UNIT

Diversity

Essential Question
How can we reach new
understandings through
exploring diversity?

Go ONLINE for
 Watch all lessons.

“A World of Differences” VIDEO

AUDIO

INTERACTIVITY

GAME

ANNOTATE

BOOK

and
TURN  TALK
RESEARCH
How you would define diversity?

10
 Spotlight on Realistic Fiction

READING WORKSHOP
Infographic: Diverse Ways We Communicate
from Out of My Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Realistic Fiction
by Sharon Draper

Poem: Meals
from Mama’s Window . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Realistic Fiction
by Lynn Rubright

Media: Making Music Together

Trombone Shorty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Autobiography
by Troy Andrews

Infographic: New Places Affect How We Eat

Weslandia and “The Circuit” . . . . . . . . Fiction and Realistic Fiction
by Paul Fleischman | by Francisco Jiménez

Infographic: Approaches to Poetry

Poetry Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poetry
by Gwendolyn Zepeda | by Alma Flor Ada | by Dana Crum

READING-WRITING BRIDGE
• Academic Vocabulary • Word Study Realistic Fiction
• Read Like a Writer • Write for a Reader
• Spelling • Language and Conventions

WRITING WORKSHOP
• Introduce and Immerse • Develop Elements Realistic Fiction
• Develop Structure • Writer’s Craft
• Publish, Celebrate, and Assess

PROJECT-BASED INQUIRY
Write an Argumentative Letter Argumentative Text

11
UNIT INDEPENDENT READING

3 Independent Reading
In this unit, you will read with your teacher. You will also read on
your own. To get the most out of your independent reading,
choose a text in a genre that interests you.

Reading for longer, or sustained, periods of time can build your

stamina and make you a better reader. The more you read, the
better you become.

Set some goals to increase the time you spend reading. Keep track
of how long you read.

Step 1 Identify your purpose for reading. Decide which genre best
matches your purpose.

I want to read something in the

_________ genre.

Step 2 Select a book and examine it. If the book does not match
your chosen genre, keep looking. If it does match your chosen
genre, start reading!

The topic of this book is .

Other books about this topic are usually in the genre .
The design and images on the cover of this book tell me it is
.
This book has lots of (dialogue / text features / ).
This book is (factual / imaginative).
This author (has / has not) written other books I know about.
This author writes books that are .
The genre of this book is .

12
Independent Reading Log
Pages Minutes
Date Book Genre My Ratings
Read Read

13
UNIT INTRODUCTION

3 Unit Goals
Shade in the circle to rate how well you meet each goal now.

1 2 3 4 5
SCALE

NOT AT ALL NOT VERY SOMEWHAT VERY EXTREMELY

WELL WELL WELL WELL WELL

Reading Workshop 1  2  3  4  5

I know about different types

of fiction and understand the
elements of fiction.

Reading-Writing Bridge 1  2  3  4  5

I can use language to make

connections between reading
and writing fiction.

Writing Workshop 1  2  3  4  5

I can write realistic fiction using

story elements.

Unit Theme 1  2  3  4  5

I can collaborate with others

to explore new understandings
about diversity.

14
Academic Vocabulary
Use these words to talk and write about this unit’s theme,
Diversity: accomplish, challenge, conflict, expand, and participate.

and
TURN  TALK With a partner, review the five academic vocabulary
words. Ask your partner, Where have you heard or seen this word
before? What does this word mean to you? What are some related
words? Finally, discuss how the word relates to diversity. During your
discussion, take notes using a graphic organizer like this one.

Academic Vocabulary Word

Seen or Heard Meaning and How Word Relates

Related Words to Diversity

15
WEEKLY LAUNCH: INFOGRAPHIC

INTERACTIVITY

DIVERSE WAYS
We Communicate
SIGN LANGUAGE People who are deaf or hard CARRIER
of hearing use sign language to communicate. PIGEONS can find
Motions of the hands stand for words, their way home over long
phrases, or ideas. There are distances. They were used
over 250 different sign during both World Wars.
languages in the world. A soldier wrote a message
This gesture means “Why?” and inserted it into a tube
attached to the pigeon’s
leg or body. Because the
SMOKE SIGNALS Smoke signals enemy could intercept radio
are among the oldest means transmissions, pigeons
of communication. The ancient offered another way to
Chinese, Greeks, Native Americans, deliver messages.
and others used them to send
messages over long distances.
Torches or piles of vegetation were
placed on high ground and set
on fire. The smoke from the fires
could be seen from far away.

BRAILLE Louis Braille became blind when he

was very young. When he was 11, he decided to
create a way for blind people to communicate with
each other. He then modified “night writing,” an
alphabet system of raised bumps that Charles Barbier
had created in the 1800s.

16
 W EEK

1
Cell Phone Weekly Question

More and more, Why do people

people use their communicate in
phone’s computer diverse ways?
technology to text
their friends and
family rather than Quick Write What are some
make phone calls. different ways you communicate?

SPEECH-GENERATING DEVICE
People who are unable to speak or
write might use a speech-generating
device (SGD). These devices allow
people to communicate with text or
synthesized speech by using a touch
keypad or joystick or by tracking a
person’s eye movements. Stephen
Hawking is a famous scientist who
has written books and given lectures
using an SGD.

Hello

17
GENRE: REALISTIC FICTION

Learning Goal
Spotlight on Genre
I can learn more
about fiction by
analyzing characters
Realistic Fiction
in realistic fiction.
Realistic fiction is a made-up story that could really
happen. This type of fiction contains the same literary
elements as other fictional texts. It includes
• Setting, or the time and place a story occurs
• Characters, or the people and animals involved
• Plot, or the series of events
• Theme, or message

When you recognize these characteristics in a text,

you will know that you are reading fiction.

and
TURN  TALK Describe a character from a
favorite story to a partner. Use the anchor chart
to tell how you know whether the story is realistic
Do you think fiction. Take notes on your discussion.
I could be in a
realistic fiction My NOTES
story?

18
READING WORKSHOP

19
Meet the Author
from

Out of My Mind

Preview Vocabulary
As you read Out of My Mind, pay attention to these
Sharon M. Draper vocabulary words. Notice how they provide clues to
has often wondered
about what is going the characters and help you understand the story.
on in the minds of
people who cannot
share their thoughts. frustrated cool confused
The question holds
special meaning to irritable bothered
her because her
own daughter has
a disability. She is
also the author of
Double Dutch.
Read
Before you begin reading the assigned text, establish
a purpose. Active readers of realistic fiction follow
these strategies when they read a text the first time.

Notice Generate Questions

who the story is about before, during, and
and what happens. after reading to
deepen understanding
and gain information.
First
Connect
Read Respond
ideas within the by marking parts you
selection to what you find interesting or
already know and surprising.
have read.

20
 Genre Realistic Fiction

from out of my mind

by Sharon M. Draper

BACKGROUND
Melody has a physical disability called cerebral palsy. She
cannot walk or speak and has very little control of her
body. However, Melody is one of the smartest students in
her school. In this excerpt, Melody describes some of her
experiences.
AUDIO

 ANNOTATE

21
CLOSE READ
1 Once I started school, however, I discovered I had a
much bigger problem than just falling out of my chair.
Analyze I needed words. How was I supposed to learn anything
Characters if I couldn’t talk? How was I supposed to answer
Underline details that
tell about the challenges questions? Or ask questions?
Melody faces.
2 I knew a lot of words, but I couldn’t read a book.
I had a million thoughts in my head, but I couldn’t
share them with anybody. On top of that, people didn’t
really expect the kids in H-5 to learn much anyway.
It was driving me crazy!

3 I couldn’t have been much more than six when Mrs.

V figured out what I needed. One afternoon after
school, after a snack of ice cream with caramel sauce,
she flipped through the cable channels and stopped
at a documentary about some guy named Stephen
Hawking.

4 Now I’m interested in almost anything that has

a wheelchair in it. Duh! I even like the Jerry Lewis
telethon! Turns out Stephen Hawking has something
called ALS, and he can’t walk or talk, and he’s probably
the smartest man in the world, and everybody knows it!
That is so cool.

frustrated feeling 5 I bet he gets really frustrated sometimes.

annoyed at being
unable to change 6 After the show went off, I got real quiet.
something
7 “He’s like you, sort of, isn’t he?” Mrs. V asked.

8 I pointed to yes on my board, then pointed to no.

9 “I don’t follow you.” She scratched her head.

10 I pointed to need on my board, then to read.

Need/read. Need/read.

22
 CLOSE READ
11 “I know you can read lots of words, Melody,”
Mrs. V said.
Make
12 I pointed again. More. I could feel tears coming. Inferences
More. More. More. About
Characters
13 “Melody, if you had to choose, which would you Highlight phrases
rather be able to do—walk or talk?” that help you support
an inference about
14 Talk. I pointed to my board. I hit the word again and what Melody thinks
and wants.
again. Talk. Talk. Talk.

15 I have so much to say.

16 So Mrs. V made it her new mission to give

me language. She ripped all the words off my
communication board and
started from scratch. She made
the new words smaller, so more
could fit. Every single space on
my talking board got filled with
names and pictures of people in
my life, questions I might need
to ask, and a big variety of nouns
and verbs and adjectives, so I
could actually compose something
that looked like a sentence! I
could ask, Where is my book bag? or
say, Happy Birthday, Mom, just by
pointing with my thumb.

17 I have magic thumbs, by the way.

They work perfectly. The rest of my
body is sort of like a coat with the
buttons done up in the wrong holes.
But my thumbs came out with no
flaws, no glitches. Just my thumbs.
Go figure.

23
CLOSE READ
18 Every time Mrs. V would add new words, I learned
them quickly, used them in sentences, and was hungry
Make for more. I wanted to READ!
Inferences
About 19 So she made flash cards.
Characters
Highlight evidence 20 Pink for nouns.
that helps you make
inferences about Melody. 21 Blue for verbs.

22 Green for adjectives.

23 Piles and piles of words I learned to read. Little

words, like fish and dish and swish. I like rhyming
words—they’re easy to remember. It’s like a “buy one,
get the rest free” sale at the mall.

24 I learned big words, like caterpillar and mosquito, and

words that follow crazy rules, like knock and gnome. I
learned all the days of the week, months of the year, all
the planets, oceans, and continents. Every single day I
learned new words. I sucked them in and gobbled them
up like they were Mrs. V’s cherry cake.

25 And then she would stretch out the cards on the floor,
position me on a big pillow so I could reach them, and
I’d push the cards into sentences with my fists. It was
like stringing the beads of a necklace together to make
cool interesting or stylish something really cool.

26 I liked to make her laugh, so I’d put the words into

wacky order sometimes.

24
 CLOSE READ
27 The blue fish will run away. He does not want to be dinner.

28 She also taught me words for all the music I heard at Analyze
home. I learned to tell the difference between Beethoven Characters
and Bach, between a sonata and a concerto. She’d pick a Underline the details
that tell how Melody
selection on a CD, then ask me the composer.
experiences music.

29 Mozart. I’d point to the correct card from the choices

she’d set in front of me. Then I’d point to the color blue
on my board.

30 “Huh?” she asked.

31 When she played a selection from Bach, I’d point to

the correct composer, then once again touch the color
blue on my board. I also touched purple.

32 She looked confused. I searched around for the confused unable to

understand
right words to explain what I meant. I wanted her to
understand that music was colorful when I heard it.
I finally realized that even Mrs. V couldn’t figure out
everything in my head. We kept going.

33 Sometimes she’d play hip-hop music, sometimes

oldies. Music, and the colors it produced, flowed
around her as easily as her clothing.

34 Mrs. V took me outside in all kinds of weather. One

day she actually let me sit outside in the rain. It was irritable easily made
steaming hot, and I was sticky and irritable. angry or annoyed

25
CLOSE READ
35 It must have been about ninety degrees outside. We
were sitting on her porch, watching the storm clouds
Analyze gather. She told me the names of all the clouds and
Characters made up stories about them. I knew that later she’d
Underline details that
help you understand have the names of every kind of cloud on word cards
how Melody interacts for me.
with Mrs. V.
36 “Big old Nimbus up there—he’s black and powerful
and can blow all the other clouds out of the sky. He
wants to marry Miss Cumulus Cloud, but she’s too soft
bothered annoyed or and pretty to be bothered with such a scary guy. So he
upset with gets mad and makes storms,” she told me.

37 Finally, old Nimbus got his way, and the rain came
down around me and Mrs. V. It rained so hard, I
couldn’t see past the porch. The wind blew, and the wet
coolness of the rain washed over us. It felt so good. A
small leak on Mrs. V’s porch let a few drops of rain fall
on my head. I laughed out loud.

26
 CLOSE READ
38 Mrs. V gave me a funny look, then hopped up. “You
want to feel it all?” she asked.
Vocabulary in
39 I nodded my head. Yes, yes, yes. Context
Context clues are words
40 She rolled me down the ramp Dad had built, both of and sentences around an
us getting wetter every second. She stopped when we unfamiliar word that help
readers understand the
got to the grass, and we let the rain drench us. My hair, word.
my clothes, my eyes and arms and hands. Wet. Wet.
Use context clues beyond
Wet. It was awesome. The rain was warm, almost like the sentence to determine
bath water. I laughed and laughed. the meaning of drench.
Underline the context
clues that support your
41 Eventually, Mrs. V rolled me back up the ramp definition.
and into the house, where she dried me off, changed
my clothes, and gave me a cup of chocolate milk.
She dried off my chair, and by the time Dad came to
pick me up, the rain had stopped and everything was
dry once more.

42 I dreamed of chocolate clouds all night.

27
VOCABULARY

Develop Vocabulary
In realistic fiction, authors use precise words to create specific descriptions. These
words help the reader visualize and connect with the characters and events.

My TURN Add the vocabulary word from the word bank to complete the
Synonym Sandwich. Then choose a character or object that best matches the
word and write an example sentence.

Word Bank
bothered    confused    cool    frustrated    irritable

Synonym Who or What Is... My Example Sentence

Sandwich

discouraged

disappointed

puzzled

perplexed

annoyed

exasperated

troubled

agitated

interesting

stylish

28
COMPREHENSION READING WORKSHOP

Check for Understanding

My TURN Look back at the text to answer the questions.

1. Name three details from the text that make it realistic fiction.

2. Why does Sharon Draper use boldface for some words?

3. What do you notice about Mrs. V’s character?

4. Explain how Mrs. V changes her perspective on Melody’s communication

needs based on Melody’s reaction to a documentary.

29
CLOSE READ

Analyze Characters
You can learn about a character through his or her thoughts, feelings, actions,
and interactions with other characters. To learn more about a character, look
at the details that the author chooses to include about a character. Examine
the character’s interactions with other characters. Then use these details to
analyze and explain how characters develop in a story.

1. My TURN Go to the Close Read notes in Out of My Mind. Underline

the parts that help you understand Melody, her character traits, and the
changes she undergoes.

2. Text Evidence Use the parts you underlined to complete the chart.

Thoughts and Feelings Actions

Melody
Interactions with Changes Melody
Other Characters Undergoes

30
 READING WORKSHOP

Make Inferences About Characters

While reading, you can make inferences, or figure out information that is not
stated directly. To make an inference, combine what you read in the text with
what you already know from your own life or from other texts you have read.
When you connect this information, you deepen your understanding of the text.

1. My TURN Go back to the Close Read notes and highlight evidence that
helps you make inferences about Melody.

2. Text Evidence Use your highlighted text to make inferences, and use
evidence to support your understanding of the text.

What I read in the text

What I already know

My inference about Melody

31
RESPOND TO TEXT

Reflect and Share

Talk About It Mrs. V helped Melody overcome her
inability to communicate by teaching her new words
using a communication board. What other forms of
communication that you read about this week might
have helped Melody communicate? Use examples
from the text to support your response.

Ask Questions and Make Thoughtful Comments During

your discussion about other forms of communication, ask
questions and make comments that are related to the topic.
 Ask questions when you need more information.
Share ideas that are on topic.
Build on others’ comments and ideas.
Discuss the reasons and evidence your partners provide.

Use these sentence starters to guide your comments.

You used _______ I agreed with you

as evidence for your when you said . . .
point. Why do you
think . . .

Weekly Question
Why do people communicate in diverse ways?

32
VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

Related words are forms of a word that share roots I can develop
knowledge about
or word parts. They can have different meanings language to make
based on the form of the word, such as character, connections between
reading and writing.
characters, and characterization.

My TURN For each sentence,

1. Use print or digital resources, such as a glossary, dictionary, or
thesaurus, to find related words.

2. Add an additional related word in the box.

3. Choose the correct form of the word to complete the sentence.

Word Related Words Correct Form of the Word

conflict conflicts I cannot play today because the game

conflicted ________________________________ with my doctor’s
________________________________ appointment.

accomplish unaccomplished I ________________________________ everything I needed

accomplishment to do today.
________________________________

expand expands Could you ________________________________ on what

expanded you mean?
________________________________

challenge challenging The heavyweight boxer faced his

unchallenged ________________________________ with a smile.
________________________________

participate participates Everyone was required to

participation ________________________________ in the school play.
________________________________

33
WORD STUDY

Related Words
Related words are forms of a word that share roots or word parts, but they
can have different meanings depending on their parts of speech.

The word compose in paragraph 16 of Out of My Mind is a verb that means

“to create or make up.” If you know what compose means, you can figure out
the meaning of the noun form of the word, composition. A composition is “a
putting together of words” or “a creation of musical works.”

My TURN Read each word in the chart. Then complete the chart using related
words from Out of My Mind or other texts you have read.

Word Related Words

select

frustration

perfection

communicate

High-Frequency Words
High-frequency words are words that you will see in texts over and
over again. They often do not follow regular word study patterns. Read
these high-frequency words: belong, guess, either, country, everything,
already. Try to identify them in your independent reading.

34
ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer

Authors use figurative language to make writing interesting and to develop
characters. One form of figurative language is repetition. Writers use
repetition when they repeat words and phrases within a text.

Model Read this text from Out of My Mind.

Wet. Wet. Wet. It was awesome. The rain was warm,

almost like bath water. I laughed and laughed.

repeated words

1. Identify Sharon Draper repeats wet and laughed.

2. Question How does the repetition help me understand Melody?

3. Conclude Repetition of wet and laughed emphasizes two important

ideas: Melody is getting soaked, and the rain makes her happy.

Read the text.

Piles and piles of words I learned to read. Little words, like

fish and dish and swish. I like rhyming words—they’re easy to
remember.

My TURN Follow the steps to analyze the passage. Describe how the author
uses repetition.

1. Identify Sharon Draper repeats

2. Question How does the repetition help me understand Melody?

3. Conclude Repetition of emphasizes

35
DEVELOP AUTHOR’S CRAFT Use repetition to
emphasize ideas in
Write for a Reader your writing.
Writers use elements of craft to develop an engaging idea
with relevant details. By repeating language, writers signal
to readers that an event or idea is important.

My TURN Think about how Sharon Draper’s use of repetition

in Out of My Mind affects you as a reader. Now identify
how you can use repetition to influence your own readers by
developing an idea with relevant details.

1. If you were trying to develop a character who is excited, what words,

expressions, or actions might you repeat?

2. Write a fictional passage about an imaginary character. Use repetition to

emphasize your character’s excitement.

36
SPELLING READING-WRITING BRIDGE

Spell Related Words

Related words have word parts that are spelled the same. The
words are often pronounced differently. To spell related words, look
at the word parts that are the same, and then add endings when
needed. For example, the words tutoring and tutorial contain the
same base word, tutor. Spell tutorial by spelling the base word tutor
and then adding the ending -ial.

My TURN Read the words, and find the related pairs. Spell the word
pairs side by side.

SPELLING WORDS

tutor breath crumb breathe

production triple health relate
medical imagine medic triplet
compose heal composition image
crumble relative tutorial product

37
LANGUAGE AND CONVENTIONS

Prepositions and Prepositional Phrases

A preposition is a word used to show the relationship of a noun or pronoun
to another word in the sentence. A prepositional phrase is a group of words
beginning with a preposition and usually ending with a noun or pronoun.

Prepositional
Type Prepositions
Phrases
at, below, behind, by, in, inside,
Location and
outside, near, on, across, down, She sat on the porch.
Direction
from, over, to, around

She went home after

Time after, at, before, during, until
the storm.

Mrs. V was the one in

Description in, with, for
the dress.

My TURN Edit this draft by replacing prepositions and changing the meaning
of the prepositional phrases.

There is a lot of activity in my neighborhood after school.

Boys and girls play basketball on the courts behind the school.

Dogs run back and forth on the field. Trucks deliver packages to

houses down the street. This all happens around my house.

38
REALISTIC FICTION WRITING WORKSHOP

Understand Realistic Fiction Learning Goal

Realistic fiction is imagined, but it includes I can use elements

of narrative writing
believable people, places, and events. to write a realistic
fiction story.
My TURN Fill in the boxes using a story you have read.

Characters are the people and animals in a story.

What do you notice about the characters in the story?

The setting is the time and place a story occurs.

What words does the author use to describe the setting?

The plot is the series of events.

What are the most important events in the story?

39
REALISTIC FICTION

Identify Parts of the Plot

A fictional plot is a believable series of events. Writers use a conflict, or main
problem, to build a plot. The parts of a plot include an introduction of the
conflict, rising action, climax or turning point, falling action, and resolution.
The resolution offers a conclusion or a solution to the conflict.

My TURN Think about a story you have read. Read about conflict and
resolution. Fill in the boxes using the story you read.

The conflict is the main problem in the story.

What main obstacle do the characters face?

The resolution is how the problem is solved.

How do the characters overcome the obstacle?

40
 WRITING WORKSHOP

Recognize Elements of Fiction

As you learned, realistic fiction includes realistic characters, a setting that is
a real place or based on a real place, and a believable plot. Realistic fiction
also includes a conflict, or problem that is at the center of the story, and a
resolution of the conflict.

My TURN Work with a partner. Read a new story from your classroom library.
Give evidence from the text that shows that it is realistic fiction.

Realistic Fiction

Characters

Setting

Plot

Conflict

Resolution

41
REALISTIC FICTION

Brainstorm a Topic
Authors think of ideas before they begin drafting a story. The process of
gathering ideas is called brainstorming. When brainstorming, write every idea
that comes to mind. Then use the checklist to evaluate your choices and choose
a single topic.

My TURN Complete the sentences to brainstorm a topic for your realistic

fiction story.

My story could be about games I like to play, such as

.

My story could be about places I’ve gone, such as

.

My story could be similar to books I’ve read, such as

.

Use this checklist

to decide on a topic
for your realistic
NARROW YOUR TOPIC: fiction story.
 My audience will be interested in this topic.
 This story idea is not too complicated and not too
simple.
 The characters, setting, and plot are believable
and exciting.
 I will enjoy writing about this topic.

42
 WRITING WORKSHOP

Plan Your Realistic Fiction Story

Writers map out their ideas to plan their stories. Telling a story aloud before
writing can highlight details to focus on in the written draft.

My TURN Think about the topic of your story. Use the organizer to map your
realistic fiction story. Tell your story to your Writing Club, using your map to
organize your events and details. Use your partners’ feedback to revise your
story plan.

To begin planning your story, think about your CHARACTERS

characters.

What do they do that will help you tell your story?

How do the characters change over the story?

Your story might be about a specific setting, or you SETTING

may need to decide on a setting.

What effect does the setting have on the story?

Can you imagine your characters in this place?

The conflict is often the central focus of the story.

CONFLICT
What problem are the characters trying to solve?
What obstacles stand in the way of the characters overcoming
the conflict?

The end of the story describes how the conflict RESOLUTION

is resolved.

What solution do the characters find for the conflict?

How is the story different after the conflict is resolved?

43
WEEKLY LAUNCH: POEM

INTERACTIVITY

Meals
At Amir’s house, bread is soft and flat.
We scoop up rice and vegetables
from a round metal plate, kneeling on a mat.
I taste these good things with a finger.
Amir laughs and says, “That’s ginger!”
The meal is hot and rich with spice,
and so delicious, I dip into the platter twice.

At my house, Amir eats with a fork

while our table talk spins around
soccer wins and losses in the park.
I help him to some cherry pie,
and my friend gives a contented sigh.
Oh, but what about his African home?

So I ask, because I’m curious,

about his home. He remembers markets
and dusty desert storms, thick and furious.
“This is Ayat,*” Amir says and shows me a picture.
In it, a man stands proudly in a market teeming
with camels.
Some day, Amir and I will visit them under the sun.

*grandfather

44
 W EEK

2
Weekly Question

How do our
experiences help us see
the world differently?

Illustrate and Describe

Write and illustrate a descriptive
paragraph to show a custom that
you have recently learned about
or that you would like to teach
a friend.

45
GENRE: REALISTIC FICTION

Learning Goal
Spotlight on Genre
I can learn about
fiction by analyzing
plot and setting.
Realistic Fiction
In realistic fiction, the plot, or series of events, is
believable. You can use the Plot Anchor Chart, or
something similar, to analyze a story’s plot. Look for
• Introduction
• Rising action
• Climax
• Falling action
• Resolution
Establish Purpose One purpose for reading realistic
fiction is to be entertained. You could also read
fiction to determine how events are influenced by the
setting, or location, of the story.

Does an event
show a turning point
and
TURN  TALK With a partner, establish a purpose
for the character?
for reading Mama's Window. For example, you
That’s the story’s
may want to find out how the author builds tension
climax!
or how characters encounter and respond to
challenges. Make a plan to read with this purpose
in mind.[ART SPEC: Create Anchor Chart that looks

My PURPOSE
PURPOSE

46
READING WORKSHOP

47
Meet the Author
from
Lynn Rubright has
won awards for
Mama’s Window
her storytelling.
Known for her
energetic, humorous
performance style,
Preview Vocabulary
she is also an As you read Mama’s Window, pay attention to
educator and the
these vocabulary words. Notice how they help you
cofounder of a
children’s theater. better understand the plot.

subsided   dedication   impulsively

trance   grudge

Read
Scan Mama’s Window and use what you know
about the genre to make predictions about what will
happen. Record your predictions. As you read, use
genre clues, such as setting and plot, to confirm or
correct your predictions. Follow these strategies when
you read this realistic fiction text.

Notice Generate Questions

the plot and its as you read by
structure as you make annotating confusing
and confirm or correct parts.
predictions.
First
Connect
Read Respond
ideas within the by discussing your
selection to ideas in thoughts about the
other texts you have text as you read.
read.

48
 Genre Realistic Fiction

Mama’s
from

Window by Lynn Rubright

AUDIO

 ANNOTATE

BACKGROUND
After Sugar’s mother passes away, he is sent to live with
his uncle. They live near a swamp in the Mississippi Delta.
While Sugar’s mother was alive, she saved enough money to
pay for a beautiful window for her church. Sugar is upset to
learn the money for Mama’s window will be used instead to
buy bricks. 49
CLOSE READ
1 Furious at the church folks and mad at his uncle,
Sugar stood on the dock and watched Uncle Free pole
Analyze Plot out of the swamp into the bayou. Then Sugar stormed
The conflict, or main
problem, is part of back inside. He plopped down on his cot and began
the rising action in a picking at the frayed fishnet.
story. Underline words
or phrases that help 2 After a few minutes Sugar got up and looked inside
you identify a conflict
between characters as the box of clothes. Clothes jus’ like Mama would’ve
the plot develops. bought for Christmas or Easter, he thought. Tears filled
his eyes. With a sudden sweep of his arm, Sugar flung
the box on the floor. Shirt, pants, shoes, socks, and
underwear went flying. He collapsed onto his cot and
wept.
subsided stopped; 3 “You actin’ like a baby,” Sugar said to himself as his
died down
sobbing subsided. “Jus’ feelin’ sorry for yourself.” He
picked up the clothes from the floor and laid them out
on the cot. Then he walked over to the old lead sink,
took off his overalls, and began pumping icy spring
water over his head.

50
 CLOSE READ
4 “Whew!” Sugar said, shivering. He scrubbed his
hair, face, ears, neck, and arms with Uncle Free’s lye
soap. He rubbed himself dry in a hurry to get warm. Confirm or
Correct a
5 Quickly Sugar put on his new underwear, shirt, and Prediction
pants. He glanced in the mirror as he brushed his hair. Highlight phrases and
sentences that you
Uncle Free had insisted on trimming Sugar’s hair a few can use to confirm a
days ago. prediction you made
about a plot event.
6 “Why you gotta mess with my hair,” Sugar had
complained. “Nobody care how long it gets.”
7 “I care,” Uncle Free had said.
8 “So that’s why Uncle Free wanna cut my hair,” Sugar
said. “So it look nice for the dedication.” dedication an official
ceremony for something
9 Sugar grabbed his new shoes, stuffing the socks into created for a special
purpose
the toes as he ran out the door. He placed the shoes in
the bow of his boat where they wouldn’t get wet. Swiftly
he untied the boat from the dock and climbed into the
stern. He shoved off with his pole, careful not to splash
water on his new clothes.
10 Sugar wasn’t sure why he was all dressed up,
hurrying toward Cypress Grove. He didn’t want
to go to the dedication of the new Sweet Kingdom
Church. Conflicting emotions bubbled up inside him.
Nevertheless, he poled forward quickly and smoothly.
11 As he approached Cypress Grove, Sugar could see
the new brick church nestled among the trees. Maybe
Uncle Free be right, thinkin’ Mama might agree with
the trustee committee, Sugar thought.

51
CLOSE READ
12 Rounding the bend, Sugar saw the crowd gathered
near the shoreline of Sun Lake. They were getting
Vocabulary in ready to parade up the path into the church for the
Context
sermon and singing part of the ceremony.
Context clues can
help you determine
word meanings. Some
13 Nobody seemed to notice Sugar enter the cove and
context clues have the slip under the weeping willow branches. He poled
same meaning as an
unfamiliar word. Words
alongside Uncle Free’s boat and rolled up his pant
with the same meaning legs so they wouldn’t get wet when he stepped into the
are called synonyms.
shallow water. He pulled the bow of his boat onto the
Look for words that grass, adjusted his clothes, and put on his new socks
describe the action or
behavior of the crowd
and shoes.
of people entering the
church. Underline two 14 “Ouch!” Sugar said when he stood up. “Uncle Free
synonyms in paragraphs got everythin’ right ’cept these shoes. They too tight.”
12–15 for march.

52
 CLOSE READ
15 Sugar watched the procession of folks in their Sunday
best from behind the canopy of willow fronds. At least
I be dressed like Mama would have wanted, IF I was Confirm or
Correct a
goin’ to the dedication, he thought. Which I ain’t.
Prediction
16 Pastor Williams led the way, followed by the Highlight something
Sugar does on this page
choir, dressed in their flowing scarlet robes, singing that confirms or corrects
“Walking Up the King’s Highway.” Mama’s favorite a prediction you made
about the plot.
hymn, thought Sugar.
17 Then came the church members, singing along with
the choir. Girls in starched, ruffled frocks, white socks,
and Sunday shoes and boys in pressed pants and shirts
and freshly shined shoes marched proudly with their
parents. Bringing up the rear was Mr. Pearson and the
trustee board members, followed by Mrs. Pearson with
Stewie in tow.
18 Sugar noticed Uncle Free was lagging behind,
limping along slowly but looking good in his new store-
bought clothes in spite of his bent body. Uncle Free
ain’t no swamp rat, he thought. No matter what Stewie impulsively suddenly;
without careful thought
Pearson say. about the consequences

19 Sugar watched the last of the congregation enter the

church before he shot out from under the
willow branches and raced up the
path. He rushed past his uncle,
around toward the front of the
church where the stained glass
window should have been.
20 Impulsively Sugar reached
down and grabbed a rock. His
new shoes pinched, but he
barely noticed. He thrust
back his arm and aimed at
the center of the window.

53
CLOSE READ
21 Then abruptly Sugar dropped the rock. He spun
around and almost crashed into Uncle Free, who had
Confirm or run after him, bad leg and all. Uncle Free grabbed
Correct a
Sugar with his good arm.
Prediction
Highlight text in 22 “It was Mama,” Sugar sobbed, pressing his face
paragraphs 21–26 that
tells what happens to against Uncle Free’s shoulder. “I wanted to break that
Sugar as a result of plain glass window, but Mama wouldn’t let me do it.”
his action. Determine
whether this evidence
23 Uncle Free held the trembling boy close. “That don’
confirms your prediction.
surprise me, son,” Uncle Free said. “I told you she jus’
might want you to go to the dedication, not to wreck the
church window, even a plain glass one.”

54
 CLOSE READ
24 Uncle Free pulled his handkerchief from his pocket
and wiped Sugar’s face. “I see you did a good job
washin’ up, but now your face all stain with tears,” said Analyze
Setting
Uncle Free, examining Sugar. “New clothes fit nice.
Underline descriptive
Look good too. Let’s go on inside.” details that are
important to the setting.
25 “But, Uncle Free, I don’ wanna go to the dedication.
Can’ we jus’ go back home?” Sugar pleaded. “Please.”
26 Uncle Free gently but firmly grabbed Sugar’s arm
and led him toward the front door to the church.
“Sometimes we gotta do things we don’ wanna do,
James Earle. This here’s one of them times.” There was
no arguing with Uncle Free when he spoke in that tone
of voice.
27 Sugar and Uncle Free entered through the heavy
oak doors that framed the entrance to the new Sweet
Kingdom Church. The choir and congregation were
harmonizing on the last stanza of “Great Day! Great
Day! The Righteous Marching, Great Day!”
28 Pastor Wilson looked up from the freshly varnished
pulpit and saw Free McBride and Sugar standing
behind the last pew. He beckoned them to come down
front. Sugar, staring at the black curtain in front of the
window, was frozen in his spot.
29 Uncle Free squeezed Sugar’s arm and nudged him to
move, but Sugar resisted and tried to pull away. Uncle
Free bent down and whispered, “James Earle, we goin’
to the front of the church. I know you don’ wanna, but
you ain’t got no choice.”
30 There was no breaking away from Uncle Free.
Together they made their way down the aisle.

55
CLOSE READ
31 “Swamp rats!” hissed Stewie, wedged between his
mama and daddy.
Analyze
Setting 32 “Hush, boy!” Mr. Pearson’s voice was as sharp as a
Underline details that viper’s tongue.
help you understand
how characters feel 33 Uncle Free pressed his fingers around Sugar’s arm.
about the place where
Sugar lives. “Ignore that, son,” he whispered. Sugar didn’t turn
Explain how the settings
around. He kept walking as if in a trance.
of the church and the
swamp influence the 34 There were two empty chairs in the front row where
plot of the story. the deacons sat. Pastor Williams gestured them to the
seats of honor. Sugar didn’t feel like being honored. All
trance dreamlike state he wanted was to escape back to Uncle Free’s shack in
the swamp.
35 Stewie’s right, Sugar thought, I’m a swamp rat. I don’
deserve to be in a fancy church like this. Maybe when
Mama was alive, but no more. It don’ matter that I’m
wearin’ nice new clothes. I’m nothin’ but a swamp rat
like Uncle Free.
36 Sugar was so deep in thought, he barely heard Pastor
Williams’s sermon, which was about understanding
and loving one another and the importance of having
dreams.
37 Then the pastor called Mr. Pearson to come forward
to say a few words. Making his way to the pulpit, he
cast a friendly look in Sugar’s direction. Sugar turned
away, not wanting to face Mr. Pearson.
38 “James Earle,” said Mr. Pearson, looking
directly at Sugar.
“Your mama, Ida
Mae Martin, had
a dream.”

56
 CLOSE READ
39 Yeah, thought Sugar, and y’all stole it! He stared up
at the black curtain draped in front of where Mama’s
window should have been. Confirm or
Correct a
40 “But it was Ida Mae’s son, James Earle, who kept his Prediction
mama’s dream for a stain glass window alive when the Highlight details Lynn
Rubright includes to
rest of us lost sight of it,” Mr. Pearson went on. “James build suspense and
Earle, would you please step up here?” details of an event that
leads up to the climax.
Determine if these
41 What’s all this talk ’bout dreams, Sugar was thinking
details confirm or correct
when Uncle Free nudged him. “Get up, son,” whispered your prediction.
Uncle Free. “Mr. Pearson callin’ you up to the front.”
Feeling numb, Sugar walked toward the pulpit.
42 “James Earle,” said Mr. Pearson, “would you please
pull this cord?”
43 Pastor Williams put a thin rope in Sugar’s
palm. It was attached to the black
curtain on a pulley. Mr. Pearson
and Pastor Williams nodded,
and Sugar tugged.

57
CLOSE READ
44 Suddenly the curtain fell to the floor, revealing a
window with the sun shining through red, pink, purple,
Analyze Plot green, yellow, and blue stained glass. Black angels
Underline the sentence
that shows the climax floated up and down a shimmering staircase that
of the plot. Why is it the reached into a heaven of blue and white clouds.
turning point?
45 There were gasps from the congregation as folks
jumped to their feet and burst into applause. Sugar
couldn’t take his eyes off the beautiful window.
Stumbling, he returned to his seat next to Uncle Free.
46 When folks settled down, Mr. Pearson continued.
Sugar was barely listening.
47 “It was James Earle’s faith in Ida Mae’s dream,
with some help from an anonymous donor, that led to
the stain glass window bein’ installed in time for this
dedication,” said Mr. Pearson.
48 Sugar jolted to attention. Anonymous donor? Who that
be? he wondered. And why they wanna keep it a secret?
49 “The trustee board knew what was best for our
physical well-bein’ by buildin’ a church outta brick,”
said Mr. Pearson. “But it was Ida Mae who knew what
was best for our souls. James Earle knew it too. James
Earle was even willin’ to fight for it.” Then Mr. Pearson
led the congregation in a fresh round of applause
sprinkled with loud, joyous shouts of “Amen,” “Glory
Be,” and “Praise the Lord.”

58
 CLOSE READ
50 Pastor Williams nodded, and the choir started to
sing “Glory Alleluia! A Great Day Is A-Coming.” The
congregation began to chant the Amen chorus. All Analyze Plot
Underline the details
Sugar could do was sit there staring at Mama’s window. that show how the main
character responds as
51 Before he knew it, Sugar was swept outside onto the the falling action of the
lawn with Uncle Free and folks from the congregation. plot moves toward a
resolution.
Church women served everyone platters of fried
chicken, barbecued ribs, greens, potato salad, coleslaw,
baked beans, watermelon slices, fresh apple pies, and
jugs of lemonade and iced tea. Mama’s old friends
fussed over Sugar as if he was some kind of hero.
52 While the grown-ups visited, the children ran off and
played statues and tag. Sugar joined them. Stewie hung
back.
53 “Hey, Stewie,” Sugar hollered. “Come on.”
54 Reluctantly Stewie entered into the games. Sugar
acted as if nothing bad had happened between them.
He knew this was not a time to hold a grudge. grudge a strong
feeling of dislike toward
55 Now and again Sugar heard Uncle Free’s laugh above someone who treated
you badly
the din of the crowd. It reminded Sugar of how Uncle
Free and Mama used to laugh together.

59
 56 Finally Uncle Free came over and called to Sugar,
“We gotta get back ’fore dark, son.” They pulled
themselves away from the crowd and waved good-bye.
CLOSE READ
57 “Hey, Sugar,” one of the children called after them.
Analyze Plot “You promised us a ride in your boat.”
and Setting 58 “Someday soon,” Sugar called back.
Underline the change
Uncle Free sees in
Sugar as the falling
59 Uncle Free and Sugar slipped under the great
action moves toward weeping willow. They removed their shoes and socks,
a resolution.
waded into the shallow water, and hopped into their
boats.
60 Sugar led the way across Sun Lake. As he
maneuvered into the bayou, Sugar shouted, “Look,
Uncle Free! Swamp vine bloomin’ there on that cypress
tree.”
61 “So it is, Sugar,” called Uncle Free. “You noticin’ all
sort of things you never paid no mind to ’fore now.”

60
62 It was true. Sugar pointed to a great blue heron
daintily tiptoeing along the edge of the water. Then
he looked up, and through the canopy of cypresses he
saw an eagle circling high above. Sugar also noticed
CLOSE READ
how the sun shining through the overhanging mosses
made delicate patterns on the water and how the water
sparkled in the dappled light. Analyze Plot
and Setting
63 Sugar rowed along in silence. After a while he called Underline words and
phrases that show
out, “Uncle Free! There’s somethin’ else I noticed. You how the setting is an
seem to know all ’bout the stain glass window bein’ in important part of the
place for the dedication.” plot’s resolution.

64 “Well,” said Uncle Free. “I know what you know.

Some anonymous donor pay for the window so it be put
in the church. That’s all there was to it.”
65 “That ain’t all there was to it, and you know it.”
66 “Maybe somebody jus’ want it to be a secret,” said
Uncle Free.
67 “That somebody be you!” Sugar exclaimed.
68 Uncle Free didn’t say a word.
69 “Mama knew jus’ what she was doin’ when she sent
me to live with you, didn’ she, Uncle Free?” said Sugar.
70 “She sure did, son. She knew exactly what she was
doin’. Lots more than I knew what she was doin’.”
Uncle Free let out a laugh that echoed all the way to
Cypress Grove. Sugar laughed too, sounding just like
Uncle Free.
71 As the sun set over the swamp, the shack came into
view. “We almos’ there, Uncle Free,” said Sugar. “We
almos’ home.”

61
VOCABULARY

Develop Vocabulary
In realistic fiction, authors use precise words to develop a story’s plot. These
words help the reader connect to the rising and falling action in the story.

My TURN Use a print or digital dictionary to determine the definition of the

underlined words. Then explain how the words help you better understand the
plot of Mama’s Window.

Rising Action “Impulsively Sugar reached down and grabbed a rock.”

Definition:

How did Sugar pick up the rock?

Falling Action “[Sugar] knew this was not a time to hold a grudge.”

Definition:

What was Sugar not going to do to Stewie?

62
COMPREHENSION
READING WORKSHOP

Check for Understanding

My TURN Look back at the text to answer the questions.

1. What two elements in this story help you identify it as realistic fiction?

2. How does Lynn Rubright’s word choice develop your understanding of the
characters?

3. Explain how one of the settings, either the church or the swamp, influences
the plot.

4. Compare how Sugar feels about his life with Uncle Free by synthesizing text
evidence from two or more scenes in the story.

63
CLOSE READ

Analyze Plot and Setting

Plot is the structure of a story’s events. Plot includes rising action, conflict,
climax, falling action, and resolution, or conclusion. A story’s setting is
the location and time in which story events take place. Setting can influence
the plot because it affects how characters live and where the action
takes place.

1. My TURN Go to the Close Read notes in Mama’s Window and underline

parts that help you analyze the elements of plot and setting.

2. Text Evidence Use your evidence to complete the diagram.

Event Setting
CONFLICT
Conflict

Sugar is “furious at the church folks • Uncle Free’s shack in the swamp
and mad at his uncle” • Sweet Kingdom Church

Climax

Resolution

How Setting Impacts Plot

64
 READING WORKSHOP

Confirm and Correct Predictions

You can use what you know about realistic fiction to make predictions about
the plot. For example, characters usually face a conflict that must be resolved.
As you read, you can find evidence to confirm or correct your predictions.

1.  M y TURN Go back to the Close Read notes. Highlight evidence about the
plot, characters, or setting that helped you confirm or correct predictions.

2. Text Evidence Use your highlighted text to complete the chart. Add a
check mark if your prediction was confirmed. Add an X if you corrected
your prediction.

My Predictions Clues from What Happens

from My Notes My Notes in the Story

Sugar will go to the

dedication.

3. With a partner, talk about a prediction that was not confirmed by story
events. How could you use text evidence to correct or revise the prediction?

65
RESPOND TO TEXT

Reflect and Share

Write to Sources In Mama’s Window, you read
about events that were directly influenced by the
story’s setting. Think back to texts you have read this
week. What settings did you read about? How did
the characters respond to those settings? Use the
following process to compare and contrast the setting
of Mama’s Window with the setting of another text.

Compare and Contrast Ideas Compare and contrast

information in different texts to analyze how different authors
develop fictional elements such as setting.

Choose a text with a vivid setting that you would like to compare
to the setting in Mama’s Window. Take notes about both settings
using the following questions.
 What setting descriptions does the author include?
What does the setting add to the story?
 How does the setting affect the way characters act or respond?

Review your notes. Then, on a separate sheet of paper, write a

response to compare and contrast the setting of Mama’s Window
with a setting from another text you read. Use linking words and
phrases, such as for example and also, to logically connect your
ideas. End your response with a concluding statement or section
that restates your ideas.

Weekly Question
How do our experiences help us see the world differently?

66
VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

Synonyms and Antonyms A synonym is a word that I can develop

knowledge about
has the same or nearly the same meaning as another language to make
word. An antonym is a word that means the opposite of connections between
reading and writing.
another word. A thesaurus is a resource that can be used
to check if a pair of words are synonyms or antonyms.

My TURN For each sample thesaurus entry,

1. Define the entry word.

2. Choose two synonyms and two antonyms for

each word.

3. Confirm your definitions, synonyms, and antonyms

using a print or digital dictionary or thesaurus.

Thesaurus Entries

challenge, noun a thing that requires skill or thought

Synonyms: problem

Antonyms: answer

expand, verb

Synonyms:

Antonyms:

conflict, noun

Synonyms:

Antonyms:

67
WORD STUDY

r-Controlled Vowels
An r-controlled vowel is a vowel that is followed by the letter r.
The letter r influences the sound of the vowel, which is neither long
nor short.

The letters ar can spell the vowel sound you hear in the word car. The
letters er, ir, and ur can spell the vowel sound you hear in the word
herd. The letters or, ore, and oar can spell the vowel sound you hear
in the word for.

My TURN Use these activities to apply your knowledge of

r-controlled vowels.

1. Read these words with r-controlled vowels: discard, format, conserve,

purchase, cardboard, confirm, margin.

2. Write three sentences using a word with an r-controlled vowel.

68
ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer

Proverbs are a type of figurative language. They state common truths or
observations and generally give advice. For example, “Two wrongs don’t make
a right.” Adages are similar, but they are also very old sayings, such as “Seek
and you shall find.”

Model Read the text.

Soren scowled when he saw that Jane was in line

ahead of him. “The early bird gets the worm!” Jane said.

proverb
1. Identify Jane says, “The early bird gets the worm!”

2. Question What does the proverb tell me about what is happening in

the story?

3. Conclude The proverb tells me that Jane got in line before Soren, so
he might miss out on an opportunity.

Read the text.

“Cleo, when you take the test,” Mom said, “don’t worry when
others finish before you do. Slow and steady wins the race.”

My TURN Follow the steps to analyze the adage and explain its meaning.

1. Identify Mom said

and

2. Question What does the adage tell me about the story?

3. Conclude The adage tells me that

.

69
DEVELOP AUTHOR’S CRAFT
Does using adages seem
hard? Appearances are
Write for a Reader deceiving!
Adages and proverbs are common sayings that express
general truths or observations. They also give advice or
warnings. Adages are very old proverbs.

My TURN Think about how the use of adages and proverbs

affects you as a reader. Now identify how you can use adages
and proverbs to entertain and connect with your own audience.

1. What adage or proverb could you use in a story in which

a character wants to warn someone about the consequences
of his or her actions?

2. Write a dialogue for the story, using the adage or proverb you chose.

70
SPELLING READING-WRITING BRIDGE

Spell Words with r-Controlled Vowels

In words with r-controlled vowels, the letter r changes the vowel sound. The
letters ar can spell the vowel sound you hear in the word car. The letters er, ir, and
ur can spell the vowel sound you hear in the word herd. The letters or, ore, and
oar can spell the vowel sound you hear in the word for. Memorizing these spellings
will help you successfully spell words with r-controlled vowels in your writing.

My TURN Read the words. Then spell and alphabetize the words. Make sure
to spell each r-controlled vowel sound correctly.

SPELLING WORDS
discard margin marvel remark
orchard portrait foreign dormant
format permanent nervous thermal
purchase conserve confirm absurd
ardent rehearse versus converse

My TURN When you edit drafts of your writing, use what you know about
r-controlled vowels to correctly spell words with those patterns.

71
LANGUAGE AND CONVENTIONS

Subject-Verb Agreement
Subject-verb agreement occurs when the form of a verb agrees, or works with,
the subject. Use these subject-verb agreement rules to form the present tense.

Rule Sample Sentences

When the subject is a singular noun, • Sugar stands on the dock.

add -s or -es to the verb.
When the subject is a plural noun, • They sing along with the choir.
do not add an ending to the verb.
When the verb is a form of be and
the subject is named, use
• is to agree with a singular noun. • Sugar is happy about Mama’s
window.
• are to agree with a plural noun. • The congregation members are
happy about Mama’s window.
When the verb is a form of be and
the subject is a pronoun, use
• am to agree with I. • I am glad I read Mama’s Window.
• is to agree with he, she, and it. • He is a young boy like me.
• are to agree with we, you, and • We are glad we did!
they.

My TURN Edit this draft to correct the subject-verb agreement.

Sugar are furious when he finds out that Mama’s money will be

used for bricks instead of a window. Sugar go to the dedication

anyway. There the congregation learn that an anonymous donor

had given money so now there are a stained glass window.

72
REALISTIC FICTION WRITING WORKSHOP

Compose a Character Learning Goal

Description: External I can use elements
of narrative writing
Describe the characters in a story using sensory images to write a realistic
that convey how a character looks, sounds, and smells. fiction story.

In addition, describe the actions and words spoken by

each character.

My TURN Read the paragraph and fill in the chart. Then complete the
sentence to compose another description.

Yan stood up and stretched. She yawned. “I need to move!” she said.
Hopping up and down at the window, she added, “It has been raining for
two whole days.” Sita, who had been reading, stood up too. “We could do
some jumping jacks,” she suggested with a smile.

Character Actions Words

Yan

Sita

Yan replied with a

My TURN Include sensory details to describe characters as you compose your

realistic fiction story.

73
REALISTIC FICTION

Compose a Character Description: Internal

Create narrators who reveal the thoughts and feelings a character has.

• If the narrator is a character in the story, he or she may reveal personal

thoughts and feelings through an internal monologue.
• If the narrator is outside of the story, he or she may reveal a character’s
thoughts and feelings through descriptions and through the character’s
actions and words.

My TURN Read the first paragraph. Notice the underlined words and phrases
that reveal Beth’s thoughts and feelings. Then, compose a paragraph that
reveals the thoughts and feelings of a character who is with Beth. The first
sentence has been done for you.

Beth caught her breath. I was surprised to see

The pony gave a snort and
began backing up. “What is
Beth’s pony backing up.
that rustling in the leaves?”
Beth wondered. Her heart
beat faster and faster. She
patted the pony’s neck
and forced herself to start
breathing again. “I’m sure
it’s nothing,” she thought.

My TURN When drafting your realistic fiction story in your writing notebook,
use internal monologues to describe your characters.

74
 WRITING WORKSHOP

Compose Information About the Setting

The setting of a realistic fiction story consists of a real time and place at which
events take place. You may reveal features of the setting while writing about
characters and events.

Lakeesha left her bedroom door open so she could hear the music. Her
parents were doing dishes [1] and singing songs from the musical they
all saw last week. Hearing that music again, here at home in El Paso [2],
carried her back to her family’s great spring break trip [3].

[1] The character is in her bedroom after a meal.

[2] The character lives in El Paso.

[3] The scene takes place a week after spring break.

My TURN Think of how you would turn a place you know well into the setting
of a realistic fiction story. Write details of the setting on the lines.

Sights

Sounds

Smells

Time of Year

My TURN Include details that reveal the time and place of your realistic
fiction story when you compose a draft in your writing notebook.

75
REALISTIC FICTION

Compose a Plot: Develop a Problem

At the beginning of a realistic fiction story, the main character faces a problem.
This might be a conflict with another character. It might be a problem inside
the character. The character responds to this problem through the story’s
events.

My TURN Read the first paragraph. Notice the underlined sentences about
Lee’s problem. Then, complete a new paragraph that develops the problem
and Lee’s response to it.

Lee hunted through the Lee could see the model

supplies around the workshop.
There was plenty of cardboard,
in her mind, but she could
tape, and glue. However, Lee not make it the way she
needed wood. She wanted the had planned to.
walls and the roof of the model
to be wood. Where could she get
supplies at this late hour? Why
had she waited to complete the
project until the night before
it was due?

My TURN Develop a problem and a character’s response to it when you draft

a realistic fiction story in your writing notebook.

Help readers imagine what

it feels like to have the main
character’s problem.

76
 WRITING WORKSHOP

Compose a Plot: Develop a Resolution

The resolution is how a problem is solved at the end of a story. Telling your
story aloud can help you make sure you have provided enough closure.

My TURN Read the problem and the responses in the first two boxes. In the
third box, complete the conclusion with the resolution to the problem.

Problem

Tai and Silvio promise to help the Smiths clean out their garage on
Saturday afternoon. Then Sapra invites them to his birthday party at
the same time.

How Characters Respond

Tai says, “We should tell the Smiths we need to come next Saturday
instead.” Silvio replies, “No—we already told the Smiths we would help
this Saturday, so we have to say ‘no’ to Sapra.”

How the Problem Is Solved

“Let’s tell the Smiths about our problem,” Tai suggests.

My TURN Develop a resolution as you draft the conclusion of a realistic

fiction story in your writing notebook. Tell your story aloud to your Writing
Club, providing descriptive details about your problem and solution.
77
 WEEKLY LAUNCH: MEDIA

INTERACTIVITY

MAKING MUSIC
Together
Music is a universal language that brings together people
throughout the world. Through a rich variety of music,
we can learn about many cultures and customs. Watch
the video clip, view the images, and read the captions.
How do different styles of music appeal to people?

Watch

Musician Troy Andrews’s greatest

inspiration is the brass band music in his
hometown of New Orleans, Louisiana.

Hip-hop musicians draw crowds with

their lyrical skill and danceable beats.

78
 W EEK

3
Weekly Question

How does music bring

people together?

Take Notes As you view

the media and review the
text, write your responses on
Samba music and dance are the main a separate sheet of paper.
attraction of Brazil’s Carnival festival, Describe what you see and hear,
which draws more than two million and connect the media to your
people each year. personal experiences.TK

Violins, trumpets, and guitars

are the ingredients of a versatile
mariachi band.

79
GENRE: AUTOBIOGRAPHY

Learning Goal Autobiography

I can learn more
Autobiography is one type of narrative nonfiction.
about the theme
Diversity by analyzing Narratives recount events, tell a story, and use literary
author’s purpose in elements. Nonfiction is factual and tells events that
an autobiography.
really happened. An autobiography is a true story
about a real person’s life, written by that person.

• It is written in first-person point of view.

• The sequence of events is usually in chronological,
or time, order.
• The author includes facts and details to create a
portrait of his or her life.
• The author describes personal thoughts, feelings,
and reactions to experiences.

and
TURN  TALK Tell your partner how an
An autobiography autobiography is similar to and different from a
is a true story about
realistic fiction story. Use details from the anchor
the author’s life.
chart to compare and contrast. Take notes on your
discussion.

My NOTES

80
READING WORKSHOP

81
Meet the Author

Trombone Shorty

Preview Vocabulary
As you read Trombone Shorty, pay attention to
Troy “Trombone these vocabulary words. Notice how they add detail
Shorty” Andrews to Troy Andrews’s life story.
started playing
trombone at age four.
Practicing constantly,
he led his own band inspiration   create   heritage
when he was just
eight! Today, he and festival performance
his outstanding band,
Orleans Avenue,
perform for
audiences all over the Read
world. Troy Andrews
says, “My trombone is Before you read, preview the text and art in
my passport.” Trombone Shorty. Set a purpose for reading based
on your preview. Then follow these strategies as you
read the autobiography.

Notice Generate Questions

details about Troy that will help you
Andrews’s experiences. evaluate the truth of
statements.

First
Connect
Read Respond
what you read about by telling a partner
Troy Andrews’s what you did and did
experiences with your not like about the text.
own experiences.

82
 Genre Autobiography

TROMBONE
SHORTY
by
TROY “TRO MBON E S HO RT Y” ANDREWS
illustrated by Caldecott Honor winner
BRYAN COLLIER

AUDIO

 ANNOTATE

83
CLOSE READ
1 WHERE Y’AT?

Explain 2 WHERE Y’AT?

Author’s 3 We have our own way of living down here in
Purpose
New Orleans, and our own way of talking, too. And
Underline one or more
sentences that show why that’s what we like to say when we want to tell a
Troy Andrews is writing friend hello.
this text.

4 So, WHERE Y’AT?

5 Lots of kids have nicknames, but I want to tell you

the story of how I got mine. Just like when you listen
to your favorite song, let’s start at the beginning.
Because this is a story about music.

84
 CLOSE READ
6 But before you can understand how much music
means to me, you have to know how important it is
to my hometown, my greatest inspiration. Explain
Author’s
7 I grew up in a neighborhood in New Orleans called Purpose
Tremé. Any time of day or night, you could hear music Underline the detail Troy
Andrews wants readers
floating in the air. to understand first about
his life.
8 And there was music in my house, too. My big
inspiration something
brother, James, played the trumpet so loud you could
that gives someone the
hear him halfway across town! He was the leader of desire to do something
his own band, and my friends and I would pretend to
be in the band, too.

9 “FOLLOW ME,” James would say.

85
CLOSE READ
10 There’s one time every year that’s more exciting
than any other: Mardi Gras! Parades fill the streets,
Make and beaded necklaces are thrown through the air to
Connections the crowd.
Highlight a detail
that you can relate,
11 I loved the brass bands, with their own trumpets,
or connect, to your
own life. trombones, saxophones, and the biggest brass
instrument of them all, the tuba—which rested over
the musician’s head like an elephant’s trunk!

12 WHERE Y’AT?

13 WHERE Y’AT? the musicians would call.

86
 CLOSE READ
14 All day long I could see brass bands parade by
my house while my neighbors danced along. I loved
these parades during Mardi Gras because they made Explain
everyone forget about their troubles for a little while.
Author’s
Purpose
People didn’t have a lot of money in Tremé, but we
Underline a sentence
always had a lot of music. that gives important
information about
Tremé.

87
CLOSE READ

15 I listened to all these sounds and mixed them

Vocabulary in together, just like how we make our food. We take
Context one big pot and throw in sausage, crab, shrimp,
Context clues are
words and phrases
chicken, vegetables, rice—whatever’s in the kitchen—
that you can use to and stir it all together and let it cook. When it’s done,
determine the meaning
it’s the most delicious taste you’ve ever tried. We
of unfamiliar words.
These clues can appear call it gumbo, and that’s what l wanted my music to
in the same sentence sound like—different styles combined to create my
or in surrounding
sentences. own musical gumbo!

Define the word

gumbo. Then underline
context clues that
support your definition
of gumbo.

create make or produce

something

88
89
CLOSE READ
16 But first I needed an instrument. The great thing
about music is that you don’t even need a real
Make instrument to play. So my friends and I decided to
Connections make our own.
Highlight details in
the text that you
17 We might have sounded different from the real
can connect to your
own life. brass bands, but we felt like the greatest musicians
of Tremé. We were making music, and that’s all that
mattered.

18 Then one day I found a broken trombone that

Explain looked too beaten up to make music anymore. It
Author’s didn’t sound perfect, but finally with a real instrument
Purpose in my hand, I was ready to play.
Underline the sentence
that tells how Troy 19 The next time the parade went by my house, I
Andrews earned his
nickname. grabbed that trombone and headed out into the
street. My brother James noticed me playing along
and smiled proudly.

20 “TROMBONE SHORTY!” he called out, because the

instrument was twice my size!

21 WHERE Y’AT?

90
91
CLOSE READ
22 From that day on, everyone called me Trombone
Shorty! I took that trombone everywhere I went and
Make never stopped playing. I was so small that sometimes
Connections I fell right over to the ground because it was so heavy.
Highlight details that
you can use to make a But I always got back up, and I learned to hold it up
connection to your own high.
experiences.
23 I listened to my brother play songs over and over,
and I taught myself those songs, too. I practiced
day and night, and sometimes I fell asleep with my
trombone in my hands.

92
 CLOSE READ
24 One day my mom surprised me with tickets to the
New Orleans Jazz & Heritage Festival, the best and
biggest music festival in town. We went to see Bo Explain
Diddley, who my mom said was one of the most
Author’s
Purpose
important musicians of all time. As I watched him
Underline details that
onstage, I raised my trombone to my lips and started tell you more about
to play along. He stopped his band in the middle of why the music festival
was important to Troy
the song and asked the crowd, “Who’s that playing Andrews.
out there?”
heritage related to
important traditions
from the past

festival organized series

of special events and
performances

93
94
 CLOSE READ
25 Everyone started pointing, but Bo Diddley couldn’t
see me because I was the smallest one in the place!
So my mom held me up in the air and said, “That’s Explain
my son. Trombone Shorty!”
Author’s
Purpose
26 “Well, TROMBONE SHORTY, come on up here!” Bo Underline sentences that
tell you why this event
Diddley said. was important in Troy
Andrews’s life.
27 The crowd passed me overhead until I was standing
on the stage next to Bo Diddley himself! I walked
right up to the microphone and held my trombone
high up in the air, ready to blow.

28 “What do you want to play?” Bo Diddley asked.

29 “FOLLOW ME,” I said.

95
CLOSE READ
30 After I played with Bo Diddley, I knew I was ready
to have my own band. I got my friends together, and
Make
Connections we called ourselves the 5 O’Clock Band, because that
Highlight statements in was the time we went out to play each day after
paragraphs 30 and 31 finishing our homework.
that you can relate to
your own experiences
with friends or with
after-school activities.

96
 CLOSE READ
31 We played all around New Orleans. I practiced and
practiced, and soon my brother James asked me to
join his band. When people wondered who the kid Explain
in his band was, he’d proudly say, “That’s my little
Author’s
Purpose
brother, TROMBONE SHORTY!”
Underline details that
Troy Andrews repeats
32 WHERE Y’AT? in order to support his
purpose for writing.

97
98
 CLOSE READ
33 And now I have my own band, called Trombone
Shorty & Orleans Avenue, named after a street in
Tremé. I’ve played all around the world, but I always Explain
come back to New Orleans. And when I’m home, I Author’s
make sure to keep my eyes on the younger musicians Purpose
Underline details that
in town and help them out, just like my brother did relate to information
for me. Troy Andrews
introduced at the
beginning of the text.

99
100
 CLOSE READ
34 Today I play at the same New Orleans jazz festival
where I once played with Bo Diddley. And when the
performance ends, I lead a parade of musicians Explain
around, just like I used to do in the streets of Tremé
Author’s
Purpose
with my friends.
Underline details that
Troy Andrews includes
35 WHERE Y’AT? WHERE Y’AT? to show readers a
connection between
36 I still keep my trombone in my hands, and I will his current life and his
never let it go. childhood experiences.

performance a public
presentation to entertain
an audience

101
VOCABULARY

Develop Vocabulary
In autobiographies, authors use precise language and vivid details to describe
their life stories and engage readers.

My TURN Demonstrate the meanings of the words by completing the

sentences. Make connections between the pairs of words that help you
visualize the life events described in Trombone Shorty.

Heritage and festival are connected because

Festival and performance are connected because

Inspiration and create are connected because

Heritage and inspiration are connected because

102
COMPREHENSION READING WORKSHOP

Check for Understanding

My TURN Look back at the texts to answer the questions.

1. How is autobiography different from realistic fiction? Use Trombone

Shorty and Out of My Mind as examples in your answer.

2. Why does Troy Andrews compare the music in Tremé to gumbo?

3. How is the structure of this text similar to the structure of a song? Cite
evidence from the text to support your answer.

4. Do you think repetition is an effective literary technique for an

autobiography? Support your evaluation with details from Trombone Shorty.

103
CLOSE READ

Explain Author’s Purpose

An author’s purpose, or reason for writing, may be to inform, entertain,
persuade, or express ideas and feelings. Authors often have more than one
purpose for writing.

1. My TURN Go to the Close Read notes in Trombone Shorty. Underline the

parts that help you explain the author’s purpose.

2. Text Evidence Use the parts you underlined to complete the chart and
explain the author’s purpose.

Identify Author’s Purpose

Text Evidence Text Evidence Text Evidence

Explain how the text evidence you chose supports the author’s purpose.

104
 READING WORKSHOP

Make Connections
You can make connections when reading a text by identifying details that relate to
your own life or to ideas in other texts you have read. Making these connections
can help you identify the author’s message, or the big idea the author wants
readers to understand. The message is communicated through details in the text.

1. My TURN Go back to the Close Read notes and highlight the parts that
you connected with personally.

2. Text Evidence Use the text evidence you highlighted to complete the chart
and explain the author’s message.

What I read in the text

What I connected to my life

The message I got from Trombone Shorty

105
RESPOND TO TEXT

Reflect and Share

Write to Sources In Trombone Shorty, music brings
performers together in bands, listeners together in
parades, and schoolchildren and jazz legends together
on stage. What other texts have you read that describe
something that brings people together? On a separate
sheet of paper, state an opinion about the benefits
of bringing people together. Use examples from more
than one text to support your response.

State and Support a Claim When writing argumentative

texts, begin by identifying the opinion, or claim, you will support.

I think _______ is one of the benefits of bringing

people together.

Then use facts, details, and evidence from texts to support

your claim.

The text says . . .

One detail that supports my opinion is . . .

On page _______ , I read that . . .

Weekly Question
How does music bring people together?

106
VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

Context clues are words and phrases in a sentence I can develop

knowledge about
or surrounding sentences that help you determine the language to make
meaning of unfamiliar words. connections between
reading and writing.

My TURN For each sentence or sentences,

1. Underline the academic vocabulary word.

2. Highlight the context clue or clues.

3. Write a synonym of the word based on the clues.

The coach rotated through the team roster throughout the game so that
everyone had a chance to participate.

Synonym:

As the number of users grew, the social network expanded to include more
and more people.

Synonym:

During the debate, one side presented an argument, and then the other side
gave a different perspective. The conflicting points of view left the audience
with many questions.

Synonym:

Although the climb itself was difficult, the biggest challenge for the climbers
was trying to stay warm as they climbed higher and higher.

Synonym:

After winning the story competition, Maria knew this accomplishment would
motivate her to keep writing.

Synonym:

107
WORD STUDY

Final Stable Syllables

Each syllable has one vowel sound. A final stable syllable is an ending syllable.
These are examples of final stable syllables: consonant plus -le, -tion, and
-sion. In the word table, the letters ble spell the sound you hear in the word
bull. The letters tion and sion spell the sound you hear in the words shun,
nation, and decision. When you come to a word with one of these final stable
syllables, you will be able to read it.

My TURN Read each word with a final stable syllable. Then divide the
word into syllables. To determine correct syllabication, use a print or digital
dictionary.

Words with Final Words Divided

Stable Syllables into Syllables

trouble trou / ble

solution

allusion

people

nation

decision

middle

connection

108
ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer

Writers include graphic features, such as illustrations, to convey information
in a visual way. Illustrations can support text details, clarify complex ideas, or
contribute to the meaning and beauty of a text.

Model Reread paragraph 17 from Trombone Shorty and look at

the related illustration.

1. Identify The illustration shows Trombone Shorty and his friends with
imaginary crowns on their heads.

2. Question How does the illustration help me understand why this

event is important?

3. Conclude The illustration helps me understand that making music

made Trombone Shorty and his friends feel proud and confident,
like kings.

Reread paragraph 33 and look at the illustrations that surround it.

My TURN Follow the steps to closely read the text. Then analyze Troy
Andrews’s use of graphic features.

1. Identify The illustration shows

2. Question How does the illustration help me understand why this event is
important?

3. Conclude The illustration helps me understand

109
DEVELOP AUTHOR’S CRAFT
Illustrations
show details
Write for a Reader of important
Authors add graphic features to a text to engage readers, events.
to visually express information, and to add meaning.
Illustrations often complement the ideas and events in a
text, which gives readers a deeper understanding than
reading the words alone.

My TURN Think about how the illustrations in Trombone

Shorty support the meaning of events. Now identify how you
could use illustrations to show meaning in your own writing.

1. If you were writing about a proud moment in your life, what illustrations
could you include to help the reader understand how you felt?

2. Create an illustration of a proud moment in your life. Then, write a short

paragraph about that moment.

110
SPELLING READING-WRITING BRIDGE

Spell Words with Final Stable Syllables

Final stable syllables include -tion, -sion, and a consonant plus -le. Some words,
such as nation and table, already have these final syllables. In other cases, the
spelling of the base word may change when a final stable syllable is added. For
example, drop the final se in confuse and add -sion to spell confusion.

My TURN Read the words. Sort and spell the words by their final stable
syllables.

SPELLING WORDS

pollute pollution revolve revolution

generate generation decorate decoration
confuse confusion erode erosion
conclude conclusion timetable castle
adorable stifle stable vehicle

consonant + le -sion

no final stable syllable

-tion

111
LANGUAGE AND CONVENTIONS

Irregular Verbs
Regular verbs add -ed to show the past tense. Irregular verbs,
however, change their spelling in the simple past tense. Memorize the
past-tense forms of irregular verbs or look them up in a dictionary. This
will help you correctly use and spell these verbs in your own writing.

Regular Irregular Present Tense Past Tense

x pick(s) picked

x walk(s) walked

x know(s) knew

x make(s) made

x go(es) went

x take(s) took

x fall(s) fell

My TURN Edit this draft to change the verbs from present tense to
past tense. Make sure to use the correct spelling for each regular or
irregular verb.

Trombone Shorty knows he wants to play in a band. He takes

an old trombone and fixes it up. He and his friends go out in

the street and play music. Trombone Shorty falls in love with

performing. Later, Trombone Shorty and his band go all over the

world to perform.

112
REALISTIC FICTION WRITING WORKSHOP

Compose from a Point Learning Goal

of View I can use elements
of narrative writing
A narrator who tells a story from the first-person to write a realistic
point of view is one of the characters in the story. fiction story.

That narrator uses the first-person pronouns: I, me,

my, mine, we, us, our, ours.

A narrator who is not a character in the story speaks from the third-person
point of view. That narrator refers to characters using the third-person
pronouns: he, him, his, she, her, hers, they, them, their, theirs.

My TURN If a sentence is written from the first-person point of view, rewrite

it from the third-person point of view. If a sentence is written from the third-
person point of view, rewrite it in the first-person point of view.

1. I told my friend that we should buy hats.

2. Bobby and Ray shook hands before the match.

3. We took our seats.

4. The contestants took their places.

My TURN Write consistently from one point of view when you draft a realistic
fiction story in your writing notebook.

113
REALISTIC FICTION

Compose an Event Sequence

The events in a realistic fiction story take place one after the other, in a natural
and believable sequence. Use transitional words and phrases to make the
sequence clear.

Sample Transition Words Sample Transition Phrases

first therefore in addition due to

next so at the beginning for example
then because in the end in response

My TURN Read the following events and determine a natural sequence. In

your writing notebook, rewrite the events in order using transitional words and
phrases.

1 Gem and Meena need a project for the science fair.

Gem and Meena decide to use a cactus and a tomato

plant.

They ask their teacher for help planning the

experiment.

They decide to do an experiment about plants and

water.

The teacher suggests giving two different plants the

same amount of water.

My TURN Compose a natural event sequence when you draft a realistic

fiction story in your writing notebook.

114
 WRITING WORKSHOP

Compose Dialogue
Dialogue is a written conversation between people. It is written as quotations.
Speakers take turns. With each new speaker, the dialogue begins a new line.

Lael asked, “Where can I see the tigers?”

“In the big cat building,” the zookeeper replied.

Characters can express their own thoughts through an internal monologue,

which can be written the same way as regular dialogue.

Lael wondered, “When will I ever see tigers?”

My TURN Rewrite the text as dialogue. Follow the example of the first two lines.

Without Dialogue With Dialogue

Ike asked Ije to pass the “Ije, would you please pass the
potatoes. Ije asked if she could potatoes?” Ike said.
take some first. Ike said no, but
then Dad told Ike to let Ije have “Only after I take some first,”
some. Ike complained that Ije Ije replied.
always took too much. Mom
lifted the bowl of potatoes off
the table and said she would
put a fair amount on each
child’s plate.

My TURN Compose dialogue as you write the draft of a realistic fiction story
in your writing notebook.

115
REALISTIC FICTION

Plan Illustrations
Realistic fiction stories may include illustrations that help readers visualize
characters, settings, and events. Often, the illustrations build on specific
descriptions in the text.

My TURN Read the paragraph. In the box, draw or describe an illustration

that reflects and builds on the text.

Deshawn wondered how he could fit his little brothers and

sisters into the two red wagons. He needed to pull more than the

children to the library. He had to take their blankets in case they

got cold, their snacks in case they got hungry, their juice in case

they got thirsty, and their stuffed animals in case they got tired!

My TURN Build on specific descriptions in the text when you plan illustrations
for the draft of a realistic fiction story in your writing notebook.

116
 WRITING WORKSHOP

Select a Genre
Writers can decide on a genre for the topic they choose and consider the
purpose and audience for their writing to help them plan their first draft. For
example, you might want to write a book review for your classmates so they
can learn more about a book you read. Brainstorming or mapping can help
you decide on your topic, purpose, and audience. Writers can choose from
many genres. Each major genre has many subgenres. The following table
shows just some.

Informational
Poetry Narrative Opinion
Text

Free Verse Fiction Nonfiction Argument Essay

Narrative Realistic Fiction Biography Persuasive Feature Article

Poetry Essay

Limerick Fables and Autobiography Persuasive News Article

Folktales Speech

Sonnet Myths and Personal Book Review Book Review

Legends Narrative

Song Historical Narrative Letter to the Research

Fiction Nonfiction Editor Report

Lyric Poetry Science Fiction Personal Editorial How-to Essay

Reflection

My TURN Identify a topic, purpose, and audience. Then select any genre, and
plan a draft by freewriting your ideas in your writing notebook.

117
WEEKLY LAUNCH: INFOGRAPHIC

INTERACTIVITY

NEW PLACES
Affect How We Eat
HOW DO WE GET OUR FOOD
What do you call a plant that
GLOBAL MARKETS Trade between
you can use as kindling, lunch,
countries brings us foods we do not grow
or shampoo? Or one that
at home. Approximately 15 percent of our
you can use to write a letter,
food supply is imported.
sail a ship, or make a shirt?
NARROW FOCUS Three-quarters of the Many cultures have grown
world’s food production comes from a multipurpose crops like these.
dozen plants and five animal species.

GO WITH THE GROW Farming in the

United States depends heavily on migrant
seasonal workers. These workers move
from place to place as different agricultural
products become ready for harvest.

Different climates produce different food crops. Sugarcane and

coffee are grown in the tropical region of Brazil, and much of the
world’s rice comes from warm, humid regions in China. Cold weather
is required for the majority of the wheat grown in the United States.

118
 W EEK

4
Weekly Question

How do new places

influence us?

and
TURN  TALK What countries
do you think are involved in
producing the food you eat every
Each year, millions of tourists discover day? How might your diet be
new foods all around the world. different if all of your food came
from your own region?

In the United States, the demand is growing for

skilled chefs and head cooks. These professionals
combine ingredients from all over the world to
make delicious and unique creations.

119
GENRE: FICTION AND REALISTIC FICTION

Learning Goal
Spotlight on Genre
I can learn about
fiction by comparing
and contrasting point
Fiction and Realistic Fiction
of view. Fiction is a story involving made-up characters and
events. Realistic fiction describes characters and
events that could be real. The perspective from which
a fictional story is told is the narrative point of view.

• In first-person point of view, the narrator, or

storyteller, describes events from his or her own
perspective using pronouns such as I, me, we, and us.
• In third-person point of view, the narrator is
outside the action and describes events and the
thoughts and feelings of characters using pronouns
such as he, she, they, and them.
• The voice of the narrator, developed through an
author’s word choice, gives the story a unique
The point of “sound.”
view determines
how information
is shared and
and
TURN  TALK With a partner, discuss different
presented.
purposes for reading Weslandia and “The
Circuit.” For example, you may want to compare
the effects of narrators’ points of view. Set your
purpose for reading these texts.

My PURPOSE

120
READING WORKSHOP

121
Meet the Author

Weslandia

Preview Vocabulary
As you read Weslandia, pay attention to these
Paul Fleischman has vocabulary words. Notice how the narrator uses
a fascination with these words to describe characters’ thoughts and
history. In fact, he
once lived in a house feelings.
with wood heating,
no electricity, and no
phone. He likes to miserable thrilling
learn historical facts
about how people
used to dress, eat,
and work. He often Read
brings these kinds
of facts into his To read with purpose, ask yourself, How can I identify
storytelling. point of view in this text? Before reading, preview
Weslandia. Then follow these strategies as you read.

Notice Generate Questions

the literary point of about what the
view from which the author wants you to
story is told. understand.

First
Connect Read Respond
what you read in this by discussing what you
text to what you have thought about as you
experienced in your read.
own community.

122
 Genre Fiction

Weslandia
b y PAU L F L E I S C H M A N

AUDIO

 ANNOTATE
123
CLOSE READ
1 “Of course he’s miserable,” moaned Wesley’s
mother. “He sticks out.”
Compare and
Contrast Point 2 “Like a nose,” snapped his father.
of View
3 Listening through the heating vent, Wesley
Underline pronouns that
help you identify the knew they were right. He was an outcast from the
narrator’s point of view. civilization around him.
miserable deeply
unhappy or 4 He alone in his town disliked pizza and soda,
uncomfortable alarming his mother and the school nurse. He found
professional football stupid. He’d refused to shave
half his head, the hairstyle worn by all the other boys,
despite his father’s bribe of five dollars.

124
 CLOSE READ
5 Passing his neighborhood’s two styles of housing—
garage on the left and garage on the right—Wesley
alone dreamed of more exciting forms of shelter. He Generate
had no friends, but plenty of tormentors.
Questions
Highlight a detail
that helps you form
6 Fleeing them was the only sport he was good at.
a question about the
difference between the
7 Each afternoon his mother asked him what he’d story’s narrator and
learned in school that day. main character.

8 “That seeds are carried great distances by the

wind,” he answered on Wednesday.

9 “That each civilization has its staple food crop,” he

answered on Thursday.

10 “That school’s over and I should find a good

summer project,” he answered on Friday.

11 As always, his father mumbled, “I’m sure you’ll use

that knowledge often.”

125
CLOSE READ
12 Suddenly, Wesley’s thoughts shot sparks. His eyes
blazed. His father was right! He could actually use
Compare and what he’d learned that week for a summer project
Contrast Point that would top all others. He would grow his own
of View
staple food crop—and found his own civilization!
Underline sentences that
show how the narrator
reveals Wesley’s inner
13 The next morning he turned over a plot of ground
thoughts. in his yard. That night a wind blew in from the west. It
raced through the trees and set his curtains snapping.
Wesley lay awake, listening. His land was being planted.

14 Five days later the first seedlings appeared. “You’ll

have almighty bedlam on your hands if you don’t get
those weeds out,” warned his neighbor.

15 “Actually, that’s my crop,” replied Wesley. “In this

type of garden there are no weeds.”

126
 CLOSE READ
16 Following ancient tradition, Wesley’s fellow
gardeners grew tomatoes, beans, Brussels sprouts,
and nothing else. Wesley found it thrilling to open his Compare and
land to chance, to invite the new and unknown.
Contrast Point
of View
17 The plants shot up past his knees, then his waist. Underline text evidence
of how the narrator
They seemed to be all of the same sort. Wesley contrasts Wesley and
couldn’t find them in any plant book. others.

18 “Are those tomatoes, beans, or Brussels sprouts?”

asked Wesley’s neighbor.
thrilling exciting and
19 “None of the above,” replied Wesley. pleasing

127
CLOSE READ
20 Fruit appeared, yellow at first, then blushing to
magenta. Wesley picked one and sliced through
Compare and the rind to the juicy purple center. He took a bite
Contrast Point and found the taste an entrancing blend of peach,
of View
strawberry, pumpkin pie, and flavors he had no
Underline text details
that give you insight into name for.
Wesley’s thoughts and
responses. 21 Ignoring the shelf of cereals in the kitchen, Wesley
took to breakfasting on the fruit. He dried half a rind
to serve as a cup, built his own squeezing device,
and drank the fruit’s juice throughout the day.

22 Pulling up a plant, he found large tubers

on the roots. These he boiled, fried, or
roasted on the family barbecue, seasoning
them with a pinch of the plant’s highly
aromatic leaves.

128
 CLOSE READ
23 It was hot work tending to his crop. To keep off
the sun, Wesley wove himself a hat from strips of the
plant’s woody bark. His success with the hat inspired Generate
him to devise a spinning wheel and loom on which
Questions
Highlight words that you
he wove a loose-fitting robe from the stalks’ soft can use to ask or answer
inner fibers. a question about the
narrative point of view.
24 Unlike jeans, which he found scratchy and heavy,
the robe was comfortable, reflected the sun, and
offered myriad opportunities for pockets.

129
CLOSE READ
25 His schoolmates were scornful, then curious.
Grudgingly, Wesley allowed them ten minutes apiece
Generate at his mortar, crushing the plant’s seeds to collect
Questions the oil.
Highlight details that
help you ask or answer
26 This oil had a tangy scent and served him both as
a question about how
Wesley gets along with suntan lotion and mosquito repellent. He rubbed it on
others. his face each morning and sold small amounts to his
former tormentors at the price
of ten dollars per bottle.

130
 CLOSE READ
27 “What’s happened to your watch?” asked his
mother one day.
Generate
28 Wesley admitted that he no longer wore it. He told Questions
time by the stalk that he used as a sundial and had Highlight text evidence
that you can use to ask
divided the day into eight segments—the number of
or answer a question
petals on the plant’s flowers. about how the narrator
reveals the thoughts
29 He’d adopted a new counting system as well, based and feelings of Wesley’s
mother.
likewise upon the number eight. His domain, home to
many such innovations, he named “Weslandia.”

131
CLOSE READ
30 Uninterested in traditional sports, Wesley made
up his own. These were designed for a single
Compare and player and used many different parts of the
Contrast Point plant. His spectators looked on with envy.
of View
How does the 31 Realizing that more players would offer him
narrator help the
reader understand
more scope, Wesley invented other games that
Wesley’s motivation? would include his schoolmates, games rich with
Underline text evidence.
strategy and complex scoring systems. He tried
to be patient with the other players’ blunders.

32 August was unusually hot. Wesley built himself

a platform and took to sleeping in the middle
of Weslandia. He passed the evenings playing
a flute he’d fashioned from a stalk or gazing
up at the sky, renaming the constellations.

132
133
134
 CLOSE READ
33 His parents noted Wesley’s improved morale. “It’s
the first time in years he’s looked happy,” said his
mother. Compare and
Contrast Point
34 Wesley gave them a tour of Weslandia. of View
Underline a sentence
35 “What do you call this plant?” asked his father. in which the narrator
Not knowing its name, Wesley had begun calling it describes a change in
the characters’ feelings.
“swist,” from the sound of its leaves rustling in the
breeze.

36 In like manner, he’d named his new fabrics, games,

and foods, until he’d created an entire language.

37 Mixing the plant’s oil with soot, Wesley made a

passable ink. As the finale to his summer project, he
used the ink and his own eighty-letter alphabet to
record the history of his civilization’s founding.

38 In September, Wesley returned to school . . .

39 He had no shortage of friends.

135
Meet the Author
The Circuit
Preview Vocabulary
As you read “The Circuit” from The Circuit, pay
attention to these vocabulary words. Notice how
Francisco Jiménez the narrator uses these words to describe his own
wrote “The Circuit” thoughts and feelings.
based on his own
experiences. As a
child, he worked recover instinctively savoring
with his parents in
California fields.
Jiménez writes
inspiring books for
children and teens to
Read and Compare
help others achieve
To read with purpose, ask yourself, How does the
their own successes.
He writes in both narrative point of view in this text compare to the
Spanish and English. previous text? Active readers of fiction follow these
strategies when they read a text the first time.

Notice Generate Questions

the point of view of as you read to keep
the narrator. track of characters’
responses to events.

First
Connect
Read Respond
this text to other texts. by describing the
How are the texts narrator.
similar?

136
 Genre Realistic Fiction

The
CIRCUIT
by Francisco Jiménez

137
CLOSE READ
1 It was that time of year again. Ito, the strawberry
sharecropper, did not smile. It was natural. The
Compare and peak of the strawberry season was over and the last
Contrast Point few days the workers, most of them braceros, were
of View
not picking as many boxes as they had during the
Underline the pronouns
that help you identify months of June and July.
whether the point of
view in this selection is 2 As the last days of August disappeared, so did
first or third person.
the number of braceros. Sunday, only one—the best
picker—came to work. I liked him. Sometimes we
talked during our half-hour lunch break. That is
how I found out he was from Jalisco, the same state
in Mexico my family was from. That Sunday was the
last time I saw him.

138
 CLOSE READ
3 When the sun had tired and sunk behind the
mountains, Ito signaled us that it was time to go
home. “Ya esora,” he yelled in his broken Spanish. Compare and
Those were the words I waited for twelve hours
Contrast Point
of View
a day, every day, seven days a week, week after
Underline details the
week. And the thought of not hearing them again narrator uses to describe
saddened me. his emotional reactions
to moving. How do
the details support the
4 As we drove home Papá did not say a word. With author’s use of point of
both hands on the wheel, he stared at the dirt road. view?
My older brother, Roberto, was also silent. He leaned
his head back and closed his eyes. Once in a while
he cleared from his throat the dust that blew in
from outside.

5 Yes, it was that time of year. When I opened the

front door to the shack, I stopped. Everything
we owned was neatly packed in cardboard boxes.
Suddenly I felt even more the weight of hours, days,
weeks, and months of work. I sat down on a box. The
thought of having to move to Fresno and knowing
what was in store for me there brought tears to my
eyes.

6 That night I could not sleep. I lay in bed thinking

about how much I hated this move.

7 A little before five o’clock in the morning, Papá

woke everyone up. A few minutes later, the yelling
and screaming of my little brothers and sister, for
whom the move was a great adventure, broke the
silence of dawn. Shortly, the barking of the dogs
accompanied them.

139
CLOSE READ
8 While we packed the breakfast dishes, Papá went
outside to start the “Carcachita.” That was the name
Vocabulary in Papá gave his old black Plymouth. He bought it in
Context a used-car lot in Santa Rosa. Papá was very proud
Context clues may
include a variety of of his little jalopy. He had a right to be proud of
words that have the it. He spent a lot of time looking at other cars
same meaning as an
unfamiliar word. before buying this one. When he finally chose the
Carcachita, he checked it thoroughly before driving
Underline words that
provide context clues to it out of the car lot. He examined every inch of the
the meaning of jalopy. car. He listened to the motor, tilting his head from
side to side like a parrot, trying to detect any noises
that spelled car trouble. After being satisfied with
the looks and sounds of the car, Papá then insisted
on knowing who the original owner was. He never
did find out from the car salesman, but he bought
the car anyway. Papá figured the original owner must
have been an important man because behind the
rear seat of the car he found a blue necktie.

140
 CLOSE READ
9 Papá parked the car out in front and left the
motor running. “Listo,” he yelled. Without saying
a word Roberto and I began to carry the boxes out Compare and
to the car. Roberto carried the two big boxes and I
Contrast Point
of View
carried the two smaller ones. Papá then threw the
Underline a sentence
mattress on top of the car roof and tied it with ropes that tells you how the
to the front and rear bumpers. narrator feels about this
move.

10 Everything was packed except

Mamá’s pot. It was an old
large galvanized pot she
had picked up at an army
surplus store in Santa
Maria. The pot had many
dents and nicks, and the
more dents and nicks it
acquired the more Mamá
liked it. “Mi olla,” she used
to say proudly.

11 I held the front door open as

Mamá carefully carried out her pot by
both handles, making sure not to spill
the cooked beans. When she got to the car, Papá
reached out to help her with it. Roberto opened the
rear car door and Papá gently placed it on the floor
behind the front seat. All of us then climbed in.
Papá sighed, wiped the sweat from his forehead with
his sleeve, and said wearily: “Es todo.”

12 As we drove away, I felt a lump in my throat. I

turned around and looked at our little shack for the
last time.

141
CLOSE READ
13 At sunset we drove into a labor camp near Fresno.
Since Papá did not speak English, Mamá asked
Generate the camp foreman if he needed any more workers.
Questions “We don’t need no more,” said the foreman,
Highlight details you
can use to compare and scratching his head. “Check with Sullivan down the
contrast events described road. Can’t miss him. He lives in a big white house
by this narrator to
events described by the with a fence around it.”
narrator of Weslandia.
14 When we got there, Mamá walked up to the house.
She went through a white gate, past a row of rose
bushes, up the stairs to the house. She rang the
doorbell. The porch light went on and a tall husky
man came out. They exchanged a few words. After
the man went in, Mamá clasped her hands and
hurried back to the car. “We have work! Mr. Sullivan
said we can stay there the whole season,” she said,
gasping and pointing to an old garage near the
stables.

15 The garage was worn out by the years. It had no

windows. The walls, eaten by termites, strained
to support the roof full of holes. The dirt floor,
populated by earth worms, looked like a gray road
map.

16 That night, by the light of a kerosene lamp, we

unpacked and cleaned our new home. Roberto
swept away the loose dirt, leaving the hard ground.
Papá plugged the holes in the walls with old
newspapers and tin can tops. Mamá fed my little
brothers and sister. Papá and Roberto then brought
in the mattress and placed it on the far corner of the
garage. “Mamá, you and the little ones sleep on the
mattress. Roberto, Panchito, and I will sleep outside
under the trees,” Papá said.

142
 CLOSE READ
17 Early the next morning Mr. Sullivan showed
us where his crop was, and after breakfast, Papá,
Roberto, and I headed for the vineyard to pick. Compare and
Contrast Point
18 Around nine o’clock the temperature had risen of View
to almost one hundred degrees. I was completely How does this narrator
experience heat?
soaked in sweat and my mouth felt as if I had been Underline descriptions
chewing on a handkerchief. I walked over to the the narrator uses.

end of the row, picked up the jug of water we had

brought, and began drinking. “Don’t drink too
much; you’ll get sick,” Roberto shouted. No sooner
had he said that than I felt sick to my stomach. I
dropped to my knees and let the jug roll off my
hands. I remained motionless with my eyes glued on
the hot sandy ground. All I could hear was the drone
of insects. Slowly I began to recover. I poured water recover return to normal
health or strength
over my face and neck and watched the dirty water
run down my arms to the ground.

143
CLOSE READ
19 I still felt dizzy when we took a break to eat lunch.
It was past two o’clock and we sat underneath a large
Generate walnut tree that was on the side of the road. While
Questions we ate, Papá jotted down the number of boxes we
Highlight a detail you
can use to ask or answer had picked. Roberto drew designs on the ground
a question about why with a stick. Suddenly I noticed Papá’s face turn pale
the narrator and his
brother hide. as he looked down the road. “Here comes the school
bus,” he whispered loudly in alarm. Instinctively,
instinctively without
thinking about how to Roberto and I ran and hid in the vineyards. We did
do it not want to get in trouble for not going to school.
The neatly dressed boys about my age got off. They
carried books under their arms. After they crossed
the street, the bus drove away. Roberto and I came
out from hiding and joined Papá. “Tienen que tener
cuidado,” he warned us.

144
 CLOSE READ
20 After lunch we went back to work. The sun kept
beating down. The buzzing insects, the wet sweat,
and the hot dry dust made the afternoon seem to Vocabulary in
last forever. Finally the mountains around the valley
Context
Context clues can help
reached out and swallowed the sun. Within an you understand what a
hour it was too dark to continue picking. The vines narrator means by using
figurative language.
blanketed the grapes, making it difficult to see the
bunches. “Vámonos,” said Papá, signaling to us that Underline figurative
language in paragraph
it was time to quit work. Papá then took out a pencil 20 that helps you
and began to figure out how much we had earned understand what
blanketed means.
our first day. He wrote down numbers, crossed some
out, wrote down some more. “Quince,” he murmured.

21 When we arrived home, we took a cold shower

underneath a water hose. We then sat down to eat
dinner around some wooden crates that served as
a table. Mamá had cooked a special meal for us.
We had rice and tortillas with “carne con chile,” my
favorite dish.

22 The next morning I could hardly move. My body

ached all over. I felt little control over my arms and
legs. This feeling went on every morning for days
until my muscles finally got used
to the work.

145
CLOSE READ
23 It was Monday, the first week of November. The
grape season was over and I could now go to school.
Generate I woke up early that morning and lay in bed, looking
Questions at the stars and savoring the thought of not going
Highlight details you
can use to ask or answer to work and of starting sixth grade for the first time
questions about why the that year. Since I could not sleep, I decided to get up
narrator does not want
to look at his brother. and join Papá and Roberto at breakfast. I sat at the
table across from Roberto, but I kept my head down.
I did not want to look up and face him. I knew he
savoring completely
was sad. He was not going to school today. He was
enjoying not going tomorrow, or next week, or next month.
He would not go until the cotton season was over,
and that was sometime in February. I rubbed my
hands together and watched the dry, acid stained
skin fall to the floor in little rolls.

24 When Papá and Roberto left for work, I felt relief.

I walked to the top of a small grade next to the shack
and watched the Carcachita disappear in the distance
in a cloud of dust.

25 Two hours later, around eight o’clock, I stood by

the side of the road waiting for school bus number
twenty. When it arrived I climbed in. Everyone was
busy either talking or yelling. I sat in an empty seat
in the back.

146
 CLOSE READ
26 When the bus stopped in front of the school, I felt
very nervous. I looked out the bus window and saw
boys and girls carrying books under their arms. I Compare and
put my hands in my pant pockets and walked to the
Contrast Point
of View
principal’s office. When I entered I heard a woman’s
Underline details that
voice say: “May I help you?” I was startled. I had help you understand
not heard English for months. For a few seconds I how the narrator feels.

remained speechless. I looked at the lady who waited

for an answer. My first instinct was to answer her in
Spanish, but I held back. Finally, after struggling for
English words, I managed to tell her that I wanted
to enroll in the sixth grade. After answering many
questions, I was led to the classroom.

147
CLOSE READ
27 Mr. Lema, the sixth grade teacher, greeted me and
assigned me a desk. He then introduced me to the
Compare and class. I was so nervous and scared at that moment
Contrast Point when everyone’s eyes were on me that I wished I
of View
were with Papá and Roberto picking cotton. After
Underline details
that give the reader taking roll, Mr. Lema gave the class the assignment
information that other for the first hour. “The first thing we have to do
characters in the story
would not have. this morning is finish reading the story we began
yesterday,” he said enthusiastically. He walked up to
me, handed me an English book, and asked me to
read. “We are on page 125,” he said politely. When
I heard this, I felt my blood rush to my head; I felt
dizzy. “Would you like to read?” he asked hesitantly.
I opened the book to page 125. My mouth was dry.
My eyes began to water. I could not begin. “You can
read later,” Mr. Lema said understandingly.

28 During recess I went into the rest room and

opened my English book to page 125. I began to
read in a low voice, pretending I was in class. There
were many words I did not know. I closed the book
and headed back to the classroom.

29 Mr. Lema was sitting at his desk correcting papers.

When I entered he looked up at me and smiled. I
felt better. I walked up to him and asked if he could
help me with the new words. “Gladly,” he said.

30 The rest of the month I spent my lunch hours

working on English with Mr. Lema, my best friend at
school.

148
 CLOSE READ
31 One Friday during lunch hour Mr. Lema asked me
to take a walk with him to the music room. “Do you
like music?” he asked me as we entered the building. Compare and
“Yes, I like corridos,” I answered. He then picked
Contrast Point
of View
up a trumpet, blew on it, and handed it to me. The
Underline details that
sound gave me goose bumps. I knew that sound. I show the feelings of the
had heard it in many corridos. “How would you like main character.

to learn how to play it?” he asked. He must have

read my face because before I could answer, he
added: “I’ll teach you how to play it
during our lunch hours.”

32 That day I could hardly wait to tell

Papá and Mamá the great news. As I
got off the bus, my little brothers and
sister ran up to meet me. They were
yelling and screaming. I thought
they were happy to see me, but
when I opened the door to our
shack, I saw that everything we
owned was neatly packed in
cardboard boxes.

149
VOCABULARY

Develop Vocabulary
In literary texts, authors use precise words to describe characters’ actions and
speech. These words can help the reader make connections to the characters’
thoughts and feelings.

My TURN Complete the sentences to demonstrate the word meanings. Then

use each word to describe a character in Weslandia or “The Circuit.”

If a character recovers, he or
she . . .

Something thrilling is something

that is . . .

A person who is miserable is . . .

When you are savoring a thought,

you are . . .

150
COMPREHENSION READING WORKSHOP

Check for Understanding

My TURN Look back at the texts to answer the questions.

1. What traits of fiction do Weslandia and “The Circuit” include?

2. Contrast the circumstances in which characters in Weslandia and

“The Circuit” pick crops.

3. What predictions can you make based on the last images and
paragraphs of Weslandia?

4. Synthesize details from both texts to create a dialogue in which Wesley

and Panchito discuss a topic, such as school.

151
CLOSE READ

Compare and Contrast Point of View

Authors of narratives shape the reader’s experience by developing
the point of view. With first-person point of view, the story is told by
a character inside the story. This point of view helps readers relate to
the narrator, who uses the pronouns I, me, my, mine, we, us, our, and
ours. With third-person point of view, the narrator is not a character
in the story and uses the pronouns he, him, his, she, her, hers, they,
them, their, and theirs.

1. My TURN Go to the Close Read notes in Weslandia and

“The Circuit.” Underline text evidence that helps you compare and
contrast points of view.

2. Text Evidence Use your evidence to complete the chart.

Weslandia “The Circuit”

Detail that
reveals the main
character’s
feelings

Point of view

Contrast how
point of view
connects me
to the main
character

152
 READING WORKSHOP

Generate Questions
You can generate questions before, during, and after reading to deepen
understanding and gain information. Being able to answer who, what, when,
and where questions about a text shows that you are noticing necessary
details. Asking and answering why and how questions also helps you identify
and understand how point of view affects a text.

1. My TURN Go back to the Close Read notes. Highlight details that help you
generate questions about point of view in Weslandia and “The Circuit.”

2. Text Evidence Use your evidence to complete the chart and answer the
questions.

Text Evidence My Question Answer

Weslandia:

“The Circuit”:

How does asking questions help you understand points of view?

153
RESPOND TO TEXT

Reflect and Share

Write to Sources In Weslandia and “The Circuit,”
you read about young people who feel different.
Think about other main characters and how they do
(or do not) belong to a group. What happens when
people do or do not “fit in”? Compare and contrast
ideas from multiple sources to write your response.

Compare and Contrast When writing about ideas from two

or more sources, be clear about what the texts have in common
(compare) and the differences between them (contrast). The
two most common text structures for this type of writing are
point-by-point and block method.

Block method:
n: The response is divided
Point-by-point compariso
into sections, with each
One-to-one relationships
section about one text.
between ideas. Text A is
Paragraph 1 is only about
about apples, but Text B
Text A, and paragraph 2
is about oranges. Text A
t is only about Text B.
and Text B are both abou
Paragraph 3 is about how
fruits.
they are alike.

Weekly Question
How do new places influence us?

154
VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

Figurative language is any language that gives words I can develop

knowledge about
a meaning beyond their usual, literal definition. Some language to make
figurative language creates comparisons. Similes are connections between
reading and writing.
comparisons of two unlike things using like or as, and
metaphors are comparisons that do not use like or as.

My TURN For each sentence,

1. Underline the simile or metaphor.

2. Match a vocabulary word from the word bank

with the comparison that relates to its definition.

3. Use each comparison and its related academic

vocabulary word in a sentence.

WORD BANK
accomplish   expand   challenge

The chipmunk’s cheeks filled up like two hot-air balloons.

For Jeremiah, starting at a new school was a towering obstacle.

She sang beautifully for the crowd, like a professional singer at the peak
of her career.

155
WORD STUDY

Syllable Patterns V/CV and VC/V

Syllable patterns help you divide and read words. If a word has one
consonant between two vowels, the syllable pattern could be V/CV
or VC/V. The first syllable in the word finish ends in a consonant.
It has the VC/V pattern: fin/ish. Syllables that end in consonant
sounds are closed syllables. The first syllable in the word tiger ends
in a long vowel sound. It has the V/CV pattern: ti/ger. Syllables that
end in vowel sounds are open syllables.

My TURN Use your knowledge of syllable patterns and open and

closed syllables to read and divide the words in the chart. Use a print
or online dictionary to check for correct syllabication.

Word Syllable Pattern Divided Word

habit

result

cubic

modern

vivid

156
ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer

An author’s purpose is his or her reason for writing, such as to inform or to
entertain. An author’s message is the overall idea or lesson the author wants
to share. Authors express purpose and message through details.

Model Reread paragraph 12 of Weslandia.

1. Identify The details in this paragraph tell me about Wesley and

his plan.

2. Question What do these details tell me about the author’s purpose?

What do the details tell me about Paul Fleischman’s message?

3. Conclude The details suggest that the author’s purpose is to entertain.

Paul Fleischman’s message seems to be that coming up with a good
idea is energizing.

Reread paragraph 23 of “The Circuit.”

My TURN Notice important details. Then identify the author’s purpose

and message.

1. Identify The details in this paragraph tell me more about

2. Question What do these details tell me about Francisco Jiménez’s

purpose and message?

3. Conclude These details tell me that the author’s purpose is

and that his message is

157
DEVELOP AUTHOR’S CRAFT Evaluate the details in
your writing. Make sure
Write for a Reader they support your purpose
and message.
Authors choose specific details to describe characters and
events in their stories. These details support the author’s
purpose, or reason for writing, and the author’s message,
or the idea the author wants readers to gain from the story.

My TURN Think about how the details in Weslandia and

“The Circuit” helped you determine each author’s purpose and
message. Now identify how you can use details to support your
own purpose and message.

1. If you wanted to write a scene about how a new place influenced a

character, what purpose and message might you use?

My purpose would be

My message would be

2. Write a short scene about a character who goes to a new place. Include
details that support the purpose and message you just identified.

158
SPELLING READING-WRITING BRIDGE

Spell V/CV and VC/V Words

Knowing syllable patterns can help you spell words. If a word has
one consonant between two vowels, the syllable pattern could be
V/CV or VC/V. The first syllable in the word finish ends in a
consonant. It has the VC/V pattern: fin/ish. Syllables that end in
consonant sounds are closed syllables. The first syllable in the word
tiger ends in a long vowel sound. It has the V/CV pattern: ti/ger.
Syllables that end in vowel sounds are open syllables.

My TURN Read the words. Spell and sort the list of words by their
syllable patterns.

SPELLING WORDS

hazard novel savage habit

vanish proper balance credit
modern vivid result decent
rival cubic vapor humor
pilot final student focus

V/CV VC/V

159
LANGUAGE AND CONVENTIONS

Progressive Verb Tenses

Progressive verb tenses show an ongoing action at some point in
time. They can show action in the past, present, or future. To form
the progressive tense, use helping verbs and the ending -ing with the
main verb. Present progressive tense helping verbs are am, is, and are.
Past progressive tense helping verbs are was and were. The future
progressive tense helping verbs are will and be.

My TURN Use your knowledge of verb tenses to complete this chart.

Present Progressive Past Progressive Future Progressive

Tense Tense Tense

I waiting for I waiting for I waiting for

my friend. my friend. my friend.
He growing He growing He growing
plants in the garden. plants in the garden. plants in the garden.
You explaining You You explaining
different points of explaining different different points of
view. points of view. view.

My TURN Edit this draft to change the crossed-out verbs to the

progressive tense. Make sure to use the correct helping verb.

Wesley did not have much luck making friends. One day

while he talked to his parents, he had a great idea. “I am going

to create my own civilization!” he thought. Soon he learned all

about growing and using things in a garden. Now his former

tormentors looked forward to what he creates next.

160
REALISTIC FICTION WRITING WORKSHOP

Use Irregular Verbs Learning Goal

To show the past tense of regular verbs, add -ed. I can use elements
of narrative writing
Irregular verbs have different forms for the past to write a realistic
and form the past tense with has, had, or have. fiction story.
Irregular verbs are common, so be sure to memorize
their spellings.

Present Past Past with has, had, or have

ask asked has asked

think thought had thought

go went has gone

sing sang have sung

bite bit had bitten

My TURN Use a dictionary to find and write the past tense of these irregular
verbs. Spell each word correctly.

grow

rise

see

My TURN Check the past tense of irregular verbs when you edit the draft of
a realistic fiction story in your writing notebook. Be sure to spell the irregular
verbs correctly.

161
REALISTIC FICTION

Edit for Punctuation

A possessive noun shows ownership. To make a singular noun possessive, add
an apostrophe and an s. To make a plural noun that ends in s possessive, add
just an apostrophe.

Javier ➔ Javier’s the girls ➔ the girls’

A compound sentence is made of two complete sentences that are joined

together with a comma and a conjunction (such as and, so, or but).

Incorrect Correct

Amy ran and Pablo walked. Amy ran, and Pablo walked.

Words in quotations and dialogue are called direct speech. Enclose direct
speech in quotation marks.

Incorrect Correct

Amy said, I got here first! Amy said, “I got here first!”
Well, said Pablo, so you did. “Well,” said Pablo, “so you did.”

My TURN Edit the paragraph so that apostrophes, commas, and quotation

marks are used correctly.

Lamont cried, The kitten rolled over! How cool is that? The

kitten looked at Lamont and then the kitten sat up and looked at

Lamonts mother.

My TURN Check apostrophes, commas, and quotation marks when you edit
drafts in your writing notebook.

162
 WRITING WORKSHOP

Edit for Prepositional Phrases

A preposition is the first word in a group of words called a prepositional
phrase. A prepositional phrase ends with a noun or pronoun called the object
of the preposition. Each prepositional phrase tells something about another
word in the sentence.

Example Explanation

I baked cookies for dessert. The prepositional phrase for dessert

tells why I baked the cookies.

Darrel asked for twelve cookies! The prepositional phrase for twelve
cookies tells what Darrel asked for.

Sheila got angry at him. The prepostional phrase at him tells

who Sheila got angry at.

I stayed in the kitchen all day. The prepositional phrase in the

kitchen tells where I stayed.

My TURN Use each of these prepositions and prepositional phrases once to

complete the sentences: into the family room, of, with her toe, under, until.

The white rat crept . It hid

the corner the rug

Celia poked the rug .

My TURN Check prepositions and prepositional phrases when you edit the
draft of a realistic fiction story in your writing notebook.

163
REALISTIC FICTION

Edit for Coordinating Conjunctions

Use the coordinating conjunction and to form compound subjects and
compound predicates.

The subject of a sentence is a noun or a pronoun. Combine two sentences with

the same verb into one sentence with a compound subject: Socks and shoes
must be worn at all times.

The predicate of a sentence is a verb. Combine two sentences with the same
subject into one sentence with a compound predicate: Cast members lined up
and took a bow.

Use a comma plus the coordinating conjunction and, but, or or to combine

whole related sentences into a compound sentence.
The rain fell, and the flowers bloomed.
He grinned at her, but she did not smile back.
We can go home now, or we can stay for another hour.

My TURN Turn each pair of sentences into a single sentence by using a

coordinating conjunction.

1. Charlotte wrote the best story. James gave the most dramatic reading.

2. The sunrise pierced the clouds. The sunrise woke the birds.

3. On Lewis’s farm, chickens eat grain. On Lewis’s farm, horses eat grain.

My TURN Use coordinating conjunctions to combine sentences when you edit

your drafts in your writing notebook.

164
 WRITING WORKSHOP

Use Pronouns
Pronouns are words that can replace nouns. The five kinds of pronouns are
subjective, objective, possessive, reflexive, and relative.

Type of Pronoun How Writers Use This Type

Subjective as the subject of a sentence: I, you, he, she, it, we, they

Objective as the object of a verb or a preposition: me, you, him,

her, it, us, them

Possessive to show ownership: my, mine, your, yours, his, her,

hers, its, our, ours, their, theirs

Reflexive to reflect an action back onto the subject: myself,

yourself, himself, herself, itself, ourselves, themselves

Relative to relate two clauses by taking the place of the subject

in the second clause: who, whose, whom, which, that

My TURN Edit each sentence to make all pronouns correct.

1. Elizabeth looked at myself in the mirror.

2. Her wondered whose could cut her hair.

3. Later, hers dad got home from work, and him saw the scissors on the
hall table.

My TURN Edit sentences for pronouns when you draft a realistic fiction story
in your writing notebook. Discuss your editing with your Writing Club.

165
WEEKLY LAUNCH: INFOGRAPHIC

INTERACTIVITY

Approaches
to Poetry SAY IT LOUD All around the
world, the spoken performance of
Poetry is a part poetry has been a way for people
to express what is important
of every culture. to them. Called bards, griots,
skalds, or scops, poets who
combine cultural values with vivid
language are at the heart of
many human gatherings.

TRULY EPIC Epic poetry, which

tells a dramatic story, dates back
thousands of years. Epics often
describe the exciting actions of a
hero. People from all cultures and
walks of life can find something
interesting in these poems.

CONTEMPORARY VOICES To find out

more about poetry in your community, visit
a library or media center. Ask your librarian
about poetry readings, open mics, or youth
poetry slams near you.

166
 W EEK

5
Weekly Question

GOLD MEDAL POETRY How do people with

Lyric poems were written interests different from
to celebrate the winners ours help us grow?
of the earlier Olympic games. Later, in
the first half of the twentieth century,
epic and lyric poetry “directly inspired Freewrite You read about ways
by the idea of sport” was eligible for that poetry connects to different
Olympic medals. In 1948, Finnish poet topics. Without stopping,
Aale Maria Tynni won a gold medal freewrite for a short time about
for her poem “Laurel of Hellas.” uncommon interests.

MEDICINE,
MATHEMATICS, AND…POETRY?
Having a love for poetry does not
stop people from engaging with their
other interests. For instance, famous
American poet William Carlos
Williams was also a pediatrician for
most of his life! Lewis Carroll, the
author of Alice’s Adventures in
Wonderland, also wrote numerous
poems and published papers about
new theories in mathematics.

167
GENRE: POETRY

Learning Goal Poetry

I can learn more
about the theme Poetic elements are the techniques that make
Diversity by analyzing poems different from prose. Poetry can include
poetic elements.
• Verses or stanzas, or arrangements of lines
• Imagery, or vivid descriptive details
• Figurative language, or nonliteral language,
including similes and metaphors
• Personification, or language that gives human
traits to animals, objects, or ideas
• Onomatopoeia, or words that sound like their
meanings
• Rhyme, or words with the same ending sounds

and
TURN  TALK How do authors express images
Can poetry or ideas in a unique way? With a partner, compare
help you “see” how language is used in poetry and in other kinds
language? of creative writing, such as fiction.

Be a Fluent Reader Poetry contains language

that is designed to please the ear as well as the
mind’s eye.

When you read poetry aloud,

 Slow down or speed up to express the

mood, or feeling, of the words.

 Pause only at punctuation, as though you

were reading prose.

 Read each word, stopping to sound out

unfamiliar words as needed.

168
READING WORKSHOP

169
Meet the Author
Poetry Collection
Preview Vocabulary
As you read the poetry collection, pay attention to
these vocabulary words. Notice how they help you
Gwendolyn Zepeda, use your imagination to experience what the poems
the author of describe.
“A Day on a Boat,”
was the very first
Latina blogger. She plunge trilled thud
writes about matters
close to the heart, buoy flocked
such as identity,
family, and music. In
2013, she became
the first poet Read
laureate of Houston,
Texas. As you read a poem, creating a mental image, or
picture in your mind, can help you understand the
poem better. Think about the language the poet
uses to help create an image in your mind. Use these
strategies when you read the poetry collection.

Notice Generate Questions

text and images that about images or ideas
make you wonder that you notice.
about the meaning.

First
Connect
Read Respond
these poems to each by discussing the
other. What do they feelings and mental
have in common? How images created by the
are they different? poems.

170
 Genre Poetry

oetry Colle c tio n

P
A
Day on
aBoat I Will Be
by Gwendolyn a Chemist:
Mario José Molina
Zepeda

by Alma Flor Ada

I
Mozart
by Dana Crum

AUDIO

 ANNOTATE

171
CLOSE READ
A Day
Examine Poetic
Elements
on a Boat
by Gwendolyn Zepeda
How does Gwendolyn A
Zepeda create images in
this poem? day on a boat.
Underline examples of We
figurative language.
float
5 in the
sun. One
by one the
plunge dive; sink rapidly; others plunge
drop quickly
from blue above to
10 blue below, like gulls that
dive. Like fish that fly. They
call my name and say that I should
swim. They wish that I could feel the way
they feel. Like jellyfish or otters. My sisters and
15 brothers are eels that love to swirl and splash around
each other. Knowing if I tried it, I would like it, just like
they do. They always like the same things and they wish
I’d
like them,
20 too. A
day on
a boat, we float in the sun. One by one, I turn the pages of a
book and hear its story in my mind. It’s like a world I carry
and can open any time. An ocean where I float to other
25 times and spy on pirates, mermaids, queens, and
magic stones. I’m swimming through my
story, with the others, but alone.

172
I Will Be a Chemist: CLOSE READ

Mario José Molina Visualize to

Understand
by Alma Flor Ada
Highlight words and
phrases that Alma Flor
Only a drop of water
Ada uses to help you
but looking under the microscope create a mental image
of what the character
I see things that move inside that very drop. in the poem sees and
experiences.
My aunt Esther has given me a chemistry set.
5 She says that everything—water, air, earth,
the trunks of trees and our own skin—
is made of small particles we cannot see.
She explains that even these molecules
are made of chemical elements;
10 just around a hundred elements
combine to make all that exists.
I have started today
in my simple lab in the old unused bathroom
to study these elements.
15 I will know the secrets of the universe.

173
CLOSE READ

Visualize to
Understand
Highlight a simile
I Mozart by Dana Crum
that helps you create
a mental picture to
understand how Phoenix
1 One night in April Phoenix hosted
experiences the music. a sleepover. To pass the time
while friends arrived, he sat
Examine Poetic
Elements at his desk, opened his PC’s music app,
Dana Crum uses 5 and clicked his favorite song:
onomatopoeia, or words
that sound like their Mozart’s “Gran Partita.”
meaning, to engage Oboes, clarinets, and basset horns,
the reader’s senses.
Underline examples of horns, bassoons, and bass drifted through
onomatopoeia.
his bedroom like campfire smoke.
trilled made a pleasant,
10 The doorbell ding-donged. The first arrival had arrived.
repetitive, high-pitched
sound A thud and swish as the door opened.
His mother’s voice trilled: “Hello, Chase.”
thud a dull sound
“Hi, Mrs. Lippincott.”
A swish and thud as the door closed.
15 Chase swaggered into Phoenix’s room.
He stopped. He frowned. “What mess
is this you’re listening to?” he asked.
“Mozart,” Phoenix replied.

174
 CLOSE READ
“Mozart?” Chase repeated.
20 “It’s classical.”
Examine Poetic
Chase’s thick eyebrows rose: “You like Elements
this stuff?” What words are
repeated? What
Phoenix’s head withdrew into his green sounds within words
shell of a shirt. His head emerged. are repeated, building
rhymes? Underline
25 He crossed his arms. He said, “Yes.” examples of repetition
and rhyme that Dana
Chase replied, “It’s got no drums. Crum uses to develop a
musical quality.
No one can dance to that.”
Phoenix said,
“There’s classical you can dance to.
30 There’s classical with drums.
Take ‘Emperor Waltz,’ for instance.
It’s got timpani and snare drum.
It’s got tambourine and bass drum.
It’s even got glockenspiel.
35 Strauss composed it so folks could waltz.
I’ll play it now. Just listen.” The song
dipped and rose and dipped and rose.
The timpani boomed the room.

175
CLOSE READ
Chase’s round head bobbed, a buoy at sea.
40 He said what his body had already said:
Visualize to
Understand “Okay. I admit it. You can dance to that.
Highlight a metaphor But classical—it’s so old.”
that helps you create
a mental image of a “So is Shakespeare.
character in the poem. But we read him,” Phoenix replied.
buoy an object that 45 Chase smirked. “You can’t deny that classical
floats on the surface
of water is for snobs.”
Phoenix said, “Actually, I can.
flocked moved in Classical was popular in its time. Fans flocked
a group
to Mozart’s shows. He was a rock star.”
50 “Really?” Chase said.

176
 CLOSE READ
“Really,” Phoenix replied. “If you
want to know why, listen to this.” He chose
Vocabulary in
the overture of The Marriage of Figaro, Context
then clicked play. Cellos, violas, and violins Underline context clues,
or words and phrases,
55 raced, a maddening pace. Flutes and clarinets that help you define
floated over the din. Oboes and bassoons fray.

and trumpets and timpani joined the fray. The song

Fluency
exploded, a playful storm.
Read lines 51–61
aloud to a partner.
Chase declared, “I’ve heard this before! Remember to read at
an appropriate rate
60 This is Mozart?”
and with expression
“This is Mozart,” Phoenix replied. so that your partner
understands the feeling
Chase’s thick eyebrows rose. “This is incredible! of the words. Pause to
sound out unfamiliar
I can see why this was popular back then!” words as needed.
“It’s popular now, also,” Phoenix said. “It’s from
65 The Marriage of Figaro. He wrote this part
just hours before opening night.”
“So he
was some kind of genius then,” Chase said.
Phoenix smiled. “That he certainly was.”

177
VOCABULARY

Develop Vocabulary
Words have denotations, or definitions found in a dictionary. Each reader
will know the same denotation of a word. Words also have connections with
ideas, concepts, and other words. These related ideas and words are called
connotations. A word can have positive, negative, or neutral connotations.
Readers may have different, specific connotations for some words depending
on their personal experiences.

My TURN Complete the graphic organizer by writing a denotation and a

connotation for each word.

Denotation Word Connotation

thud

trilled

buoy

plunge

178
COMPREHENSION READING WORKSHOP

Check for Understanding

My TURN Look back at the texts to answer the questions.

1. What characteristics identify these texts as poetry?

2. How does the use of language in the poems affect the reader?

3. How would you adapt one of the poems to create a short story with most
of the same information?

4. Select one of the poems, tell what it is about, and describe the poet’s
choices. Give examples of strong images from the poem.

179
CLOSE READ

Examine Poetic Elements

Poetry often includes figurative language, such as similes and metaphors.
Such language adds an extra layer of meaning to the theme, or message, of a
poem. A simile compares two unlike things using like or as. A metaphor creates
a comparison without those words. Onomatopoeia refers to words that imitate
the sounds of the action associated with the words. Onomatopoeia, repetition
(repeated lines or words), and rhythm create a musical quality in poems.

1. My TURN Go to the Close Read notes in the poetry collection.

Underline examples of poetic elements. Then analyze how poetic
elements help determine a poem’s theme.

2. Text Evidence Use your evidence to complete the graphic organizer

and explain the effect of poetic elements on the reader.

Element Effect on Reader

The effect on the reader is

compares

to

The effect on the reader is

In ,
the poet uses the poetic element

How do the poetic elements help you determine the theme of “I Mozart”?

180
 READING WORKSHOP

Visualize to Understand
Poets use figurative language, descriptive details, and sensory details, or
imagery, to help readers visualize, or create a mental image. Creating a mental
picture helps a reader understand what the poet is trying to say. Pay attention
to how poets use language to create layers of meaning in their writing.
Summarizing a poem can help you explain what you visualize.

1. My TURN Go back to the Close Read notes and highlight elements that
help you create mental images of the text.

2. Text Evidence Use your evidence to complete the graphic organizer. Then
write a short summary of a poem.

Evidence from Text What I Visualize

Summarize one poem using what you visualized.

181
RESPOND TO TEXT

Reflect and Share

Talk About It In the poetry collection, characters
describe what they are interested in. What other
hobbies, interests, or activities did you read about
this week? In a discussion, describe how you would
encourage someone to try something new. Use text
evidence to support your response.

Speak to Be Heard When expressing an opinion in a

discussion, make sure you get your point across.
 Speak at a normal conversational rate. Choose a speed that
makes it easy for listeners to understand you.
 Make appropriate eye contact. As you speak, look at the
members of your group. Address each person at least once.
 Be specific. Using terms such as rhyme, rhythm, meter, lines,
and stanzas helps listeners know exactly what you mean.
Use these guides to monitor your speech.

Just right: Words

are spoken clearly
Too fast: Listeners
so that listeners can
miss some ideas.
comprehend.

Weekly Question
How do people with interests different from ours help us grow?

182
VOCABULARY READING-WRITING BRIDGE

Academic Vocabulary Learning Goal

Parts of speech are word categories that include I can develop

knowledge about
nouns, verbs, adjectives, and adverbs. You can language to make
use what you know about base words and word connections between
reading and writing.
endings to create words that function as different
parts of speech.

My TURN For each sentence,

1. Underline the academic vocabulary word.

2. Identify the word’s part of speech.

3. Write your own sentence using the same word but

as a different part of speech.

Sentence Part of Speech My Sentence

The agent had Graduating early was a great

verb
accomplished a lot in her
accomplishment. (noun)
long career.

In the film, the characters’

opinions often conflicted.

The test was a challenge

for most students.

The students received

ribbons for their
participation.

183
WORD STUDY

Silent Letters
In some English words, a letter may appear in the spelling of the word,
but the letter is not pronounced. For example, the word knowing in line
16 of “A Day on a Boat” contains the silent letter k. Other words that
begin with the kn letter combination also have a silent k.

My TURN Review the silent letter chart. Add one or more example
words for each silent letter. Use a print or online dictionary if you
need help determining pronunciation.

Silent Letters Words

the k in kn

the w in wr

the g in gn

the b in bt or mb (usually)

the t in st or ft (sometimes)

the h in kh, gh, or rh

h at the beginning of a word

(sometimes)

184
ANALYZE AUTHOR’S CRAFT READING-WRITING BRIDGE

Read Like a Writer

Poets often use figurative language, or language that gives words meaning
beyond their dictionary definitions. Imagery, or sensory language, helps
readers understand how things look, sound, smell, taste, or feel. Similes
compare two unlike things using the words like or as, and metaphors
compare two unlike things without those words.

Model Read these lines from “A Day on a Boat.”

One
by one the
imagery
others plunge
from blue above to
blue below, like gulls that
dive. simile

1. Identify Gwendolyn Zepeda uses imagery and simile.

2. Question How does her use of language affect me?

3. Conclude Her language helps me picture the day and the swimmers.

Reread lines 7–11 in “I Mozart.”

My TURN Follow the steps to analyze Dana Crum’s use of language.

1. Identify Dana Crum uses

2. Question How does his use of language affect me?

3. Conclude His language helps me

185
DEVELOP AUTHOR’S CRAFT
How will you create
Write for a Reader images in a reader’s
mind?
Poets use imagery, similes, metaphors, and other kinds of
figurative language to bring their poems to life for readers
and help readers visualize their ideas.

My TURN Think about how the poets’ language affected

the way you visualized ideas in the poems. Now identify
how you can use language to influence your own readers.

1. Name a book, song, movie, or other piece of media that affected

you positively.

2. If you were writing a poem about this text or piece of media, what
language might you use to help readers understand your experience?

3. In your writing notebook, write a short poem about how your chosen text
or piece of media affected you. Use literary devices to emphasize how
you felt.

186
SPELLING READING-WRITING BRIDGE

Spell Words with Silent Letters

In some words, a consonant may not be pronounced. You can
accurately spell words by memorizing which letter combinations
produce silent letters. For example, the combination mb in words like
climb and lamb contains a silent b.

My TURN Read the words. Then spell and alphabetize the words.
Make sure to include the correct silent letters as you spell each word.

SPELLING WORDS

glisten sword subtle wreckage

wrestle align salmon autumn
aisle doubt heir mortgage
debris corps asthma gourmet
tongue ballet condemn yolk

187
LANGUAGE AND CONVENTIONS

Auxiliary Verbs
A verb phrase is made up of a main verb and one or more helping
verbs. Main verbs show action, while helping verbs help the main
verb show the time of an action. Helping verbs are also called
auxiliary verbs.

Examples of
Meanings Example Sentences
Auxiliaries
can to be able to I can run for a long time.
could to be possible to I could see the stars.

may to allow to Yes, you may take a piece of

might to have possibility to fruit.
You might see a comet tonight.

must to be required You must stay inside.

to need to The clock must be correct.
to be certain

shall to command to You shall pass!

should to expect to You should see me around
noon.
will to expect to You will see me later.
would to be possible to I would like to see you later.

My TURN Complete each sentence with an auxiliary verb from the chart.
1. In “A Day on a Boat,” the speaker opens her book, and she
hear the story.

2. Her siblings want her to swim.

3. Through her book, the speaker experience adventure.

188
REALISTIC FICTION WRITING WORKSHOP

Rearrange and Combine Learning Goal

Ideas I can use elements
of narrative writing
A realistic fiction story is coherent when all of its parts to write a realistic
fit together. None of the fictional elements or details fiction story.

seem out of place. To determine whether writing is

coherent, ask:

• Do any events or details seem out of place?

• Are there so many words that the meaning is hard to find?

A realistic fiction story is clear when a reader can understand everything in it.
To determine whether writing is clear, ask:

• Will each sentence make sense to a thoughtful reader?

• Does every pronoun refer to a recognizable noun?

My TURN Combine and rearrange words, sentences, and ideas to make this
paragraph clear and coherent. Write your version on the lines.

Beulah watched the snake closely. Last week, Ms. Jones got a new pet
for her class. In the tank was a corn snake. She made sure the screen fit
tightly over the top of the tank. This job was going to be interesting. The
snake stared back at her. Beulah volunteered to care for it.

My TURN Rearrange and combine words, sentences, and ideas for coherence
and clarity when you revise the draft of a realistic fiction story in your writing
notebook.

189
REALISTIC FICTION

Edit for Capitalization

Follow rules for capitalizing words to help readers understand your ideas.

• Capitalize the main words in names of historical periods, events, and

documents.
• Capitalize the main words in the titles of books, stories, and essays.
• Capitalize the names of languages.
• Capitalize the names of races and nationalities.

My TURN Highlight each letter that should be capitalized in this passage.

Sam and Carlita jogged along. “I need to finish my report on the american
revolution,” gasped Carlita.

Sam asked, between breaths, “Have you read the chapter in our country’s
history yet?”

“Not yet,” said Carlita. “I finished the chapter titled ‘heroes of the revolution,’
though.”

“Did it talk about the help we got from french and polish soldiers?” Sam
inquired.

“No,” Carlita said, “just about the men who signed the declaration of
independence.”

My TURN Check for correct capitalization when you

edit the draft of a realistic fiction story in your writing
notebook.

Capitalize proper nouns,

but do not capitalize
common nouns.

190
 WRITING WORKSHOP

Publish and Celebrate

Read your realistic fiction story aloud. Decide which is the most dramatic,
or exciting, part. Then make an audio recording of yourself reading that
part of the story.

My TURN Complete these sentences about your writing experience.

Write legibly in cursive.

The characters in my story are realistic because

The problem my characters face is realistic because

I used dialogue in my realistic fiction story to

The next time I write a realistic fiction story, I want to

191
REALISTIC FICTION

Prepare for Assessment

My TURN Follow a plan as you prepare to write a realistic fiction story in
response to a prompt. Use your own paper.

1. Study the prompt.

You will receive an assignment called a writing prompt. Read the prompt
carefully. Highlight the type of writing you must do. Underline the topic you
are supposed to write about.

Prompt: Write a realistic fiction story about exploring a diverse community

in your life.

2. Freewrite.
For several minutes, write down everything you can think of about the
topic, including how people explore and benefit from diversity. Then take a
short break. Look at what you wrote and circle ideas you want to include in
your story.

3. Map out your realistic fiction story.

Introduction: Characters, Setting, and Problem
Plot: Event 1 ➔ Next Events ➔ Resolution

4. Write your draft.

Remember to make the sequence of events natural and clear.

5. Revise and edit your realistic fiction story.

Apply the skills and rules you have learned to polish your writing.

Be inventive in the way you

use realistic details in your
story. Make up characters
and events that are
believable.

192
 WRITING WORKSHOP

Assessment
My TURN Before you write a realistic fiction story for your assessment, rate how
well you understand the skills you have learned in this unit. Go back and review
any skills you mark “No.”

Yes! No

Ideas and I can create a realistic setting.

Organization
 I can describe realistic characters inside
and out.
 I can develop a clear, natural sequence
of events.
 I can write the resolution to a conflict or
problem.
I can select a genre.

Craft  I can choose the narrator’s point

of view.
 I can think of illustrations.
 I can write dialogue between people.
 I can use transition words and phrases.
 I can rearrange and combine ideas for
clarity.

Conventions  I can use irregular verbs correctly.

 I can use reflexive and relative
pronouns.
 I can use prepositional phrases.
 I can use coordinating conjunctions.
 I can edit compound sentences for
commas, possessives for apostrophes,
and dialogue for quotation marks.

193
COMPARE ACROSS TEXTS Genre Autobiograp
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TROMBONE
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In your notebook, answer

the Essential Question:
How can we reach new
understandings through
exploring diversity?

WEEK

6 Now it is time to
apply
about
what you learned
WEEK 6
Diversity in your
ll Play!
PROJECT: Let’s A

195
INQUIRE

Let s
’ Al l P L AY !
RESEARCH

Research Articles
Activity
With your partner, read “Playing
A 2010 law requires all play
Together!” to generate questions you
areas to have playground
have about inclusive playgrounds.
equipment that is inclusive
Then make a research plan for writing
for people with disabilities.
your letter to the principal.
Compose a letter to your
principal telling why your
school needs to have inclusive 1 Playing Together!
playground equipment.

s?
2 Who Needs Reces

3 Understanding Physical
Disabilities:
A Path to Support

Generate Questions
COLLABORATE After reading “Playing Together!” generate three questions
you have about the article. Then, share your questions with the class.

1.

2.

3.

196
 PROJECT-BASED INQUIRY

Use Academic Words

COLLABORATE Work with your partner to add more academic
vocabulary words to each category. If appropriate, use this vocabulary
when you respond to your principal.

Academic
Word Forms Related Examples
Vocabulary

accomplish accomplishes goals

accomplished
accomplishment

expand expansive balloons

expanding
expanded

conflict conflicts argument

conflicted
conflicting

challenge challenging difficult assignments

challenged
challenger

participate participates swimming

participating
participation

197
EXPLORE AND PLAN
Every claim has an

A Matter opinion, but not

every opinion

of Opinion
is a claim.

People write opinion essays to convince, or persuade,

someone to think or do something. When reading
opinion essays or argumentative texts, look for

• the claim
• facts and evidence that support the claim
• reasons based on evidence in the text
• the intended audience or reader

COLLABORATE With a partner, read “Who Needs Recess?” Then, answer

the questions about the text.

1. What is the writer’s claim?

2. What evidence does the writer use to convince readers?

3. Who is the intended audience or reader for this article? How can you tell?

198
 PROJECT-BASED INQUIRY

Plan Your Research

COLLABORATE Before you begin your research, you must come up with
a research plan. A research plan will help you decide where to focus your
research.

Definition Examples

CLAIMS A claim is a statement I like vegetables. No, this is not

that tries to persuade, argue, or a claim.
convince a reader to agree with
Doctors say that eating vegetables
an opinion. A claim
every day can help you live longer.
• defines your goal, Yes, this is a claim!
• is specific, and My playground claim:
• is supported with evidence.

Read the two examples in the

next column. Then, with your
partner, write a claim statement
for your playground project.

EVIDENCE You can support your Fact: Raw broccoli has more dietary
claims with evidence, such as fiber than steak.

• facts Statistic: The average American eats

• statistics only 2 cups of fruits and vegetables
• quotations a day.
• examples Quote: Dr. Jones says, “Vegetables

With your partner, plan the types of are packed with nutrients.”

research you will look for. Examples: Most kids would rather
eat candy than vegetables.

With your partner, list some keywords for finding evidence for your
playground research project. With your plan in mind, begin your research.

199
CONDUCT RESEARCH

TOO LS o f t h e T R A D E
A search engine is an online tool used to gather
credible information. Your search results on
playgrounds will probably turn up lots of information
on your topic, but how do you know whether this
information is credible? Look for the author!

On most Web pages you have to know where to

search to find the author’s name. Once you locate
the author, you can see if the author has the
expertise to write about the topic.

STEP 1:   Use a student-friendly search engine and enter your

keywords for research.

STEP 2:  On the homepage, find a phrase, such as About Us or

About [organization name] and click on it. It could be at
the top or bottom of the page.

STEP 3: Read the information about the author and question

whether he or she has the expertise to write about the
topic. Remember, you would not want to take advice
from someone who does not have the experience or
education to speak about the topic.

Martin Houlihan, MD
Director, Center for Children’s Allergies

Doctor Martin Houlihan worked for 22 years as

a pediatric surgeon before taking the job as director
of the Center for Children’s Allergies, a nonprofit
dedicated to treating young people with allergies.

200
 PROJECT-BASED INQUIRY

COLLABORATE With your partner, go online to search for information

on your topic. Use the note cards to record your most credible sources on
inclusive playgrounds.

Web Address:
Author:
Author's Expertise:
Notes:

Web Address:
Author:
Author’s Expertise:
Notes:

Discuss your search results. Do you need to change your keywords to find more
specific information?

201
COLLABORATE AND DISCUSS

Take A STA N D!
People write argumentative texts to convince others to think or act in
certain ways. An argumentative letter, such as the one to the principal,
makes a claim about a topic and supports it with facts.

Before you begin writing, choose how you will deliver your message.
Will you

• mail your written letter to the principal?

• orally read your letter to the principal?
• give a multimedia presentation
using videos and images? COLLABORATE Read the Student

Model. Work with your partner

to recognize the characteristics of
argumentative texts.

Now You Try It!

Discuss the checklist with a partner. Work together to follow the
steps as you write your letter.

Make sure your letter

identifies the intended audience or reader.

states a specific claim that defines your goal.

includes facts, statistics, quotes, or examples.

 uses persuasive language, such as must, should,

or need to help convince readers.

includes a strong conclusion that restates your claim.

202
 PROJECT-BASED INQUIRY

Student Model

February 8
Highlight the
Dear Principal Wehmeyer, intended audience.

Underline the
We should have more cafeteria offerings to claim.
include a more diverse menu to accommodate students
with food allergies. Two kids in our class have peanut
allergies, so they eat lunch in the classroom. We think
they should be able to eat with their friends.

One reason it is important to expand our Highlight a fact.

menu is because statistics show that 1 in 13 children

have food allergies. So most classrooms probably have
two or more students with allergies! A more important Underline
persuasive
reason is that eating something you are allergic
language.
to can make you sick.

Will you join us in helping to make our cafeteria a

safer place for all students? With more menu offerings,
all students can eat lunch in the cafeteria. Highlight the
conclusion.

Sincerely,
Odette Calderón and Rob Shallcross
Ms. Horwitz’s Fourth Grade Class

203
REFINE RESEARCH

In Yo u r O w n Wo rds !
Be sure you recognize the difference between paraphrasing and
plagiarism before using any source materials in your letter.

Plagiarism is using someone else’s exact words without giving that

person credit. Instead, you should paraphrase or quote information.

Paraphrasing is writing down information in your own words.

Original sentence: People have allergies to a wide variety

of things, such as foods, medicines, and plants.

People can be allergic to many different things. Paraphrasing

Quoting is copying exactly the words from a source, putting the

words in quotation marks, and naming the author.

Bert Kausal wrote, “People have allergies to a wide Quoting

variety of things, such as foods, medicines, and plants.”

RESEARCH
COLLABORATE Read “Understanding Physical Disabilities: A
Path to Support.” Identify a fact from the article. Then, with your
partner, show how you would quote and paraphrase this fact.

Fact from article

Quote the fact

Paraphrase the fact

204
 PROJECT-BASED INQUIRY

COLLABORATE Read the paragraph from a research source and

answer the questions.

Food Allergies in Children

by Dr. Rowena Vargas

Researchers have found that more and more children have or are
developing allergies to different types of foods. These allergies occur in
countries around the world. Some young people have allergies to foods
such as nuts, dairy, and wheat. Others are sensitive to certain fruits and
vegetables. Food scientists are trying to discover what causes these allergies
because people who eat foods they are allergic to can become very ill.
They may even need to go to the emergency room if the reaction is serious.
Discovering what causes these allergies will help all children stay healthy.

1. Paraphrase the first sentence so that it maintains its meaning and

logical order.

2. Is the following sentence an example of plagiarizing, paraphrasing,

or quoting?
These allergies occur in countries around the world.

3. Quote a sentence from the paragraph.

205
EXTEND RESEARCH

Incorporate Media
Writers can make their writing stronger by including different media, or
formats for sharing information.

Images make your writing interesting and memorable. Photographs,

drawings, and paintings help your readers visualize your topic more clearly.

A diagram points out special features in a picture. The labels help your
readers better understand your topic.

Graphs and tables give your readers additional information such as

numbers, percentages, and years. They come in many different types.

206
 PROJECT-BASED INQUIRY

COLLABORATE With your partner, brainstorm media to make

your argumentative letter stronger. Then, go online to find relevant
information, or information that will support your argument. Gather
this information from a variety of sources, such as Web sites and
videos. Show that you understood your research by explaining why the
information from each source makes your argument more convincing.
Decide on how you will present your findings.

Type of Media:

Source:

How would it make the argument more convincing?

Type of Media:

Source:

How would it make the argument more convincing?

[VERSO]

207
COLLABORATE AND DISCUSS

Revise
Vocabulary Reread your letter with your partner. Then
revise your letter for word choice. Have you included

academic vocabulary from the unit?

domain-specific vocabulary related to the activity?

persuasive language to help convince the reader?

Revise Word Choice

The writers of the Student Model realized that they had
not used any academic or domain-specific vocabulary.
They revised some sentences to include these words and
make their argument more powerful.

expand our
We should have more cafeteria offerings to include
a more diverse menu to accommodate students with food
allergies.

A more important reason is that eating something

you are allergic to can make you sick.
cause anaphylaxis, which is a severe reaction to the food.

208
 PROJECT-BASED INQUIRY

Edit
Conventions Read your letter again and make edits.
Have you used correct conventions?

spelling

punctuation

paraphrase or quote information

quotation marks for quoted text

capitalization of names and places

a variety of simple and compound sentences

Peer Review
COLLABORATE Exchange argumentative letters with another
group. As you read, try to recognize characteristics of an
argumentative text, such as the claim and the intended audience.
Then, see if you can identify how the authors have used facts to
support their argument.

209
CELEBRATE AND REFLECT

Time to Celebrate!
COLLABORATE Read your argumentative letter to another group. Be
sure to enunciate your words at a natural rate and volume. How did your
audience react to your letter? Write some of their reactions.

Reflect on Your Project

My TURN
TURN Think about the argumentative letter you wrote. Which
parts of your letter do you think are the strongest? Which areas might
you improve next time? Write your thoughts here.

Strengths

Areas of Improvement

210
 REFLECT ON THE UNIT

Reflect on Your Goals 1 2 3 4 5

SCALE
NOT AT NOT VERY SOMEWHAT VERY EXTREMELY
Look back at your unit goals. ALL WELL WELL WELL WELL WELL

Use a different color to rate yourself again.

Reflect on Your Reading

What surprised you most about what you read in this unit?

Reflect on Your Writing

What surprised you most about your writing in this unit?

211