants
live in a herd of family members. During the day, the S
herd stands in the shade and sleeps.
In the evening, elephants look for food. They walk slowly
so the young and old can keep up. At a stream they drink
and wash. They swim in deep water but can’t jump or dive.
Other animals don’t frighten elephants, not even a pack
of wild dogs. People are their only enemy. Don’t try to prove
this/ You wouldn’t want an enormous, six-ton elephant
running after you/
I. How would you describe the skin of an elephant? An elePhgnt s skin
is wrinkled, not smooth.
2. How would you describe a herd of elephants? A _______
has twenty to forty family members. The members are of all ages.
3. What two words in the article are other words for “group”?
words pack and herd are other words for “group.”
4. Why do you think other animals don’t frighten elephants? Possible

answers: Elephants are bigger. Their thick skin can help protect them.
| seal soar steady |

^Write
<?
Your Own %/llllllllllllllinilllllllllHIIHIIIIIIIIIIIIIIIIIItllllllllllllllllillllllllllllllllllllllllHllllt"’^
90 ■ Unit 8
Mord Games
dive enemy frighten herd

herd pack
prove seal smooth soar
soar steady I
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I. not bumpy smooth .
2. not a friend enemy
3. to put things in a box pack
4. to fly up high soar
5. to scare frighten
6. to go in head first dive
7. not shaking steady
8. an animal with thick fur and flippers seal
9. to show that something is true prove
10. like a pack herd
Look at the words you wrote. Find

them in the puzzle and circle them.
(d i v b c o a D
j 1 r i t e n)
m P r (5 n e m y) k q
s u (h e r d) t v a u
X w e a d ÿ) d b
c (pa c E) • Gs e a
k y f g (p~r o V ®) z
a (s~ m o o t Ë) j h i
Unit 8 ■ 91
Synonyms
I. A beetle is a kind of bug.

A. plant B. tool .(insect insect
2. A loud noise might scare you.

A.(frighten) B. scatter C. soar frighten
3. A group of lions will frighten the deer.

A. seal B(pâck) C. enemy pack
CO
I M. How can you show that this statement is true?
A. pack B. scatter C .(prove) prove
5. We heard the even beat of the drum.

steady
Z A. safe B. (steady) C. damp
2
Antonyms
w I. Can you help me open the box?
A. plant B.(sëaî C. collect seal
2. Please collect the birdseed in the cage.

A. soar B. plant C. (scatter, scatter
3. An ant’s friend may be another ant.

A. alarm B.(enemy) C. team enemy
*4. The boy skated across the bumpy ice.

A. safe B. damp C. (smooth) smooth
5. The sand of the beach was dry.

A. (damp) B. safe C. steady damp
^glassifying

dive herd
herd insect
insect plant
seal soar
soar soil
soil team
/
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___
73
m
Garden Words Action Words <
■M
plant dive m
soil soar
c
z
I
co
\\
Words That Words That
Name Groups Name Creatures
herd insect
team seal

_______ _
Milord Associations
I. A tool used to cut wood is a 6. A cat is an enemy of a

O knife. • mouse.
• saw. O whale.
O hammer. O seal.
2. What might you collect to 7. Where might you see a pack

recycle? of wolves?
• old newspapers O in a card shop
O teams O in a box
O milk • in a wooded area
z 3. A towel feels damp when you 8. What might frighten you?

2
O buy it from the store. O a sleeping baby
£LU • use it to dry your hands. O a new friend
O take it out of the closet. • a door slamming shut
>
LU 9. It is safe to cross the street
H. Where might you find a lot
ee of soil? after you
O in the air O dash across it.
• in the ground O see the signal turn red.
O in the ocean • look both ways.
5. What does an alarm tell a 10. What is something you might

firefighter to do? scatter?
• get on the fire truck • bread crumbs
O eat lunch O snowballs
O drink water O fish

Completing the Idea
I. When my alarm goes off each morning,
2. When I go away, I pack
3. A team of people
»
m
<
M. When I dive into the pool, I

m
£
5. I watch the birds soar over c
z
6. If the ice on the pond is smooth,
I
CO
7. My gloves are damp because
8. I can prove that
9. I like to collect
10. A tool that Dad uses in the garden is

amI
Mord Study • Prefixes

A prefix is a word part that is added to the beginning of a word.
A prefix changes the meaning of the word.
The prefix un can mean “not.” | The prefix re can mean “again.”
un + clear = unclear I re + stack = restack
Unclear means “not clear.” Restack means “to stack again.”
Write the prefix un or re to make a word that goes with

the meaning shown. Then write the whole word.
I. not safe = un safe unsafe
2. seal again = re seal reseal

VA
3. not steady = un steady unsteady

z H. pack again = re pack repack
L/
ô
5. plant again = re plant replant O >>
o
LU
> Complete each sentence with a word from the box. Add un or re
ULI
to the word so that the word makes sense in the sentence.
CÉ
| pack plant safe seal steady J
6. I was unsteady riding my bike on the rocky trail.
7. I will have to repack the lunch bag if I put in

more food.
8. To send back the books, you must reseal the box.
9. Since no flowers grew, we will replant the seeds.
10. It is unsafe to run in the street.

Shades of Meaning •’ Analogies 2

You learned two ways in which words can go together.
Think_____________________
Large and big have
large / big almost the same meaning.
Think
Hot and cold have
hot / cold opposite meanings.
Here is another way words can go together.

Think_________ __________
apple I fruit | An apple is a kind of fruit. J <
Think
(\A dog is a kind of animal.
m
dog / animal
Read each pair of words. Write a sentence that tells how the
words go together.
Accept answers that children can justify. Possible answers are given.
z
I. butterfly / insect A butterfly is a kind of insect.
2. rake / tool A rake is a kind of tool.

I
3. steady / shaky Steady is the opposite of shaky. CO
4. cactus / plant A cactus is a kind of plant.
5. gather / collect Gather and collect have almost the same meaning.
6. enemy / friend Enemy is the opposite of friend.
7. soar / fly Soar and fly have almost the same meaning.
■
8. bench / seat A bench is a kind of seat.
9. search / hunt Search and hunt have almost the same meaning.

UNIT 9
*
Listen to this passage about a boy's experience at
a school field day. Pay attention to the words in
the color boxes. These are the words you will be
Field Iây!
(Personal Narrative)
love to play sports at any time of the year. I'll even shiver
through a soccer game in November. My favorite sports
day of all is Field Day. It takes place during the last week of
school. Everyone in school is on one of four teams. I am on
the Blue Team.
Our teachers set up all the games before we get to school.
They must wake up at dawn! They also make sure everyone
is fair and plays by the rules. Yesterday, my favorite day was
finally here. I couldn't wait to play and cheer for my team!
The first event of the day was an obstacle
course. We had to hop through tires, run
around cones, and crawl through a
tube. I ran into trouble early. My foot
got stuck in one of the tires. I tripped
and let out a loud cry of pain.
Luckily, the fall didn't do much
harm. I just scraped my elbow.
►
Listen to this passage at Li.

Soon I was ready for the next event, the potato race. Each set
of partners was given a potato on a spoon to carry back and
forth across a long field of grass. To win, the partners had to go
the entire way without dropping the potato. Each person had
to stay calm and walk carefully. It's
easy for the potato to fall off of the
spoon. During my turn, I could see
the potato tremble on the spoon,
but it didn't drop. When I reached
the finish line, I saw my partner
jumping up and down. We had won
the race! Our win put our team in
first place. I felt like a hero!
Word Meanings
I. calm If something is calm, it is quiet and still.

(adjective)
The ducks swam on the
calm lake.
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2. cheer When people cheer, they yell or call out loudly.

(verb)
The fans_ cheer for the
home team.
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3. dawn Dawn is the time of day when the sun

(noun) first comes up.
Some people wake up at dawn

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4. entire Entire means the whole thing. It is all of something.

(adjective)
We were so thirsty that we drank the
entire jug of water.
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5. fair A person who is fair follows the rules and treats

(adjective) everyone the same way.
Ed was fair and gave me a turn.
(noun) A fair is an outdoor place where

people bring things to sell. It is
a place where people have fun.
I had fun on the rides at
the fair
100 ■ Unit 9
vocabularyworkshop.com Listen to iWords Refer to the online glossary.
6. field A field is an area where a game is played.

(noun) Usually, a field is covered with grass.
The boy ran onto the field to
join his teammates.
(noun) A field is a large open area that has no trees.

Sometimes, a field is used to grow things.
4^
The horses ate the gross in / 0i £
VW
0» V
field /
the 01
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7. harm Harm means “to hurt.”

(verb)
I stepped over the frog so that I would not
harm it.
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8. pain A pain is a feeling of hurt.

(noun)
I felt pain in my arm after I fell.
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9. shiver When you shiver, you shake

(verb) quickly. Usually, your whole body
will shiver if you are cold or afraid.
The cold, blowing wind made me
shiver
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IO. tremble When you tremble, you shake from excitement

(verb) or anger. A part of your body shakes a little
when you tremble.
My fingers tremble before I play
the piano for my teacher.
Unit 9 ■ 101
1 calm cheer entire pain shiver j
I. You feel this when you ore hurt. pain
2. You use this word to tell about the whole thing.

entire
3. You do this when you call out loudly for your team.
cheer
«4. You feel this way when you are not upset. calm
5. You do this when you feel cold. shiver
| dawn fair field harm tremble |
6. This is a grassy place where games are played.

field
7. This is what your lips might do when you feel afraid.

tremble
8. This is what loud noise can do to your ears. harm
9. This is the beginning of the day. dawn
10. This is where you might play games and eat apple pie.
fair
702 ■ Unit 9
calm cheer dawn entire fair

I field harm pain
pain shiver tremble J
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I. I woke up at dawn on the big day.
2. It was the day of the school fair
3. I ran downstairs and felt a pain in my foot.
4. I tripped over a toy, but I did not harm my foot.
5. I passed the ball field on my way to school.
6. The entire class was waiting for me.
7. I was so cold that I began to shiver all over.
8. The race began and I felt very calm
9. I dashed to the finish line and everyone began to

cheer
10. I was so happy that my lips began to tremble
Ao1
7
FINISH
c (
u/
Unit 9 ■ 103
Mords in Context i
V
Read the story. Then write a sentence to answer V

each question below. i.'
sU V ” — - - -........................... -■
Jets Win Big!

The entire town seemed, to be at Williams Field last Friday.
Why? To see if the Bears could beat the Jets one more time.
'Bears’
It’s been a bad year for the Jets. They lost Erin Nelson in the
\<
first game. She fell and had a bad pain in her arm.
On Friday, the Jets remained calm before the game.
It didn’t take long to find out why. Erin Nelson ran out onto
Bears
the field, followed by her team. Erin and the team scored
4
/du Jets goal after goal. The Bears could hear the crowd cheer.
^76
Then the game was over, and the score was 10-0. The Jets
won fair and square !
■ HZ 4^
I. Where and when was the game played? The game was played at
Williams Field last Friday.
2. Why was nearly the entire town at the game? TheY wanted to see if
the Bears could beat the Jets one more time.
3. Why do you think the Jets felt calm the day of the game? Possible
answer: They knew they had a good chance of winning with Erin.
M. Why did the crowd cheer? The crowd cheered because the Jets
scored goal after goal and won the game.
^Write Your Own | dawn harm shiver tremble J

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104 ■ Unit 9
Mord Gomes
Write the word in the puzzle.
%
I calm cheer
cheer dawn entire fair |
{ field harm
harm pain
pain shiver tremble I
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ACROSS DOWN
3. shout or yell I. what a mouse did when caught
5. not just a part 2. what you get with a headache
7. not angry or upset H. to hurt or cause pain
8. where grass can grow 6. when the sun rises
9, to shake in the cold 8. not cheating
i. 2.
t P
3. 4.
C h e e r a
5.
a e n t i r e
6.
d r m n
7.
C a m b
w
8.
f i e d
z-
M/
a
9.
S h i v e r
Unit 9 » 105
UNIT 10

Listen to this biography about two brothers
who invented and flew the first engine-driven
plane. Pay attention to the words in the color
boxes. These are the words you will be learning
in this unit.
tnS® Wright Br<sthe,psj

(Biography)
; t is hard to believe that the first airplane with an engine flew

' just over 100 years ago. The hard work and clever thinking of
Wilbur and Orville Wright made it happen.
The Wright brothers took an early interest in flying. As
children, they had a toy helicopter that made them curious about
flight. When the helicopter broke, the boys built their own model.
That showed them not to doubt their skill at making things.
As adults, the brothers built bicycles, printing presses, and kites.
They also liked to make gliders, which are planes without engines.
106
In the 1890s, flying in gliders was dangerous. The Wright

brothers were eager to make flying safer. They thought that an
engine would give pilots more control.
In 1900, Orville and Wilbur went to the windy village of Kitty
Hawk, North Carolina. There, they kept testing new airplane
designs. Three years later, they had a model that worked. The
plane was 16 feet wide and made of wood and cloth. It had a
gas engine.
The first flight took off on December 17, 1903. Orville would
board the plane and squeeze tightly to hold on and control the
plane. The engine would start with a screech. The plane flew in
the air for 120 feet. The trip lasted 12 seconds and ended with a
mild crash. There was some fear that the plane was damaged,
but Wilbur flew it again a few hours later. You would have to
leap for joy at the sight if you had been there.
In 1905, the Wright brothers built an airplane that could fly
for 30 minutes. On December 31, 1908, Wilbur flew a plane for
a record-breaking 2 hours and 19 minutes. The Wright brothers
kept working to build better airplanes.
Unit TO ■ 107
Vford Meanings
I. board A board is a long, flat piece of wood or plastic.

(noun)
The mon used the board
to finish building the doghouse.
(verb) If you board a bus, you get on it.

You might also board a train or boat.
The women will board the train

with their bags.
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2. curious If you are curious, you want to

(adjective) learn or find out about something.
The kitten is curious
about the new goldfish.
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3. dangerous Something that is dangerous is not safe.

(adjective) It could cause harm.
Riding a bike without a helmet can be
dangerous
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H. doubt If you doubt something, you are not sure about it.
<verb) ! doubt that their team will
win today.
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5. eager A person who is eager is very interested in

(adjective) doing something.
The girl is eager to play the piano.
108 ■ Unit 10
vocabularyworkshop.com Listen to iWords'^. Refer to the online glossary.
6. fear Fear is a feeling that danger is near or that

(noun) something bad will happen.
I feel____ fear when I am in a

dark place.
(verb) If you fear something, you are afraid of it.

Singing in front of people is what I
fear most.
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7. leap If you leap, you take a jump forward.

(noun)
Watch the frog leaP
from one rock onto the other.
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8. screech A screech is a loud, high sound.

(noun)
The bird made a loud screech
when people came into the pet store.
(verb) When things screech, they make a loud sound.

The tires screech when I brake.
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9. squeeze If you squeeze something, you hold it tightly.

(verb)
The towel will dry more quickly if you
squeeze the water out of it first.
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10. village A village is a small town.

(noun)
My grandparents live in a
small village
Unit 10 ■ 709
| board doubt leap screech squeeze j

^/lUIUIIinillUIIIHlIIIIIIIIIIIIIIHUIIHIIHnnilUIIIIIIIIIIIIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIHIIIIIIIIIIIIIIIIHIIIIIHIIIIIIIIIIIIIItllllllllllllllllllllllllllllllllllltlllllllllllllllllllllllllHIIIlllllllllllllllV^
I. You do this when you hold something tightly. squeeze
2. You do this when you jump forward. leap
3. You do this when you get on a train. board
4. You do this when you are not sure about something.

doubt
5. You do this when you make a high, loud noise. screech
| curious dangerous eager fear village J
6. This is what you feel when you are scared. fear
7. This word describes something that is not safe. dangerous
8. This word describes a person who wants to learn about something,

curious
9. This is a small town where people live. village
10. This word describes a person who really wants to do

something. eager
110 ■ Unit io
board curious dangerous doubt eager |

| fear leap
leap screech squeeze
squeeze village
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I. I have always been curious about the fish in the sea.
2. We went to a beach near a small village
3. A boy was paddling in the water on a long board
4. I was eager to try it, too!
5. The boy said that it was not dangerous at all.
6. He told me to squeeze the sides with my hands.
7. Once I got into the water, I had no fear
8. I saw a fish leap out of the water.
9. I fell in the cold water and heard myself screech
10. I do not doubt that I can learn to do it!
Unit io ■ 111
Words in Context
Read the letter. Then write a sentence to answer each
question below.
? ■*
-t-r-rr
June
Dear /Aaria,
I took my first airplane ride, and it was great fun! The
first thing we did was board the plane. I was curious about
what the plane was like. A woman took me into the cockpit! ;
"Pretty soon the plane took off. Everything looked small
from the air. I saw a village and lots of trees. When we l :
landed, I heard a loud screech. It was the brakes! Believe

me, flying is not dangerous. I am eager to do it again. ^6^
Dad says that my next airplane ride will be to your house. wé
Isn't that cool? / /• _>

Love rvYieha
4^ *
I. What was Amelia curious about? Amelia was curious about what
the plane was like.
2. Why do you think the village looked small from the air? The villqge
looked small because the airplane was up so high.
3. What made the loud screech when the airplane landed? The brakes
made the screech as they stopped the plane.
M. Why do you think Amelia is eager to fly again? Possible answer:

She enjoyed her first airplane ride.
l^Write Your Own | doubt fear leap squeeze j
112 ■ Unit 10
■ Mord Games
| board curious dangerous doubt eager j

| fear leap screech squeeze
squeeze village |
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I. not sure d o u b t
2. be afraid f e a r
3. small town V I a g e
M. get on a plane b o a r d
5. not a whisper s c r e e c h
6. excited about e a g e r
7. not safe d a n g e r o u s
8. to spring forward e _2__P_
9. hold tightly s q u e e z e
10. want to know c u r I 0 u s

XT XTT'
What birds never get their hair cut?

b a d e a g e s
Unit 10 ■ 113
Synonyms
I. We yell when our team wins the game.

A. squeze B. fear C.(cheer) cheer
2. Don’t hurt the kittens when you pick them up.

A. leap B.(harm) C. tremble harm
3. The horses are in the meadow.

A. (field B. dawn C. screech field
l M. I ate the whole cake.

Gt A. fair B. curious C. (entire) entire
5. We had fun at the festival.

fair
z A. dawn B.(fair) C. board
D
Antonyms
LU I. I took a walk at sunset.
A. village B. field C.(dawn) dawn
2. I know I will pass the test.

A. shiver B. (doubt) C. fear doubt
3. The car is safe to drive.

A. (dangerous) B. fair C. eager dangerous
4. I am nervous when I meet my new teacher.

A. fair B. entire C. (calm) calm
5. I walk over the puddle.

A. squeeze B. doubt C/leap leap

^glassifying

%
cheer curious
curious eager
eager field
screech shiver
shiver squeeze
squeeze village
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73
Words That Tell Words That m
<
How You Feel Name Places
m
eager field
curious village C
z
I
O
Sound Words Action Words

cheer shiver
screech squeeze
Review • Units 9-10 ■ 7 75

Miord Associations
I. You might tremble when you 6. What might you hear at

O find your socks. dawn?
• see a big dog barking. • a rooster crowing
O play with a friend. O a crowd cheering
O a school bell ringing
2. A village must have
O a large shopping mall, 7. What would make you
a few stores. shiver?
O many restaurants. O laying on a beach
O eating a sandwich
• swimming in a cold ocean
z 3. A cat might show fear by
O purring.
3 8. It woud be hard to squeeze a
O eating.
£LU • hissing. O sponge.
• tree.
«■I
O pillow.
>
H. You might feel pain in your
ULI arm if you
O eat too much food. 9. Which of these animals
• throw a ball too many screech?
times. O kittens and puppies
O kick with your foot. • crows and monkeys
O whales and sharks
5. What might you do after you
board a bus? 10. What statement would you
• find a seat doubt is true?
O run a race O Horses eat grass.
O wait for a train O Bears live in Alaska.
• Cows fly to the moon.

( Completing the Idea
I. When I am calm, I
2. After I read the entire book, I
3. The coach was fair when

73
HI
<
4. I tremble when I HI
£
5. I am curious about c
z
6. The road is dangerous because
7. I leap when I
8. I use a wooden board to
9. In the farmer’s field, I see
10. lam always eager to

• - X'
Word Study • Suffixes
A suffix is a word part that is added to the end of a word.

A suffix can change the meaning of the word.
The suffix ful means “full of.” The suffix less means “without.”
hope + ful = hopeful hope + less = hopeless
Hopeful means “full of hope.” Hopeless means “without hope.”
I am hopeful that we will I felt hopeless when we
win the game. were losing.
Add the suffixes ful and less to each word below.

I
a* I. harm harmful harmless
KA
2. pain painful painless
doubtful doubtless
z 3. doubt
fearful fearless
4. fear
Add ful or less to the word in dark print to complete the sentence.
LU
Be sure the word makes sense in the sentence. Write the new word
> on the line.
LU
5. The fearless dog jumped into the cold water and
swam after the ball, (fear)
6. Brushing your teeth is easy and painless (pain)
7. Eating poorly is harmful to your health, (harm)
8. We wanted it to snow, but we were doubtful that it

would, (doubt)
9. A bee is harmless if you leave it alone, (harm)
10. A bee sting can be painful (pain)

For
ikJi teaching suggestions, see page T40.
ni ly oi
; Shades of Meaning •» Word Choice 2

You learned the meaning of the word leap on page 109.
Look at the chart for words that are close in meaning to leap.
Notice how the meanings of the words are alike and different.
hop When you hop, you use one or both legs to push up or
forward into the air, but you don’t go very far.
jump When you jump, you use your legs to push up or forward
with more force than a hop.
leap When you leap, you take a big, strong jump forward.
<
I. We saw a horse leap the fence.
m
2. Would you like to jump rope with me? £
3. A rabbit will hop around looking for food. c
leap
z
4. Some frogs can more than ten feet.
5. I can’t hop on one foot for very long!
In each exercise, circle the word in dark print to answer the

first question. Then answer the second question. Use the word
you chose in your answer.
6. Would you hop or leap to get over a large puddle? Why?
7. Would you leap or hop to move a few inches? Why?
8. Would you jump or hop on a trampoline? Why?

UNIT 11
Introducing the Vlords

Listen to this biography about Margaret Heffernan Borland,
one of the first women to lead a cattle drive. Pay attention
to the words in the color boxes. These are the words you will
be learning in this unit.
Margaret Heffernan Borland:

Wail] Blazer
(Biography)
n 1873, a brave Texas woman set out on a long and
-- hard trip. Her name was Margaret Heffernan Borland.
With her children and a small team of workers, Margaret
led a herd of cattle from Victoria, Texas, to Wichita,
Kansas. The herd had over a thousand cattle!
At the time, it was odd for a woman to lead a cattle drive.
Margaret was one of the first women to do it. Many people
at that time did not think it was proper for a woman to
do such work. Margaret, however, was a strong woman.
She did not care what others thought. She had a job to do.
Margaret's trip was tense. It was not easy. A few years
earlier, cattle drivers had to carve a trail through low
vJ)jl Listen to this passage at
mountains and land covered with small trees and bushes.

The trail was still rough and dangerous. It was easy to
get a scrape—or worse. The tender skin of a hand or arm
was no match for a thorny bush. As workers and herds
of cattle traveled, the harsh sun could beam down one
day. The next day, heavy rains could flood the trails.
Margaret led a type of cattle called the Texas Longhorn.
A Texas Longhorn steer had very good lean meat.
places along the trail. Texas Longhorns,

however, scared easily. A coyote howling
from its den could cause them to run away in
a sudden rush.
The Texas Longhorns were hard to control, but
Margaret made it to Wichita with most of her
herd. Today, she is remembered for her
independence and strength.
M1
Word Meanings
I. beam A beam is a long, strong piece of wood

(noun) or metal that holds up part of a building.
After the builders put in the last
beam , they built the roof on top.
(verb) To beam is to send something out.
Faraway stars beam light to Earth.
2. carve When you carve something, you cut into it.

(verb)
I can carve a statue out of wood.
IlillllllllllllllllllllllllHIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIilllillllllllllllllilllllllillllllllllilillllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllilllllllllllllllllllllll
3. den A den is where some wild animals rest.

(noun)
The wolf left its den
to eat.
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M. lean When you lean, you bend in a certain direction.

(verb)
Lean back to watch the night sky.
Something that is lean does not have much fat on it.

(adjective)
The burger had lean meat in it.
5. odd If something is odd, it is not what you are used to.

(adjective)
A June snowstorm would be odd
(adjective) An odd number cannot be divided evenly by two.
Five is an odd number.

122 ■ Unit 11
vocabularyworkshop.com Listen to iWords*fl. Refer to the online glossary.
6. proper If something is proper, it is right or correct.

(adjective)
Wear _ proper clothing on cold days.
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7. scrape When you scrape something, you rub

(verb) it against a rough or sharp surface.
Help me__ scrape the paint

off the door.
(noun) A scrape is a mark made by rubbing or

scratching against something rough.
I fell and got a scrape
on my knee.
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8. steer When you steer something, you move it in a

(verb) certain direction.
I tried to__ steer my bike in a

straight line.
(noun) A steer is a bull that is raised for meat.

A steer eats grass.
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9. tender When something is tender, it is soft and easy to cut.

(adjective)
Grandpa’s steaks are always
tender SCHOOL
llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltlllllllllllllllllllltllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll
PLAY
TKYouTs
10. tense When you are tense, you are not today
(adjective) relaxed.
I felt tense when I
tried out for the school play.
Unit 11 ■ 123
Match the Meaning L7 Practice unit words with

interactive games and activities.
| lean odd scrape tender tense |
I. You might feel like this before a big test. tense
2. You can do this to see past someone’s head in a movie theater.

lean
3. You can cook a carrot to make it more like this. tender
4. You might do this to a table if you drag a heavy pot across the
tabletop. scrape
5. You might use this word to describe a talking cat. odd
| beam carve den proper steer ]
6. This is a place where a lion sleeps at night. den
7. This is how you make a statue out of a piece of stone.

carve
8. This helps to hold up a skyscraper. beam
9. This is what you do to turn a car to the right or to the left.

steer
10. This is how you might describe wearing a swimsuit to the pool.
proper
124 ■ Unit 11
I beam carve den lean odd |

I proper scrape steer tender tense j
^/IlllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllltllltlllllllllltlllllltllllllllltlllllUlllllllllltlllllllllllllllllllllllllllllltllllllllllllllllll^
I. The move to our new house mode us tense
2. The number 3 in our address is an odd number.
3. The small, nearby farm has goats and a steer
H. One ceiling beam had to be replaced after our move.
5. I had to lean my head back to look at it.
6. A poster of a bear in its den is in my bedroom.
7. Mom had to scrape the paint off the kitchen table.
8. She had to pick the proper tool to get the paint off.
9. Gloves protected the tender skin on her hands.
10. This fall, we will carve a turkey at our new table.
►
■F x
Unit 11 ■ 125
Mords in Context
Read the article about sled dogs and sled drivers.
Then write a sentence to answer each question below.
i rWcSk. si
Sled Dogs and Sled Drivers

Racing sled dogs is a big sport in some cold places.
Dogs with thick fur and lean bodies are best for racing.
Their lean bodies help them run quickly. Sled dogs are
full of energy. Often, they are tense before a race starts.
During a race, the sled’s blades carve deep lines in the
snow. The driver stands in the sled to steer
it. After the race, the drivers take care of
their dogs. They check the tender pads on
the dogs’ paws. If they find a scrape, they
clean it up so it will heal. Then they hand
out treats for a job well done!
I. How would you describe a sled dog’s body? 'he bod? is lean ancl
has thick fur.
2. Why might the dogs get tense before a race? Possible answer: They
can’t wait to run.
3. What jobs does a sled driver have? 1 he driver has to steer the sled
and take care of the dogs.
4. Why might a dog get a scrape on its paw? Possible answer:

A dog might walk or run over a sharp object.
j beam den odd proper j

Write Your Own

726 ■ Unit 7 7
Ôford Games
beam carve den lean odd

proper scrape steer tender tense
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I. how you might feel before a spelling contest tense
2. a home for a fox den
3. wearing boots in the snow proper
4. tilt to the side lean
5. eating supper at midnight odd
6. what the sun’s rays do beam
7. what you do to a piece of wood to make a boat carve
8. a perfectly cooked piece of chicken tender
9. an animal that is raised for meat steer
10. what you do when you rub mud off a shoe scrape
Look at the words you wrote. Find b f (b e a m) q w s P

them in the puzzle and circle them.
You will find two of the words by
o q (s c r a IL D c t
looking down the columns. d v (s tee D a r o
s P e fp r o p e Z)
(£ a r v Da w e p d
f k* e n s ïï) m d e
g e e ^Cl e a n ' o nJ
a g e p (T e n d e L)
Unit 11 ■ 127
UNIT 12
•»
Introducing the Mords

Listen to this passage about a working guide dog. -
Pay attention to the words in the color boxes.
«
These are the words you will be learning in this unit.
•>
A Dog with % Job
(Informational Fiction)
M y name is Penny, and I work as a guide

dog. The label "guide dog" means that I ••
help a person who is blind. I was born at Guide A ▼
Dogs for the Blind in San Rafael, California.

This is a place that trains puppies to be guide
dogs. Years ago, the company had only one
dog. The modern company of today trains
hundreds of dogs every year. «1
When I was eight weeks old, Guide Dogs for the Blind had
to select a family for me. The family gave me love and a stable
*1
home. The family members taught me
good manners and how to obey
commands, like sit and lie down.
They took me to many different
places, and they played with
me. Some types of play were
not proper for me and were not
allowed. The family members
could not pitch a ball or other object
for me to catch and carry back to them.
128
o Listen to this passage at
When I was eighteen months old, I went back to Guide Dogs

for the Blind to begin a special training program. To be honest,
I was sad to leave my family. During my training, I wore a
harness. I learned how to guide a person through a busy city.
I even learned fun skills like how
to ride on a steep escalator. I also
learned how to take a trip on
a train.
Three months later, I was ready
to be a guide dog. I was matched
with a partner, a woman who
was blind. When we met, I took a
minute to sniff her hand so that
I could always identify her. We
trained together for three weeks.
Now I have a job to do. I spend ;
my days guiding her anywhere

she wants to go. On weekends,
we escape to the country, and
A < I spend lots of
time playing.
I love my job.
A grown-up pup is
*> in training at Guide
Dogs for the Blind.
Puppies wear green jackets

when they are getting used to
different people and places.
Unit 12 ■ 129
Word Meanings
Read each word and its meaning. Write the word on the line Wa1
to complete the sentence. ■ BêWARë
oF
I. escape You escape to get away. ■ P0G i
(verb)
The dog tried to escape
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2. honest If you are honest, you tell the truth.

(adjective)
J wnn honest and told Dad that
I lost his pen.
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3. label A label is a sticker or tag fastened to

(noun) something to tell more about it.
The______ label_______ on the ■Nutrition F«ota,
I
can says there is enough soup I
«J
tf-J
for two people. ■ ■■ h
(verb) When you label something, you write s

something on a sticker or tag to
tell more about it.
We should______ label all our boxes so
lllllllllllllllllillllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllltllllllllH
M. modern When something is modern, it has to do with

(adjective) the present time.

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5. object An object is a thing that you can see or touch.

(noun)
A boll is a round object
130 ■ Unit 12
vocabularyworkshop.com Listen to i Words'*^. Refer to the online glossary.
6. pitch When you pitch something, you

(verb) throw it.
I tried to______ Pitcl1___
the boseboll right into the
catcher’s glove.
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7. select When you select something, you

(verb) pick it out.
At night, I select clothes
to wear the next day.
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8. sniff When you sniff something, you take in air through

(verb) your nose in short, quick breaths.
My rabbit likes to sniff its food.

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9. stable A stable is a building where horses are kept.

(noun)
Six horses live in the stable
(adjective) Something that is stable is strong

and not easily moved.
Mom fixed the choir leg to moke
it more stable
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10. steep A steep hill has a sharp slope that sb
(adjective) is difficult to go up. 'i w
l/l/e hod to walk our bikes up vÿ ;
the steep part

of the trail. a
Unit 12 ■ 131
| escape honest object pitch sniff I
You would probably want a friend who is like this.

honest
2. You might do this to a beautiful flower in the garden.

sniff
3. You might want to do this when you watch a boring movie.

escape
M. You could do this with a baseball. pitch
5. You might be able to hold this in your hand. object
label modern select stable steep |
6. This kind of mountain would be hard to climb. steep
7. This might tell you what is in your cereal. label
8. This word might describe a well-built bridge. stable
9. This word could describe a brand new car. modern
10. This is what you do when you pick the best apples from a
big pile. select
132 ■ Unit 12

pitch select sniff stable steep
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I. I went to a stable to ride a horse for the first time.
2. The label on the trainer’s shirt said, “Sue.”
3. Sue helped me select a horse to ride.
4. She told me to let the horse sniff my hand.
5. We closed the door so the horses would not escape
6. Some parts of the riding path were steep
7. If the horses saw an object on the path, they

walked around it.
8. Horseback riding is not a modern thing to do,

but it is fun.
9. After riding, I helped pitch hay to feed the horses.
10. Riding is hard work. This is the honest truth.
s a k
Unit 12 ■ 133
Viords in Context
Read the travel brochure. Then write a
sentence to answer each question below.
Visit the Red Horse Inn

How would you like to escape to the mountains?
If you need a place to stay, look no further than the
Red Horse Inn. We’re being honest when we say you’ll
have a fun time here. All of our rooms are modern and
clean. If you need a toothbrush or a towel, just let us
know. We can bring you the object you need. As you
may have guessed from our name, we have a stable on
our grounds. You can go riding every day if you want!
We also have flat and steep hiking trails. Just select
what you like best!
I. What do you think it means to have modern rooms? °QSsible

answer: The rooms are new or have new things in them.
2. Why is this place called the Red Horse Inn? There is a horse stable
on the grounds.
3. What is one object the workers at the inn could bring to you?
They could bring a toothbrush.
4. Which is harder to hike, a flat trail or a steep trail? A steep trail

is harder to hike.
| label pitch sniff j

7 Write Your Own
<
134 • Unit 12
Word Games
Write the word in the puzzle.
escape honest
honest label modern
modern object
| pitch select sniff stable
stable steep
%
ACROSS DOWN
I. strong and not easily moved I. to take breaths through your
nose
4. what a hill might be like
2. a tag that gives the shirt size
8. to choose
3. to get away
9. not lying
5. not old
i. 2. 6. something you
s t a b e can pick up
> *
n a
7. to toss W»j
3.
i e b
. 1.. rr.
4.
f S t e e P
5. 6.
f c m 0
7.
a P o b
---- 7
FTT i d
P
—
— &
s e e c t e e
4
\ i______________ c r
9.
/ / J
h o n e s t
---- 4
o
o Unit 12 ■ 135
Synonyms
I. It would be strange to have a bear as a pet.
A. tense B. honest C.(odd) odd
2. Can you toss the ball to me?

A. beam B .{pitch) C. carve pitch
3. You can pick the pen you like best.

A. scrape B. (select) C. sniff select
4. We saw a young bull at the farm.

A. (steer) B. label C. den steer
5. We cooked the potatoes until they were soft.

A. honest B. tense C.Qender) tender
Antonyms
Circle the word that has almost the opposite meaning as
I. The road is very flat.
A. proper B. modern cfsteep) steep
2. This animal has a fat body.

A.Çlean) B. stable C. proper lean
3. I felt relaxed at the beach.

A. (tense) B. steep C. modern tense
4. The house is very old.

A. odd B.(modern) C. proper modern
5. My chair is shaky.
A. (stable) B. lean C. tender stable
J 36 ■ Units 11-12 • Review
Mi
^glassifying
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den escape honest

honest lean
,pitch .proper
. stable
stable tender
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JO
Places Where Vfords That Telf <
Animals Live About Meat

m
stable tender £
den lean c
z
I
w
Words That
Action Words Tell About Your
Behavior
pitch
honest
escape
proper

Mlord Associations
i. Why might you label your 6. Which of these is a modern

notebook? thing?
O because it’s blue O a horse
• so people know it’s yours • the Internet
O because you don’t like it O a tree
CM
2. What is an odd thing to do 7. What might you find in a
with your hand? den?
O draw a picture O a baseball field
KA • score a goal in soccer O a whale
O play piano • a sleeping wolf
z
3. Where might you find a beam? 8. What might cause you to
• in a house scrape your elbow?
O in a bowl of cereal • falling on the sidewalk
LU
O in a baseball game O watching TV
>
O wearing a sweatshirt
LU
Ct M. To make sure a pet mouse
doesn’t escape, you should 9. If you feel tense, you
O clean out its cage. O are great at sports.
O make sure it takes naps. • are not calm.
• close the door to its cage. O own more than nine things.
5. Which of these is something 10. If a house is stable, it will

you steer? • stand for a long time.
O a farm O fall over
O an apple O have to be painted red.
• a bike

Sômpleting the Idea

I. The label on the can said that
2. When I see the sun beam through my window, I
3. My favorite object in my room is 71

rn
<
M
U. It was odd to find ffl
£
5. I felt tense when c
z
6. If I lean my head back, I can see
I
7. It is not proper to N)
8. At the supermarket, I select
9. I got a scrape when I

1
10. I like to sniff

,r For teaching suggestions, see page T36.
Vlord Study • Dictionary: Multiple-Meaning Words
A multiple-meaning word is a word with more than

one meaning.
board I. (noun) a long, flat piece of wood or plastic
2. (verb) to get on a vehicle such as a ship,
plane, or train
This sentence shows the second meaning (meaning 2)

of board.
We board the bus at 12 noon. J
CM
I
O
Write the word that completes each sentence. Then write
1 or 2 to show which meaning of the word is used.
beam I. (noun) a long, strong piece of wood or metal that

z
3
holds up part of a building 2. (verb) to send something out
2 I. Use a flashlight to beam the light on the path.

2uu 2. We need another beam to hold up the roof.
>
Ul odd I. (adjective) not what you are used to 2. (adjective)

cannot be divided evenly by two
2 3. The number II is an odd number.
H. I find it odd that you are here so early.
steer I. (verb) to move something in a certain direction

2. (noun) a bull that is raised for meat
5. Mom will steer the car around the bus.
2 6. The steer won first prize at the state fair.

■I
For
I I GUVI III IV suggestions, see page T40.
V7I teaching
Shades of MeaningI • Words That Describe Food

The word lean can mean “thin” or “without fat.” It is often
used to describe meat. Look at the chart for other words
that can be used to tell about food. Think about how the
words help you to imagine what a food is like.
lean Lean meat does not have much fat.

spicy Spicy foods have a strong flavor because there are many
spices in them. They can make your mouth feel hot.
juicy Juicy foods are full of juice and flavor.
73
m
Write the name of each food next to the word that best <
describes it.
FT!
chili
peach
hot pepper
hot pepper
orange
orange
skinless chicken
sliced turkey
£
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lean skinless chicken 2. sliced turkey
z
spicy 3. chili 4. hot pepper
juicy 5. orange 6. peach
N
Complete each sentence so that it makes sense. Use the word
lean, spicy, or juicy in your answer. Accept answers that show an
understanding of the vocabulary. Possible answers are given.
7. My hands were a sweet, sticky mess after I ate a juicy plum
8. My mouth was on fire after I bit into a spicy pepper
9. When my brother wanted to lose weight, he exercised and

ate fruits, vegetables, and only lean meats

Listen to this fairy tale about a girl who wanders into the
home of three bears. Pay attention to the words in the
color boxes. These are the words you will be learning in
this unit.
utohKi i iiB’cikJsj an dTlre
(Fairy Tale)
M ama Bear, Papa Bear, and Little Bear

lived in a big hollow tree in the
forest. Papa Bear was an expert at
»
I 1^ m
cooking. One day, he made a very L

tasty soup. d it c
ill > )
y
"While we wait for our soup to
cool," Mama Bear said, "let's walk to
the post office and mail this letter."
Mama Bear wrote an address on the
letter. Little Bear found a stamp.
' :I
Soon after the bears left, a girl named
Goldilocks walked down the forest path
and right into their house!
"Ooh, soup," Goldilocks said in delight. She tasted
from the first bowl. It was too hot. The second was too cold.
The third was just right, and she ate the whole thing!
142
I
P Then Goldilocks went into the living room, where she
saw three books. The first book was too long. The second
was too short. Goldilocks picked up the third book. "This
book is just long enough.”
Goldilocks read the first section of the book, but then
it became difficult for her to stay awake. "I need to go
relax," she yawned.
Goldilocks tried the beds. Papa Bear's bed
was too hard. Mama Bear's was too soft.
Little Bear's was just perfect. i.
When the bears got home, they

could tell that someone had been
there. They were not happy.
"Someone bent the pages of
my book," Little Bear cried, "and
that person ate my soup, too!"
Just then, the bears heard
snoring. When they walked into
the bedroom, Goldilocks woke up
with a start.
She tried to make an excuse.
"I was just watching the house while
you were gone," she stammered.
The bears would not accept this. "You
can't walk into someone's home without asking," they
roared. "Please leave!"
Goldilocks dashed out quickly. She never bothered the
bears again.
Unit 13 ■ 143
£
^ôrd Meanings

2ZEE2
I. accept When you accept something, you take
(verb) or receive it.
The company will accept
packages between 9:00 a.m. and 3:00 p.m.
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2. address An address tells where a person or

(noun) business is located.
j-fte_____ address is V3 Grand Street,
Houston, TX.
(verb) If you address people or groups, you speak to them.

Speak clearly and loudly when you
address the audience.
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3. difficult Something that is difficult is hard to do

(adjective) or understand.
It is difficult to play chess well.
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M. excuse An excuse is a reason that

(noun) explains a mistake.
My excuse f0^
being late is that I overslept.
(verb) When you excuse another person,

you forgive the person.
Please excuse me for bumping into you!
144 ■ Unit 13
vocabularyworkshop.com Listen to iWords^. Refer to the online glossary.
5. expert An expert is someone who knows a lot about some

(noun) special thing or does something really well.
Grandma Moses was an expert

painter.
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6. hollow Something hollow has a hole or an

(adjective) empty space inside.
The owl lives in a hollow

tree trunk.
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7. relax When you relax, you become less tense.

(verb)
A back rub can relax tight muscles.
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8. section A section is part of a whole.

(noun)
I never read the sports section
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9. stamp A stamp is a small piece of printed paper

(noun) that shows when postage is paid.
The letter was returned because it
did not have a stamp
(verb) If you stamp your foot, you put your

foot down with force.
The camper will stamP
out the fire so it doesn’t spread.
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10. whole Something whole is complete. It has all its parts.

(adjective)
We could not eat the whole pizza.
Unit 13 ■ 145
| accept address difficult relax whole I
I. You write this information on an envelope. address
2. You might do this if someone gives you a package.

accept
3. You try to do this on vacation. relax
4. You would eat this amount of a sandwich when you are hungry.
whole
5. You might describe juggling five balls this way. difficult
| excuse expert hollow section stamp |
6. This might be what you tell a teacher if you don’t do your

homework. excuse
7. This person might teach a class. expert
8. This word can describe a cave or a straw. hollow
9. This is what you put on an envelope to send a letter.

stamp
10. This word names one part of a book or newspaper.

section
146 ■ Unit 13
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Words in Context
Read the restaurant review. Then write a
sentence to answer each question below.
The Corner Diner

This reviewer cannot recommend The Corner
Diner. There were many problems when I ate
there. The hostess seated me in a section near
the kitchen. It was difficult to get help from
the waiter. I thought I would have to stamp
my feet to get attention. The chef is an expert who has worked
at many famous restaurants. Still, the food did not taste good.
My piece of chicken was tough and dry. The dumplings were
hollow instead of packed with meat and vegetables. I was
disappointed with the whole dinner. If you want good food, go
somewhere else. Next week, I will review The Fireside Restaurant.
i. Why do you think the reviewer is unhappy sitting near the kitchen?
Possible answer: The area is too noisy.
2. What is a good way to get someone’s attention in a restaurant?

Possible answer: Raise your hand or call politely for a server.
3. What makes the chef at The Corner Diner an expert?

Possible answer: He or she has worked at many famous restaurants.
4. Why does the reviewer complain about the hollow dumplings?

The dumplings should have been stuffed with meat and vegetables.
I accept address excuse relax

T Write Your Own

148 ■ Unit 13
O
fvford Games
accept address difficult excuse expert

hollow relax section stamp whole
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I. put your foot down

with force s t a m P
2. empty h o o w
3. the total w h o e
4. hard d i f f i c u t
5. speak ta a d d r e s s
6. part of a whole s e c t i o n
7. to take a c c e P t
8. a reason e x c u s e
9. a scientist e x P e r t
10. to make less tense r e a x

g © 1?
What is in the middle of Italy?
t h e e t t e r a
» <? $
Unit 13 * 149
UNIT 14 ~ r-
\
\ e
P I Introducing the Mords
r O Listen to this article about train travel. Pay attention to the
words in the color boxes. These are the words you will be î
learning in this unit. 5^
•
A
A <
co 1® WasV *
(Magazine Article)
11 aboard! All over the world, train travel is a major way for
people to get around. Before there were trains, horse-drawn
coaches and boats were the common ways for people to travel.
Trains are much faster. They move on tracks made of steel rails.
Trains also have railroad cars that attach to each other. This
allows trains to carry many people at one time.
Today, we also have cars, buses, and planes for travel.
However, the train is still a big part of our lives. The United
States has a very large railway system. It has enough track
to circle the earth five times! We are not the only country
with these different ways of traveling. Other countries
have similar ways to travel, too. AcK
There are different kinds of trains. Some are commuter
trains that people take to work every day. Commuter
trains can fill up very quickly
in the morning and early
evening. These are the times
when most people travel to
150 -----
O<^ vocabularyworkshop.com .
A* <\o
and from work. Trains can be so crowded that people have to
stand and hold onto a handle or a pole. Sometimes, there is
$ only room for a very slender person.
Another kind of train takes people long distances. These
trains sell only as many tickets as there are seats. That way,
each passenger has a seat. Many trains that travel long
«
distances have separate cars where people can eat and sleep.
Some people prepare for long train rides by packing books to
read or games to play. Other people like to spend the ride taking
in the sights. If this is what you choose to do, simply sit back
and admire the scenery. Your only task is to enjoy the ride!
y-
Sôrd Meanings
You heard the words below in the passage on pages J 50-151.

I. admire When you admire someone or something, you

(verb) think highly of the person or thing.
The players odmire the coach
because she is smart and kind.
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2. attach If you attach something, you join or connect it.

(Verb) Use tape to attach
the note to the door.
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3. handle The handle of an object is the part

(noun) you use to lift or hold it.
Pull hard on the handle to

open the door.
(verb) If you handle a problem, you take care of it.

A plumber can__ handle the problem
of your leaky pipe.
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U. major Something major is important or great in size

(adjective) or number.
Heavy rain was a _ major

cause of the flood.
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5. passenger A passenger is someone who travels

(noun) in a vehicle but is not the driver.
ThQ passenger fell asleep
in the car.
152 • Unit 14
vocabularyworkshop.com ) Listen to iWords 0 SI) Refer to the online glossary.
6. prepare To prepare is to get ready.

(verb) ç>irtW^’.
We will prepare -
for the birthday party by getting
hats, candles, and cake.
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7. separate When you separate things, you sort or set

(verb) them apart.
Please separate fpe an(j light
clothes before putting them in the washing machine.
(adjective) Separate objects are set apart. They are not joined.
The two sisters have separate
bedrooms.
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8. similar If two things are similar, they are alike or much

(adjective) the same.
It is hard to tell the two drinks opart because
they have a similar taste.

Illllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllllllllllllllllllllllllll^
9. slender A slender person or thing is thin.

(adjective)
The slender tree branches snapped
off in the storm.
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10. task A task is a job to be done.

(adjective)
Each weekend during the fall, my
task is to rake
the leaves. i)
Unit 14 ■ 153
| admire attach handle prepare separate |
I. You pull this to open a door. handle
2. You do this to a beautiful painting or a hero. admire
3. You can use glue or tape to do this. attach
4. You might do this to clothes when you pack them away for different
seasons. separate
5. You should do this before a trip. prepare
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major passenger similar slender task |

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6. This is how a person on a diet wants to look. slender
7. This is work such as cleaning or sweeping that needs to be done,

task
8. This word tells how two hats might look. similar
9. This is one of many people who sit in a car, bus, train, or plane.
passenger
IO. This word describes a big or important part of something,

major
154 ■ Unit 14
«Completing the Sentence
admire attach handle major passenger

| prepare separate similar slender task
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I. A plane’s emergency landing turned a passenger into

a hero.
2. The woman did an important task that saved the day.
3. It was a good thing she read the manual to prepare
4. She was ready for the major job of opening the

emergency back door.
5. A flight attendant did a similar thing at the front of

the plane.
6. The woman had to separate a panel from the wall.
7. She could then turn the handle to unlock the door.
8. Even though she was slender , she could lift the door.
9. Finally, she was able to attach an escape slide.
10. All of the people on the plane admire

what she did.
Weom Mtmw nHnw
Unit 14 ■ 755
•©
Words in Context
Read the fantasy story. Then write a sentence
to answer each question below.
The Space Trip

Anna was excited about her first ride into space. She climbed
into the spaceship and took a seat. Another passenger was already
on board. He had blue skin, four arms, and no hair. In a separate
part of the ship sat a robot pilot. It said, “Prepare for launch!
Fasten your seat belts! ” The pilot then pulled a handle with three
slender fingers. As the spaceship zoomed up, Anna’s body pressed
hard against the seat. Earth looked as small as a dot behind her.
Soon the sky was black and full of stars. Anna leaned forward to
admire the view. It was like nothing she had ever seen before.
I. Is the other passenger on the trip a person from Earth? Explain.

No. The other passenger has blue skin and four arms.
2. How do the passengers prepare for launch? They fasten their seat
belts.
3. Which word in the story means “thin”? The word slender means “thin.”
4. Describe the view that Anna leans forward to admire during the trip.
Anna sees a black sky filled with stars.
I attach major similar task

PWrite Your Own
156 ■ Unit 14
O
O
Word Gomes 'O.
Find the word in the box that matches the clue. O

O
admire attach handle major passenger

prepare separate similar slender task
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I. a thin pencil or person may look this way slender
2. get ready prepare
3. the star of a movie gets this kind of part major
4. something to do task
5. what matching chairs are similar
6. doors, drawers, and windows all have this handle
7. a person riding on a train passenger
8. glue can help things do this attach
9. look up to admire
10. things that are not together separate
Look at the words you wrote. Find c (É d m i r e t

them in the puzzle and circle them. t i (h a n d I eD b a
You will find two of the words by
looking down the columns.
t o (s i m i I a Ds
a Cp !• e p a r E) n
c x g h (jm a j o
h n (s e p a r a
o u f (s~T e n d e
V (p ass e n g e
Unit 14 • 157
TjS>ynonyms
I. Please stick this label on the box.

A. separate B. prepare C. (attach) attach
2. The two hats I bought today are alike.

A. (similar) B. major C. whole similar
3. The hotel guests can rest by the pool.

A.(relax) B. separate C. attach relax
M. The first job is to rake the leaves.

A. (task) B. handle C. excuse task
Vi
5. I will plan for the trip.
A. address B.(prepare) C. admire prepare
Z
3
Antonyms
5UJ Circle the word that has almost the opposite meaning as
>
U1 I. Lightning is a minor problem.

A. hollow B.(major) C. similar major
2. Many people dislike the speaker.

A. accept B. prepare C. (admire) admire
3. The two teams will ride in the same buses.

A. (separate) B. slender C. whole separate
M. I reject your offer.

A. stamp B. relax C. (accept) accept
».
5. There was a stuffed pihata at the party.

A. difficult B.fhollow)
B.Chollow) C. slender hollow

^glassifying
| address difficult
difficult expert passenger
| section slender
slender stamp whole
ÿ///iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiHtiiiiiiiiiiiiiiinn' t
73
m
Viords That Name Words About <
Kinds of People the Mail m
expert stamp
c
passenger address
z
VA
w
i
Viords That
Describing Viords
Name Parts
slender
section
difficult
whole
Review • Units 13—14 ■ 759

Mord Associations
I. You might use a handle to 6. Which activity would most

• open a door. help a person relax?
O cut a rope. O doing homework
O write a story. • taking a nap
O cleaning the attic
2. Where would you find a
passenger? 7. You would excuse yourself
I
O at the beach from a party if you
O in a school O were having fun.
• on a train • felt sick.
O liked the music.
z 3. It is difficult to
O lift a paper plate. 8. What is a major part of a
• climb a mountain. sandwich?
O walk a dog. O mustard
LU
O lettuce
>
• bread
LU 4. You might eat a whole pizza
C£ if you are
• hungry. 9. Which object is most similar
O bored. to a pencil?
O tired. O paper
O eraser
• pen
5. How would you prepare
dinner?
• by cooking it IO. Which object is hollow?
O by eating it O plate
O by cleaning it up O spoon
• straw
160 ■ Units 13—14 • Review

^ômpleting the Idea
I. I most admire
2. My favorite section of the neighborhood is
3. When I grow up, I want to be an expert in
M. I prepare each day for school because
5. The task I like least is
6. I find it difficult to
7. My address is
8. I relax when
9. A major part of my day is spent
10. The person I am most similar to is

Vlord Study • Context Clues
When you read, you may come across words that you do not
know. Sometimes, the other words in the sentence can help
you figure out the meaning of the word.
I was absent from school because I
was sick.
In this sentence, the words I was sick
give a clue to the meaning of the
word absent.
I
K.
Read each sentence. Underline the words that help you

figure out the meaning of the word in dark print.
z
2 A boulder is a large, round rock.
SUJ 2. I like to munch on peanuts and popcorn at the movies.
3. The sun will disappear behind the clouds.

>
LU 4. We sat in a cozy spot by the fireplace.
5. Too much salt can spoil the soup.
Circle the word that best completes each sentence. Underline

the words that helped you make your choice.
6. We stood on the (stag^, lake) to sing our song.
7. The baby slept quietly in the (leaf, (cradle).
8. Please buy some milk and apples at the ((market) cow).

. For teaching suggestions, see page THI.
Shades of Meaning • Word Choice 3

You learned the meaning of slender on page 153. Look at
the chart for words that are close in meaning to slender.
Notice how the meanings of the words are alike and different.
slender When someone or something is slender, that person or

thing is thin but still healthy or strong.
skinny A skinny object is very thin. A skinny person has little
fat or muscle.
scrawny When someone or something is scrawny, that person or
thing may be weak from being too thin.
2
ffl
<
I. Dad is _ slender because he gets a lot of

m
exercise.
2. We used long, skinny sticks to roast C
marshmallows. Z
3. A flamingo is a pink bird with long, skinny legs.
q. This scrawny chicken wing has hardly any
meat on it. W
slender 1
5. Her arms are , but they can lift the
heavy box.
6. When I found the puppy, it was scrawny and dirty.
Read each clue. Write the word that goes with each clue.
Choose from slender, skinny, or scrawny.
7. someone who is fit and in good shape slender
8. a stray, or homeless, cat scrawny
9. a healthy person who wants to build muscle skinny

Match the Meaning
Choose the word that best matches the meaning.
II
I. to make someone afraid
O notice O steer
2. to join one thing to another

• attach O separate
O prepare
O address
frighten
O pitch
3. to receive something
O scrape O escape O label accept
z
3 H. to get on
O signal O scatter board O pack
VI
LU
5. to tell that something bad may happen
O squeeze O whisper O carve warn
UJ 6. to shake
O prove O screech tremble O seal
7. a group of animals
O tool • herd O handle O task
<
8. to jump forward
z O shiver leap O soar O beam
9. a large area without trees

O soil O stable field O den
10. wet or moist

• damp O dangerous O smooth O calm
764 ■ Units 1-14 • Final Mastery Test

jCompleting the Sentence
11. Only 500 people live in the

O team • village O passenger O whole
12. The traffic light helps bikers and drivers stay

• safe O steady O slender O similar Z
13. My brother and I different rocks.
O plant O cheer • collect O harm 2
>
14. I woke up at <z>

O pain O object dawn O section m
73
15. The insect I most is the bee.
O excuse » fear O relax O sniff
m
16. lam to open and unpack the box.
O entire O steep O tender eager
C
17. My friend is and always tells the truth. Z
• honest O difficult O hollow O tense
18. Seabirds in the water for fish.

O chew • dive O doubt O lean
19. lam very about snakes and turtles.

O major O fair O proper curious
20. I know that a fly is an because it has six legs.

• insect O island O alarm O enemy
Final Mastery Test • Units 1-14 ■

Vocabulary for Comprehension
Read this passage about a popular hobby, stamp collecting.
Then answer the questions on page 167.
z
3
VA
ULI
DC U.S. stamps from the past

ui
A Fun Hobby
Do you know what a philatelist is? It's a stamp collector.
Stamp collecting has been around as long as there have been
stamps. In the United States, the first stamps were sold in 1847.
< One had a picture of Benjamin Franklin. Another had a picture
of George Washington. Modern stamps have all kinds of
Z pictures, from movie stars to cartoons.
You do not have to be an expert to become a stamp
collector. You can start by saving stamps you find on your
family's mail. Then you can put them in a binder. You may
pick a stamp because you admire the person or place shown
on it. You can select stamps that you think are odd, or
unusual. Each stamp is special in its own way. That is what
makes collecting stamps such a fun hobby.
■ Units 1-14 • Final Mastery Test
Choose the answer that best completes the sentence or
answers the question. Fill in the circle next to the answer.
21. This passage is mostly about 26. The word admire means
O the history of stamps. O to collect something.
O the year 1847. • to think highly of.
• stamp collecting. O to arrive somewhere.
22. In this passage, the word 27. What is another word for Z
stamp means select? >
O to mark something • pick

with ink. O cross
O to push your foot down O stack
hard.
• a piece of paper put on
28. You can figure out that
mail.
the author thinks stamp m
collecting is 73
23. The first U.S. stamps O only for adults.
pictured • fun and easy.
O cartoons. O a difficult job.
O movie stars.
• famous leaders.
29. In this passage, the word c
odd means z
24. What does the word O bright.
modern mean? O normal. V»
O past time • different.
• present time
O future time
30. The author most likely wrote
this to
25. What is an expert? O explain the reason we use
• someone who knows a lot stamps.
O someone who makes • give facts about stamp
stamps collecting.
O someone who collects O tell which stamps are
stamps the best.
Final Mastery Test • Units 1-14 ■ 167
accept ► brave
^yiiiiiiiiiiiuiiiiiiiitiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitniiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiiiiiiiiiiiiiiiniiHiiitiiiiHitiiiHiiiiuiiiiiiiitiiiiiniiiiiiiiiiiiiiHiiiiuniiiWz^
%
In this glossary, each unit word is followed by its pronunciation. f
The pronunciation tells you how to say the word. |
An abbreviation is a short way of writing a word. Here are some |
abbreviations you will find in this glossary. |
n. noun adj. adjective v. verb adv. adverb |
llllllllllllllllllllllllllllllllllllllllllllllllllll Aa lllllllllllllllllllllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllllllllllllllll Bb lllllllllllllllllllllllllllllllllllllllllllllllllll
accept (ak sept') bare (bar)

(v.) to take or receive something {adj.) not covered
address beach (bëch)

1. (n.) (ad' res) where a person or (n.) a strip of land near the water
business is located that is usually sandy
2. (v.) (e dres') to speak to a person
or group beam (bêm)
Ct 1. (n.) a long, strong piece of wood
<
admire (ad mir') or metal that holds up part of a
XA (iz.) to think highly of a person or thing building
o agree (e grë')
2. {v.) to send something out over a
long distance
{v.) to think the same way someone
else thinks bench (bench)
(n.) a long, narrow seat for a few
alarm (e lârm') people to sit on
(n.) something that wakes people or
warns them of danger, such as a board (bard)
bell or a buzzer 1. {n.) a long, thin, flat piece of wood
or plastic
2. {v.) to get on something
branch (branch)
(/?.) a part of a tree
arrive (© nv') that grows out
(v.) to reach the place you set out for from its trunk
brave (brav)
attach (s tach')
(v.) to join or connect something {adj.) having
courage and not
being afraid of danger
'168 ■ Glossary
bridge ► doubt
bridge (brij) crowd (kraùd)

(n.) a structure (n.) a lot of people
above and across all together
water or a road.
People or cars CUriOUS (kyùr' ë es)
can go over it to (adj.) wanting to find
get to the other side. out about something
bright (brït) llllllllllllllllllllllllllllllllllllllllllllllllllll Dd lllllllllllllllllllllllllllllllllllllllllllllllllll

1. (adj.) giving off a lot of light
2. (adj.) shiny damp (damp)
(adj.) a little wet or moist
lllllllllllll lllllllllllllllllllllll I lllllllllllllll Ce lllllllllllllllllllllllllllllllllllllllllllllllllll
dangerous (dân'je res)
calm (kam) (adj.) not safe
(adj.) quiet and still
dash (dash)
Carve (kdrv) 1. (v.) to move quickly O
(v.) to cut into something 2. (n.) a small amount of something
0
center (sen' ter) dawn (dôn)
(n.) a place that is in the middle of (n.) the time of day when the sun >
something first comes up
73
cheer (cher) deep (dêp)
(u.) to yell or call out loudly (adj.) a long way down
chew (chü) den (den)

(v.) to break into small pieces with (n.) a place where some kinds of
teeth ■ wild animals go to rest
clear (kier) difficult (dif' i kult)

1. (adj.) not cloudy (adj.) hard to do or understand
or dark
dive (div)
2. (adj.) easy to
(v.) to go head first
see through
into water with your
Collect (ke lekt') arms stretched out
(v.) to gather things together in front
CroSS (krôs) doubt (daùt)

1. (i/.) to go from one side to another (v.) to be unsure about something
2. (adj.) angry or not pleased
Glossary ■ 1
eager ► flour
llllllllllllllllllllllllllllllllllllllllllllllllllll* Ee 1111111111111111111111111111111111111111111 i 11111111 lllllllllllllllllllllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllllllllllllllll
eager (ë' ger) fair (fâr)

(adj.) wanting to do something a lot 1. (adj.) going by the rules and
1 enemy (e' na me)
(n.) an animal or person who doesn’t
treating everyone the same
2. (n.) an outdoor place where
people sell things. It is a place
like, or wants to harm, another where people have fun.
animal or person
enormous (e nôr' mes)

(adj.) very big
entire (en tïr')

(adj.) all of something
escape (es kâp’) famous (fâ' mes)

(v.) to get away from someone or (adj.) well-known by many people
something
t£ fear (fer)
< A A 1. (n.) a feeling that danger is near
Beware
oF or that something bad might happen
DOG 2. (v.) to be afraid of
0
feast (fest)
Q (n.) a very large meal on a
special day
field (fëid)
evening (ev* nirj)
1. (n.) a grassy area where a game
(n.) the part of the day between
is played
afternoon and night
2. (n.) a large area without trees
exactly (ig zakt' lë)
(adv.) happening in the same way finally (fr* nei ë)
(adv.) at last
excuse
1. (n.) (ek sküs') a reason that float (flot)
explains a mistake (v.) to stay on top of water or in
2. (v.) (ek sküz') to forgive the air
expert (ek' spûrt) flour (flour)

(n.) someone who knows a lot (n.) grain that is ground into
about some special thing or does powder and used for baking
something really well
170 ■ Glossary
forest ► island
forest (fôr' est) hero (hir' ô)

(n.) a large area with (n.) a person who is brave and does
many trees good things
fresh (fresh) hollow (hdl' ô)
1. (adj.) clean or new (adj.) having a hole or an empty
2. (adj.) cool or refreshing space inside
frighten (fn' ten) honest (an' ist)
(v.) to scare someone (adj.) when you tell the truth
frown (fraùn) hour (aùr)
1. (v.) to move your (n.) a unit of time that is 60
eyebrows together minutes long
and wrinkle your
forehead if unhappy lllllllllllllllllllllllllllllllllllllllllllllllllll lllllllllllllllllllllllllllllllllllllllllllllllllll
or annoyed
2. (n.) an unhappy idea (Ï dê' e) o
look on your face (n.) a thought or a plan. An idea is
something that you think of. o
vn
1111111111111 i 1111 i i 111111111 i i 111 i 1111111111111111 lllllllll lllllllllllllllllllllIlliIIIIIIIIIIIIIIIII
inn (in) vn
>
gentle (jen* tel) (n.) a small place where people can
(adj.) soft and mild rent rooms and stay for the night 73
greedy (gre’ de) insect (in' sekt)
(adj.) wanting more of something (n.) a tiny animal with three main
than what is needed body parts, three pairs of legs, one
or two pairs of wings, and no
backbone. Ants and beetles are
llllll llllllll Illi llllllll 11 11111111111 II 111111111 II Hh Nllllllllllllllllllllllllllllllllllllllllllllllllll
insects.
handle (han' del)
1. (n.) the part of something you use
to lift or hold it
2. (v.) to take care of something
harm (harm)
(v.) to hurt island (r lend)
herd (hûrd) (/?.) land that has water all around it
(n.) a group of animals that may feed
or travel together
Glossary ■ 171 ’
I
label ► pass
lllllllllllllllllllllllllllllllllllllilllllllllllll llllllllllllllllllllllllllllllllllllIIlllllllllllll 111111111111111111111111111111111111111111111111111 Illllllllllllllllllllllllllllllllllllllllllllllllll
label (la' bsi) Object (db' jakt)

1. (/?.) a sticker or tag fastened to {n.) a thing you can see or touch
something to tell more about it
2. (v.) to write something on a sticker ocean (o' shan)
or tag to tell more about it {n.) a very large area of salt water
that covers almost three quarters
leader (ie' dsr) of the earth
(n.) a person who shows people
where to go or how to do something
lean (len)
1. (iz.) to bend in a certain direction
2. {adj.) having little fat
leap (iep)
(v.) to take a jump
odd (ad)
forward
■s. 1. {adj.) not what you are used to
< 2. {adj.) cannot be divided evenly
Vi by two
Vi lllllllllllllllllllllllllllllllllllllllllllllllllll Mm lllllllllllllllllllllllllllllllllllllllllllllllllll
o major (ma' jar)

lllllllllllllllllllllllllllllllllllllllllllllllllll llllllllllllllllllllllllllllllllllllllllllllllllIII
o {adj.) important or great in size or

number
pack (pak)
1. {v.) to put things into a container,
such as a bag, box, or suitcase
midnight (mid' mt)
2. (n.) a group of something, such
{n.) 12 o’clock at night
as animals, people, or things
modern (mod' am)
pain (pan)
{adj.) having something to do with
(n.) a feeling of hurt
the present time
pale (pal)
111111U11111111111111111111111111111111111111111111 Nn lllllllllllllllllllllllllllllllllllllllllllllllllll
{adj.) having little color
nibble (ni' bal) pass (pas)
{v.) to eat with very small bites 1. {v.) to go by someone or
something _——— ____
notice (no' tas) 2. {n.) a piece of paper / to porx /
1. {v.) to see something or be aware that says the holder
of it for the first time can do something or | Con porA in the lot?™ I
2. {n.) a sign put up for people to read go some place
■ Glossary
passenger ► seal
lllllllllillllllllllllllllllllllllllllllllllllllllll Ss lllllllllllllllllllllllllllllllllllllllllllllllllll
passenger (pas' en jer)
(n.) someone who travels in a vehicle safe (sâf)
but is not the driver 1. (adj.) not in danger of being
harmed or stolen
pitch (pich) 2. (n.) a strong box in which you
&
(z) to throw can lock up money and other
p) valuable things
plant (plant)
1. (n.) a living thing that grows
in soil or in water. It often has
green leaves.
scatter (ska' ter)
2. (z) to put something, such as
(z) to throw things over a large area
O
a seed, into the ground so that it
can grow
Scrape (skrâp) 0
prepare (ph pâr') 1. (z) to rub something against a
(z) to get ready rough or sharp surface >
2. (n.) a mark made on a surface by
present (pre' zent) rubbing or scratching against 73
1. (n.) something that is given to something rough or sharp
someone out of kindness
2. (adj.) in a place at a certain time screech (skrêch)
1. (n.) a loud, high sound
proper (prop' er) 2. (z) to make a loud sound
(adj.) right or correct
seal (sei)
prove (prüv) 1. (n.) a sea animal that has thick fur
(z) to show that something is true and flippers. A seal can swim and
live in cold places.
111111111 ! 11111111111111111111 ! 111111 ! 1111111 ! 11111 Rr lllllllllllllllllllllllllllllllllllllllllllllllllll 2. (z) to close
up tightly
rainbow (ran' bo)
(n.) long stripes of color that appear
in the sky after a rainfall
relax (ri laks')

(z) to become less tense
Glossary ■ 7731
i
■
search ► stream
search (serch) soar (sôr)

(v.) to look for or try to find {v.) to fly very
high in the air
seashell (se' shei)
(n.) the shell of a sea animal such as soil (soil)
an oyster or clam {n.) the dirt or earth that plants grow in
section (sek' shen) squeeze (skwëz)

(/?.) part of a whole (v.) to hold something tightly
select (si lekt') Stable (stâ' bel)

(v.) to pick something out 1. (n.) a building where horses are
kept
separate 2. {adj.) strong and not easily moved
1. (v.) (sep' q rat) to sort or set apart
2. {adj.) (sep' er it) not joined stack (stak)
1. (n.) a neat pile of something
shiver (shi’ ver) 2. (v.) to pile one thing on top of
(v.) to shake quickly another
< when cold or afraid
vn Stamp (stamp)
vi signal (sig' nel) 1. {n.) a small piece of printed paper
o (n.) anything that
sends a message
that shows when postage is paid
2. {v.) to put your foot down
Ü or a warning with force
similar (sim' e 1er) steady (ste* de)
{adj.) alike; much the same {adj.) continuing and not
changing much
Slender (sien' der)
{adj.) thin steep (step)
{adj.) having a sharp slope; difficult
smooth (smüth)
to go up
{adj.) not rough and bumpy, but flat
and even steer (stër)
1. (v.) to move something in a
sniff (snif)
certain direction
{v.) to take in air through your nose
2. {n.) a bull that is raised for meat
in short, quick breaths
stream (strém)
snowstorm (sno' storm)
{n.) a body of flowing water that is
(n.) a storm with a lot of snow
narrow and shallow
174 ■ Glossary
task ► worry
lllllllllllllllllllllllllllllllllllllllllllllllllll i if i ii i il ni 11 ii ii ii limn limn min i h ni hi n llllllllllllllllll IIIIIIIIIIHI111IIHill I Illi 1111II Ww lllllllllllllllllllllllllllllllllillllllllllllilllll

task (task) warn (worn)
(n.) a job to be done (v.) to tell someone about possible
danger
team (tem)
(n.) a group of people who work wave (wav)
together or play a sport together 1. (v.) to move your hand back and
forth
tender (ten' der) 2. (n.) something that looks like a
(adj.) soft and easy to cut long bump moving through the water
in a lake or an ocean
tense (tens)
(adj.) not able to relax weak (wék)
(adj.) not strong
tiny (tr ne)
(adj.) very small weekend (wek* end)
(n.) the two days of the week called
tool (tül)
Saturday and Sunday
O
(n.) a piece of
equipment used whisper (hwis' per) 0
to do a certain job (v.) to speak in a <A
VA
very soft and >
trail (trâi)
quiet voice
(n.) a path for people to follow, 7>
especially in the woods whole (hoi)
(adj.) complete;
travel (tra' vei)
having all its parts
(v.) to go from one place to another
wise (wiz)
tremble (trem' bel)
(adj.) showing good sense
(v.) to shake a little from excitement
and judgment
or anger
wonder (wan' dar)
llllllllllllllllllllllllllllllllllllllllllllllllllll Vv llllllllllllllllllllllllllllllllllllllllllllllllllll (v.) to be curious about something
village (vi* lij) worry (war' ë)
(n.) a small town (v.) to feel that something bad
may happen
L
Glossary ■ 175^
Index
A 101, 108-109, R w
Analogies, 27, 97 122-123, 130- Reading Word Associations,
Antonyms, 22, 44, 131, 144-145, Passages, 6-7, 24, 46, 68, 94,
66, 92, I 14, 152-153 14-15, 28-29, I 16, 138, 160
136, 158 Dictionary, 140 36-37, 50-51, Word Choice, 71,
58-59, 76-77, 119, 163
c Final Mastery
84-85, 98-99, Word Endings, s,
Classifying, 23, 106-107, 120- es, ed, ing, 26
45, 67, 93, I 15, Test, 164-167 121, 128-129, Word Families, 49
137, 159 142-143, 150- Word Games, 13,
Completing the G 151 21, 35, 43, 57,
Idea, 25, 47, Glossary, 9, 17,
Reference 65, 83, 91, 105,
69, 95, I 17, 22, 31, 39, 44,
Sources. See I 13, 127, 135,
139, 161 53, 61, 66, 79,
Dictionary; 149, 157
Completing the 87, 92, 101,
Glossary Words in Context,
Sentence, I I, 109, I 14, 123,
Review. See 12, 20, 34, 42,
19, 33, 41, 55, 131, 136, 145,
Antonyms; 56, 64, 82, 90,
63, 81, 89, 103, 153, 158, 168
Classifying; 104, I 12, 126,
III, 125, 133, Completing 134, 148, 156
147, 155
H
Homophones, 70 the Idea; Word
Compound Words, Synonyms; Relationships.
48 I Word See Antonyms;
Comprehension. Introducing Associations Classifying;
See Context the Words. Synonyms;
Clues; Reading See Reading s Word Choice;
Passages; Passages Shades of Words That
Vocabulary for Meaning. See Describe Food
Comprehension; M Analogies; Word Words That
Words in Match the Choice; Word Describe Food,
Context Meaning, 10, Families; Words 141
Context Clues, 18, 32, 54, 62, That Describe Word Study. See
162. See also 80, 88, 102, Food Compound
Completing I 10, 124, 132, Suffixes, ful, less, Words;
the Sentence; 146, 154 I 18 Context Clues;
Reading Midyear Review, Synonyms, 22, Homophones;
Passages 72-75 44, 66, 92, I 14, Multiple-
Multiple-Meaning 136, 158 Meaning Words;
D Words, 140 Prefixes;
Definitions, 8-9, V Suffixes; Word
16-17, 30-31, P Vocabulary for Endings
38-39, 52-53, Prefixes, un, re, Comprehension,
60-61, 78-79, 96 74-75, 166-167
86-87, 100-
176 ■ Index
SADLIER
'ocabulary
Workshop
Enriched Edition
► Level Purple Level A Level E

Level Green Level B Level F
Level Orange Level C Level G
Level Blue Level D Level H
1
[ONLINE COMPONENTS
' vocabularyworkshop.com/purple
• Audio of Unit Passages • Interactive Unit Quizzes

• iWords*^ Audio Program • Practice Unit Worksheets
• Visuals of Unit Words • Family Games
• Audio Glossary • Graphic Organizers*
• Interactive Games • Pacing Guide*
• Interactive Word Map • Test-Taking Strategies*
*Teacher Access Only
Grade 2
TEACHER’S EDITION
ISBN 978-0-8215-8022-6
Sadlier 9 780821 580226

2 Vocabulary Workshop Purple G2

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Systematic, Multimedia Vocabulary Instruction Level Purple

Jerry L. Johns, Ph.D.

Lucy Lugones Helen Wood Turner, Ed.D.

For additional online resources, go to vocabularyworkshop.com and enter the

ocabulary Workshop is an engaging, multimedia program with a systematic approach

Level Purple is:

Research Shows: Vocabulary Workshop

The Value of Contextual Learning of Vocabulary

The Value of Providing Multiple Exposures to Words

The Value of Exposing Students to Nuances of Language

For a Bibliography of References, go to vocabularyworkshop.com/purple.

Student Book and Audio Components

y name is Penny, and I work as a guide

EX words and example

A multlple-meoning word is a word with mort

3. The number II is an juicy 5. 6.

steer I. (verb) to move something tg in a ceria

9. When my brother wonted to lose weight, he exercised and

Review • Units 11-12 • 141 I

Additional Online Components

Brings each vocabulary word to life with a recording of its

Interactive Word Map Enables children to build a printable vocabulary concept

Family Games Presents the content of each Unit in a game-like setting.

Teacher's Edition and Audio Components

MODEL Would a brave person be afraid? No. a brave person would

p? that is added to lhe end of a word. PPoint out that like

PRACTICE/APPLY Units 11-12 ■ Word* That Describe Food.

Additional Online Components

Interactive Unit Quiz and Practice Worksheet

Midyear Review and Final Mastery Test

Developing Literacy Competencies

Literacy Competencies Performance Indicators

When 1 was eighteen months old, I went back to Guide Dogs

I was and told Dad that

for me tell morej iabout it.

H. modern When something is modern, it has to do vzith it more

(adjective) the present time.

10. steep A steep h

object An object is a thing that you can see or touch.

Match the Meaning Completing the Sentence

7. If the horses sow an on the path, they

6. This kind of mountain would be hard to climb. but it is fun.

9. This word could describe a brand new car.

Visit the Red Horse Inn

I. What do you think it means to have modern rooms?

label pitch sniff

5. Write a sentence using a word in the box.

Can you toss the ball to me?

I. Why might you label your 6. Which of these is a modern

4. To make sure a pet mouse

138 ■ Units 11-12 • Review Review • Units 11-12 • 1391

Study • Dictionary: Multiple-Meaning Words

A multiple-meaning word Is a word with more than

chili hot pepper skinless chicken to figure out word meaning.

Rwlen • Units 11-12

Midyear Review / Final Mastery Test

Language Standards K-5: Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and

Weeks Student Book Resources to Enrich, Support, and Assess

Literature to Use with Vocabulary Workshop