Grade 4 Mathematics Student At-Home Activity Packet

This At-Home Activity Packet includes 23 sets of practice problems that align to important math concepts your student has worked with so far this year.

We recommend that your student completes one page of practice problems each day.

Encourage your student to do the best they can with this content—the most important thing is that they continue developing their mathematical fluency and skills.

See the Grade 4 Math concepts covered in this packet!

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11
Grade 4 Math concepts covered in this packet

Concept	Practice	Fluency and Skills Practice

1	Understanding of Place Value.................................... 3

Understanding Place Value	2

3

4

Adding and Subtracting               5 Whole Numbers                           6

Comparing Multi-Digit Numbers..............................

Rounding Whole Numbers.........................................

Using Strategies to Add...............................................

Using the Standard Algorithm to Add Greater Numbers............................................................................

Using Strategies to Subtract.......................................

5

6

7

8

10

7

Using the Standard Algorithm to Subtract
 Greater Numbers............................................................ 

8	Multiplication in Word Problems.............................. 12

9	Modeling Multi-Step Problems................................. 13

Multiplying Whole                       10 Numbers                                     11

12

13

Solving Multi-Step Problems......................................

Multiplying a Three-Digit Number by a One-

Digit Number................................................................... Multiplying a Four-Digit Number by a One-Digit

Number..............................................................................

Multiplying by Two-Digit Numbers.........................

14

15

16

17

14	Division in Word Problems.......................................... 19

Dividing Whole Numbers

Understanding Fractions

15	Dividing with Arrays and Area Models................... 20

16	Dividing with Estimation and Area Models.......... 21

17	Dividing Four-Digit Numbers..................................... 23

18	Understanding of Equivalent Fractions................. 24

19	Using Common Numerators and Denominators 25

20

Understanding of Fraction Addition and Subtraction.......................................................................

26

Adding and Subtracting Fractions

21	Adding Fractions............................................................ 28

22	Subtracting Fractions.................................................... 29

23	Decomposing Fractions............................................... 31

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Understanding of Place Value	Name:	

Set A

1 Write the number 78,215 in the place-value chart.

Hundred Thousands
	
Ten Thousands
	
Thousands
	
Hundreds
	
Tens
	
Ones

Write 78,215 in expanded form and word form.

2 Write the number 540,632 in the place-value chart.

Hundred Thousands
	
Ten Thousands
	
Thousands
	
Hundreds
	
Tens
	
Ones

Write 540,632 in expanded form and word form.

Set B

3 Show different ways to make 25,302.

	thousands1 	hundreds1 	ones

	hundreds1 	ones

	ones

4 Show different ways to make 708,496.

	hundred thousands1 	thousands1 	hundreds1

	tens1 	ones

	thousands1 	hundreds1 	tens1 	ones

	hundreds1 	tens1 	ones

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Understanding of Place Valuecontinued	Name:	

Set B continued

5 Show different ways to make 492,623.

	ten thousands1 	thousands1 	hundreds1

	tens 1 	ones

	thousands1 	tens1 	ones

	hundreds1 	ones

6 Write 841,620 in three different ways.

7 Why do both of these show 27,974?

20,0001 7,0001 900 1 701 4	27 thousands1 97 tens 1 4 ones

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Comparing Multi-Digit Numbers	Name:	

Set A

Write the symbol that makes each statement true. Use ., ,, or 5.

1 23,230	2,323

4 40,404	40,040

2 33,003	33,030

5 52,177	52,771

3 9,999	10,000

6 421,073	412,730

Set B

7 Circle all the numbers that are less than 78,265.

78,000	79,000	70,000	80,000	78,200	78,300

8 Circle all the numbers that are less than 45,763.

46,000	40,000	50,000	45,700	45,800	45,000

9 Circle all the numbers that are greater than 108,427.

108,000	108,400	108,500	109,000	108,430	108,420

10 How did you solve problem7?

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Rounding Whole Numbers	Name:	

Round each number to the nearest ten.

1 72	2 172	3 2,572	4 101,372

Round each number to the nearest hundred.

5 180	6 1,180

8 980	9 1,980

7 56,180

10 56,980

Round each number to the nearest thousand.

11 7,750	12 17,750	13 25,750	14 70,750

Round each number to the nearest ten thousand.

15 65,321	16 165,321	17 185,321	18 205,321

19 Round 307,451 to each place value given below.

to the nearest thousand:	

to the nearest hundred:	

to the nearest ten:	

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Using Strategies to Add	Name:	

Add using different strategies.

1        4,000                                 2         4,010                                 3         4,121 1 6,215                                      1 6,215                                      1 6,215

4        3,000                                 5        2,999                                 6        2,990 1 6,871                                      1 6,871                                      1 6,871

7         5,020                                 8        4,990                                 9         4,950 1 1,491                                      1 1,491                                      1 1,491

10 What strategies did you use to solve the problems? Explain.

11 Check your answer toproblem6 by solving it with a different strategy. Show your work.

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Using the Standard Algorithm	Name:	
to Add Greater Numbers

Estimate the sum of each addition problem to check if the student’s answer is reasonable. If not, cross out theanswer and write the correct answer.
		
	Addition Problems
	Student Answers
		
	8,997 1 2,301

23,411 1 35,507

72,418 1 41,291

67,802 1 3,443

5,188 1 9,024
	31,998                        Estimate:     9,000 11,298                                         1 2,000 11,000

12,918

113,709

10,225

6,112

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Using the Standard Algorithm to	Name:	
Add Greater Numberscontinued

Addition Problems
	Student Answers
	
21,822 175,333

60,125 1 69,205

4,899 5,224 1 9,296
	97,155

75,330

108,209

1 How does estimating an addition problem help you know if an answer is reasonable?

2 Can an answer be incorrect even if it looks reasonable? Explain.

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Using Strategies to Subtract	Name:	

Subtract.

1        4,003                                 2        2,000                                 3        3,007 2        3                                      2 1,999                                       2        7

4,003                                          2,000                                          3,007 2     13                                      2 1,990                                       2     27

4,003                                          2,000                                          3,007 2 103                                      2 1,985                                       2 307

4,003                                          2,000                                          3,007 2 1,103                                      2 1,500                                      2 1,307

4,003                                          2,000                                          3,007 2 2,103                                      2 1,490                                      2 2,307

4 What strategy did you use to find the differences for problem 2? Explain.

5 How could you check your answer to one of the problems using another strategy?

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Using the Standard Algorithm	Name:	
to Subtract Greater Numbers

Estimate. Circle all the problems with differences between 30,000 and 60,000. Then find the differences of only the circled problems.

1        95,217 2 39,871

4        84,724 2 43,951

7         99,902 2 33,227

10        78,282 2 40,983

13	86,496

2 54,101

2         62,554 2 31,618

5         56,417 2 24,009

8         87,591 2 46,280

11         71,731 2 61,320

14	59,176

2 17,222

3        92,023 2 71,578

6        71,677 2 13,197

9        90,434 2 51,533

12         50,118 2 18,306

15	89,971

2 11,499

16 Use estimation and addition to check one of your answers. Show your work.

17 How does checking with addition compare with checking using estimation?

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Multiplication in Word Problems	Name:	

Use a strategy of your choice to solve each problem.

1 The library has 5 mystery books on a shelf. It has 4 times as many fiction books on another shelf. How many fiction books are
on the shelf?

2 Paul runs 2 laps around the gym. Carrie runs 6 times as many laps as Paul. How
many laps does Carrie run?

There are	fiction books on

the shelf.

Carrie runs	laps.

3 Violet has 3 markers. She has 6 times as many colored pencils as markers. How
many colored pencils does she have?

4 Owen draws 7 comics in April. He draws

3 times as many comics in May. How many

comics does Owen draw in May?

Violet has	 colored pencils.	Owen draws	comics in May.

5 Tasha used 8 tomatoes to make salsa. She used 4 times as many tomatoes to make sauce. How many tomatoes did Tasha use
to make sauce?

6 There are 7 pear trees on a farm. There are 7 times as many apple trees as pear trees.
How many apple trees are on the farm?

Tasha used	tomatoes to

make sauce.

There are	apple trees.

7 There are 9 school buses in the parking lot. There are 6 times as many cars as school buses in the parking lot. How many cars
are in the parking lot?

8 There are 8 vases at an art show. There are 9 times as many paintings as vases at the art show. How many paintings are at the
art show?

There are	cars in the parking lot.	There are	paintings at the art show.

9 Write and solve a word problem for this equation: 5 3 6 5 ?

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Modeling Multi-Step Problems	Name:	

Write an equation to represent each problem. Show your work.

1 The Lopez family goes to the movies. They buy 2 adult tickets for $6 each and 3 child tickets for $4 each. Write an equation to represent how much money the family spends on movie tickets, t.

3 During the basketball game, Mika makes 3 baskets worth 2 points each, 2 baskets worth 3 points each, and 2 free throws worth 1 point each. Write an equation to
represent how many points Mika scores, p.

2 Grace earns $5 each time she walks her neighbor’s dog. She walks the dog 5 times in one week. Then she spends $7 on a book and $9 on a building set. Write an equation to represent how much money Grace has left, m.

4 Will has 20 pounds of apples. He makes

2 batches of applesauce that use 4 pounds each, one batch of apple butter that uses 6 pounds, and he uses 3 pounds to make juice. Write an equation to represent how
many pounds of apples Will has left, p.

5 What strategies did you use to write an equation?

6 Is there another way you could write one of your equations? Could you write it as two equations? Explain.

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Solving Multi-Step Problems	Name:	

Write and solve an equation for each problem. Show your work.

1 Tasha spends 25 minutes reading on Wednesday night. She spends 17 more minutes reading on Thursday than she did on Wednesday. Write and solve an equation to find how many minutes Tasha spent reading on Wednesday and
Thursday nights.

2 Erik has 2 bags of bird seed. One bag has 10 pounds of seed, and the other bag has 8 pounds of seed. He fills 7 bird feeders with 2 pounds each. Write and solve an equation to find how many pounds of bird
seed are left.

Tasha spent	minutes reading.	There are	pounds left.

3 There are 15 boys and 19 girls in math club. The tables in Mrs. Miller’s classroom seat
4 students each. Write and solve an equation to find how many tables
Mrs.Miller will need.

4 Frankie earns $5 each time he babysits his little sister. He has saved $30. Frankie wants to save $52 to buy a new
skateboard. Write and solve an equation to find how many more times Frankie will
need to babysit.

Mrs. Miller will need	tables.	Frankie will need to babysit	

more times.

5 How can you estimate to check one of your answers? Show your work.

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Multiplying a Three-Digit	Name:	
Number by a One-Digit Number

Find the product.

1 5003 4 5 	                    501 3 4 5 	                    506 3 4 5 	

2 300 3 2 5 	                    2993 2 5 	                    2983 2 5 	

3 400 3 3 5 	                    4053 3 5 	                    410 3 3 5 	

4 4993 6 5 	               5 7063 3 5 	               6 1953 5 5 	

7 What pattern do you notice in problem 2? How could it help you solve a problem such as 297 3 2?

8 Choose problem 4, 5, or 6. Explain how you could check your answer.

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Multiplying a Four-Digit	Name:	
Number by a One-Digit Number

Estimate. Circle all the problems that will have products between 18,000 and 32,000. Then find the exact products of only the problems you circled. Show your work.

1 8,4913 2 5 	

4 4,3623 5 5 	

7 7,2183 4 5 	

10 6,7393 6 5 	

2 6,1483 4 5 	

5 1,7893 8 5 	

8 9,8213 3 5 	

11 7,9643 4 5 	

3 7,0623 5 5 	

6 2,2063 9 5 	

9 4,7623 6 5 	

12 3,6183 7 5 	

13 What strategies did you use to solve the problems? Explain.

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Multiplying by Two-Digit Numbers	Name:	

Estimate each multiplication problem to check if the student’s answer is reasonable. If not, cross out the answer and write the correct answer.

Multiplication Problems
	Student Answers
	
143 17

153 19

213 18

163 13
	2,380	Estimate: 14 3 20 5 280 238

285

3,078

28

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Multiplying by Two-Digit Numberscontinued	Name:	

Multiplication Problems
	Student Answers
	
133 31

183 17

213 15

123 22
	403

3,056

3,015

2,604

1 How does estimating a multiplication problem help you know if an answer is reasonable?

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Division in Word Problems	Name:	

Use a strategy of your choice to solve each problem.

1 There are 5 times as many tulips as rose bushes in a garden. There are 15 tulips.
How many rose bushes are in the garden?

2 Kelly has 2 times as many quarters as dimes. She has 18 quarters. How many
dimes does she have?

There are	rose bushes in	Kelly has	dimes. thegarden.

3 There are 18 blueberries in a bowl. There are 3 times as many blueberries as strawberries in the bowl. How many
strawberries are in the bowl?

4 Amanda swims for 16 minutes. This is

4 times as many minutesasJulio swims.

Howmany minutes doesJulio swim?

There are	 strawberries in	Julio swims	minutes. the bowl.

5 A tile pattern has 6 times as many white squares as gray squares. There are 48 white tiles in the pattern. How many gray
tiles are there?

6 Leah has 3 times as many country songs as she has pop songs on her MP3 player. She has 27 country songs. How many pop
songs does Leah have?

There are	gray tiles in	Leah has	pop songs. thepattern.

7 Erik sees 42 stars in the sky on Tuesday night. This is 7 times as many stars as he sees on Monday night. How many stars
does Erik see on Monday night?

8 Lucas spends 72 minutes cleaning his room. This is 8 times as long as it takes him to wash the dishes. How long does it take
Lucas to wash the dishes?

Erik sees	stars on Monday night.	It takes Lucas	minutes to wash the dishes.

9 Write and solve a word problem for this equation: 6 3 n5 54

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Dividing with Arrays and Area Models	Name:	

The answers to problems 1–12are mixed up at the bottom of the page. Cross out the answers as you complete the problems.

1 6064 2 5 	

4 4084 8 5 	

7 5454 5 5 	

10 7284 8 5 	

2 6064 3 5 	

5 2434 3 5 	

8 4884 8 5 	

11 4594 9 5 	

3 9034 3 5 	

6 7214 7 5 	

9 8164 4 5 	

12 366 4 6 5 	

13 What strategies did you use to solve the problems?

14 Explain how to use multiplication to check your answer to problem10.

Answers

91	303	61

81	51	301

202	204	109

103	51	61

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Dividing with Estimation and Area Models	Name:	

Check the student’s answer by multiplying the quotient by the divisor and adding the remainder. If an answer is incorrect, cross out the answer and write the correct quotient, including the remainder.

Division Problems
	Student Answers

6374 4

1394 2

1884 5

3444 6

4584 9

2224 7

6924 8

4794 3
	
149 R 1	Check: 149 3 4 5 596 159 R 1	596 1 1 5 597

69 R 1

38 R 2

57 R 3

58 R 8

31 R 5

85 R 4

169 R 2

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Dividing with Estimation	Name:	
and Area Modelscontinued

1 Write a word problem that could be solved by one of the problems.

2 Can an answer be incorrect even if it looks reasonable? Explain.

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Dividing Four-Digit Numbers	Name:	

Estimate. Circle all the problems with quotients between 500 and 1,500. Then find the exact quotients of only the problems you circled.

1 2,5084 4 5 	

4 7,4294 5 5 	

7 7,6454 2 5 	

10 5,0184 7 5 	

2 7,0584 9 5 	

5 3,5064 9 5 	

8 4,1134 4 5 	

11 8,1274 6 5 	

3 2,7264 9 5 	

6 8,3184 8 5 	

9 3,1964 5 5 	

12 6,1554 3 5 	

13 What strategies did you use to estimate the quotients? Explain.

14 Check one of your answers by solving it with a different strategy. Show your work.

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3	5
3	5
3	5
8
Understanding of Equivalent Fractions	Name:	

2
8
2	12
5	25
Write the missingnumbers in the boxes to make each equation true.

1

4

7

__      ____      __ 4                  16

2
3	5
6
__	____	____ 3        3

3	5
5	15
____      ____      __ 24

2

5

8

__      ____      __ 3                  18

3	5	15
__ 3 ____ 5____

2	4
3	5
____	____	____ 12

3

6

9

__      ____      __ 6                  30

5
3	5
__	____	____ 6                   12

2
3	5
____      ____      ____ 8                     16

10 Which strategies did you use to solve the problems? Explain why.

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Using Common Numerators	Name:	
and Denominators

3
3
2
4
1
2
Compare the fractions. Write,, ., or 5.

1

4

7

10

13

__               __ 4               8

2
23
__              ___ 10              100

10
5
__             __ 12              6

1
3
__              __ 6              12

1
2
__              __ 4              12

2

5

8

11

14

__              __ 3              5

7
3
__              __ 8              4

53
1
___              __ 100              2

4
77
__              ___ 5              100

9
90
__              ___ 10              100

3

6

9

12

15

__               __ 5               10

7
5
__             __ 12              6

2
9
__              __ 8              12

1
5
__              __ 3              12

2
3
__              __ 3              6

16 Show a model you can use to check your answer to problem 12.

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Understanding of Fraction	Name:	
Addition and Subtraction

3	3
4	4
1 Label the number line and use it to show__ 1 __.

0                               4                               8 4                               4                               4

3	3
4	4
Shade the area model to show__ 1 __.

3	3
4	4
Write the sum.__ 1 __ 5

10
4
8	8
2 Label the number line and use it to show__ 2 __.

0

10
4
8	8
Show__ 2 __ on the area model.

10
4
8	8
Write the difference.__ 2 __ 5

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Understanding of Fraction	Name:	
Addition and Subtractioncontinued

3 What type of model do you like best for showing fraction addition and subtraction? Explain why.

10
4
8	8
4 Compare subtracting__ 2 __ to subtracting 10 2 4. How are they alike? How are they different?

© 2020 Curriculum Associates, LLC. All rights reserved.	27

1 5
1 5
1	5
Adding Fractions	Name:	

1	4
1	4
1	4
Write the missingnumbers in the boxes to make each addition problem true.

1

4

7

10

__	__	____ 6      6        6

1	5
4	7
__      ____      __ 12                  12

2
1 5
5
____      __      __ 4      4

2
1 5
____      __      ____ 6        6        6

2

5

8

11

__	__	____ 8      8

1	5
4	7
__      ____      __ 6                  6

2
1	5
5
____      __      __ 10      10

1
1 5
____      __      ____ 5        5        5

3

6

9

12

__	__	____ 10      10

1	5
4	7
__      ____      __ 3                  3

2
1 5
5
____      __      __ 8      8

4
1	5
__	____	____ 10       10         10

13 Write a number from 1–12 in each box so that the addition problem is true.

5
1	5
____      ____      ____ 12                    12

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5
2
5
8
3
8
Subtracting Fractions	Name:	

4
6
Solve each problem.

1 Sammy has__ of his art project left to paint. He paints __ of the project. What

fraction of the project is left to paint?

3 Yuna plans to run 1 mile. She has run

7
__
10 of a mile so far. What fraction of a mile does she have left to run?

2 Marianne has__ of a yard of green ribbon. She uses __ of a yard for a craft project. How

much green ribbon is left?

4 Alex and Brady are helping to pack books

7
__
4
__
into a box. Together they pack 12 of the books. Alex packs 12 of the books. What fraction of the books does Brady pack?

© 2020 Curriculum Associates, LLC. All rights reserved.	29

8	8
6
6
3
__
7
3
Subtracting Fractionscontinued	Name:	

4
__
5 On Monday, Adam walks 10 of a mile to the store and then 10 of a mile to the park. How far does he walk in all?

4
7 Shawna practices piano for__ of an hour

2
and takes a break. Shawna then practices for__ of an hour more. How long does

Shawna practice in all?

6 Javier has__ of a cup of flour. He uses __ of a cup in a recipe. How much flour does Javier have left?

4
5
8 Kailee has finished__ of her math homework so far. What fraction of her math homework does she have left
tofinish?

9 Explain one way to check your work to problem 2.

© 2020 Curriculum Associates, LLC. All rights reserved.	30

5	1	1 	
5	5
5	5	5
5 1 	
6	6
6	6	6
Decomposing Fractions	Name:	

3
1	1
7
6
Find three ways to decompose each fraction into a sum of other fractionswith the same denominator.

1

3

5

__      __      __ 4       4       4

3
2
5 1 	
__      __ 4      4

3
1
5 1 	
__      __ 4      4

5 	 1
6	3
__                         __ 5                         5

6
2
__ 5 __ 1 	1 	

6
2	2
__ 5 __ 1 __ 1 	1 	

9
5 	1
5
__                        __ 12                         12

9
3	3
5	1	1 	1 	1 	
__      __      __ 12      12      12

9
__
12 5 	1 	1 	

2

4

6

__      __ 8      8

7
5
5 1 	
__      __ 8      8

7	4
5 1 	
__      __ 8      8

5 	1
5	3
__                         __ 6                         6

5
1
__ 5 __ 1 	1 	

5
1	1
__ 5 __ 1 __ 1 	1 	1 	

8
5 	1
4
__                         __ 10                         10

2
8	3
5	1	1 	1 	1 	
__      __      __ 10      10      10

8
__
10 5 	1 	1 	

7 Describe your strategy for finding the missing numbers.

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Printer Warning:

This packet is lengthy. Determine whether you want to print both sections, or only print Section 1 or 2.

Grade 4 Reading Student At–Home Activity Packet

This At–Home Activity packet includes two parts, Section 1 and Section 2, each with approximately 10 lessons in it. We recommend that your student complete one lesson each day.

Most lessons can be completed independently. However, there are some lessons that would benefit from the support of an adult. If there is not an adult available to help, don’t worry! Just skip those lessons.

Encourage your student to just do the best they can with this content—the most important thing is that they continue to work on their reading!

Flip to see the Grade 4 Reading activities included in this packet!

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Section 1 Table of Contents

Grade 4 Reading Activities in Section 1

Look for a definition in the text.
HINT
Learning Target
Axle

Lesson
	
Resource
	
Instructions
	
Answer Key
	
Page(s)

0
	
Grade 4, Ready Reading Word Learning Routine

Name 	 Date 	
Word Learning Routine

Use the following steps to figure out unfamiliar words. If you figure out what the word means, continue reading. If not, then try the next step.
1. Say the Word or Phrase Aloud.
Circle the word or phrase that you find confusing. Read the sentence aloud.
2. Look Inside the Word or Phrase.
Look for familiar word parts, such as prefixes, suffixes, and root words. Try breaking the word into smaller parts. Can you figure out a meaning from the word parts you know?
3. Look Around the Word or Phrase.
Look for clues in the words or sentences around the word you don’t know and the context of the paragraph or selection.
4. Look Beyond the Word or Phrase.
Look for the meaning of the word or phrase in a dictionary, glossary, or thesaurus.
5. Check the Meaning.
Ask yourself, “Does this meaning make sense in the sentence?”

©Curriculum Associates, LLC	Routines      TR28
	
•Read the Word Learning Routine together. Keep it handy—you’ll need it later!
	
N/A
	
10

1
	
Grade 4 Ready Language Handbook, Lesson 16

Lesson #16	X.#.#: ULessinsognCTointtleext Clues
Introduction Sometimes when you’re reading a story or an article, you’ll come across a word you don’t know. When you don’t know the meaning of a word, often you can
figure it out by looking at the words and sentences around it. When you do this, you are using context clues.
Kinds of Context Clues	Examples
In high school, Jim Lovell built his first rocket, a jet engine that could fly to great heights.
Find an example that will give you Lovell’s first attempt was a failure. His rocket clues about the word’s meaning.       flew into the air but then exploded and
crashed.
Look for a restatement.                     A rocket is pushed upward by materials that
A restatement happens when the      are combustible. These materials burn and word is discussed in a way that          release gases.
makes its meaning clear.
Guided Practice Read the paragraph below with a partner. Circle the context clues that help you understand the meaning of the underlined word.
Writethemeaningsoftheunderlinedwordsonthespaceprovided.
Jim Lovell had always been fascinated by rockets. He was Sometimes
context clues can be               interested in learning everything about them and even built his
found in a sentence
before or after the                  own rocket. Lovell applied to the United States Naval Academy but
word you’re trying to              was rejected. After failing to get into the Academy, Lovell did not figure out.
give up. He persisted, or kept trying, and finally succeeded.
After the Academy, he joined the NASA space program.
fascinated: 	
rejected: 	
persisted: 	
494 Language Handbook Lesson 16 Using Context Clues	©Curriculum Associates, LLC Copying is not permitted.
	
•Read the Introduction. •Complete Guided Practice.
	
Guided Practice: CONTEXT CLUES
1. Interested in learning everything about them 2. After failing to get into the Academy
3. Or kept trying
DEFINITIONS
1. fascinated—deeply interested in
2. rejected—turned down, not accepted
3. persisted—kept trying Independent Practice
1. C, 2. A, 3. B, 4. B
	
11–12

2
	
Grade 4 Ready Language Handbook, Lesson 16
	
•Read the Introduction. •Complete Think exercise.
	
Think: example answer
Helpful Context:
Their idea combined the lever, pulley and wheel– and–axle…
Clues: Idea
Possible Meaning: Came up with the idea
The meaning of the phrase:Conceived of means “thought of or came up with something,” like an idea or invention
	
13–14

			Introduction
Lesson 13 Unfamiliar Words
Using context clues to figure out the meani of unfamiliar words and phrases will deepe your understanding of the texts you read.
Read Informational texts often have words people don’t use in everyday life.
• Some words usually appear only in texts in one subject area. For example, you’ll see the word fossil in science texts and the word geography in social studies texts.
• Other words, called academic words, are useful in many subject areas. For example, the academic word process often appears in both science and social studies texts.
As you read, you can use context clues to figure out the meanings of unfamiliar words and phrases. Clues might be synonyms, antonyms, examples, or definitions.
Read the passage below. Circle the phrase conceived of, and underline context clues that help you learn its meaning.

ng n

Pulley

C Copying is not permitted.
				
		Inventing the Crane	Wheel Ancient Greek engineers thought of ways to make          Lever
new machines from older ones. For example, they conceived of and built a compound machine called the crane. Their idea combined the lever, pulley, and wheel-and-axle into one machine.

A modern crane is a compound machine, too.
202     Lesson 13 Unfamiliar Words	©Curriculum Associates, LL

								

© 2020 Curriculum Associates, LLC. All rights reserved.	2

Section 1 Table of Contents

Grade 4 Reading Activities in Section 1 (Cont.)

meanings.

Lesson
	
Resource
	
Instructions
	
Answer Key
	
Page(s)

3
	
Grade 4, Ready Reading Lesson 13 Part 2

Modeled and Guided Instruction
Read	Genre: Science Text
Fireand Air by Johanna Joyner
1           Starting a fire is a bit like following a recipe. Getting anything to combust takes three ingredients: fuel, heat, and oxygen. All three are needed for burning to begin, but where do these ingredients come from? Fuel is anything that burns easily, including wood, paper, or grass. Heat can come from many places, but most people use matches. And oxygen, of course, is a gas in the air around us.
2           If a fire doesn’t have enough of any one of the three ingredients, it will be weak. To strengthen the fire, just add one or more of the ingredients. It is simple to add more fuel or heat, but how do you add more oxygen? From a safe distance, blow on the fire. You will see it strengthen because blowing adds oxygen to the fire, making it burn vigorously. Your fire will grow bigger, brighter, and stronger.
3           To understand the role oxygen plays in keeping a fire burning, try this experiment:
An Experiment with Fire 4 Materials You Will Need
• Most important: A Teacher Helping You • three small candles (tealights)
• three saucers
• two glass jars, one larger than the other
5 Procedure to Follow
Put each candle on a saucer, and have your	Close Reader Habits
each one. Place a jar over two of the candles. Pay attention              As you read, circle to the candles to monitor what happens over time. You will            unfamiliar words or
observe that the candle with the least air available—the one           phrases. Then underline
covered by the smaller jar—is the first one extinguished.                 words or phrases that Keep watching to see which candle goes out next. Blow                   give you clues about their
out the last candle.
204 Lesson 13 Unfamiliar Words	©Curriculum Associates, LLC Copying is not permitted.
	
•Read the passage “Fire and Air.”
•Complete Modeled and Guided activities.
	
Think: example answer Definition:
Combust means “to burn”
Helpful Context:
“All three are needed for burning to begin.”
Clues: Starting a fire
Possible Meaning: Catch on fire
Definition:
Monitor means “to pay close attention or to watch closely”
Helpful Context: “You will observe that”
Clues: Watching
Possible Meaning: Watch; keep an eye on
	
15–16

4
	
Grade 4 Ready Language Handbook, Lesson 17
	
•Read the Introduction. •Complete Guided Practice.
	
Guided Practice: 1.actmeans “do”
2. photomeans “light”; graphmeans “write” 3.graphmeans “write” 4.phonemeans “sound, voice”
5. vis means “see”
Independent Practice 1. B, 2. B, 3. A, 4. B
	
17–18

Root
graph
	Meaning
“write”
	Root
act
	Meaning
“do”
	
vis, vid
phon, phono
	“see”
“sound, voice”
	photo
port
	“light”
“carry”

Lesson #17
GLerseseoknaTnidtlLeatin
Introduction English wo • A root is a word part that added to another root to

• Affixes are word parts, su make words. You can add
Prefix                Mea auto-                 “self” tele-                  “distance
• As you learn Greek and La
Guided Practice Circle root.

.
	
	Word Parts
	X.#.#:
		
	rds come from many languages, including Greek and Latin.
usually can’t stand alone as a word. Sometimes one root is make a word, as in the word photograph.

ch as prefixes and suffixes, that are added to word roots to the root vis to -ible to make visible.
ning                Suffix                Meaning
-ist, -er, -or       “someone who”
”                -able, -ible       “able or capable”
tin roots and affixes, your vocabulary will grow.
the roots in the underlined words. Write the meaning of each Then tell a partner the meaning of each underlined word.
My favorite actor is Jesse B.
I have five photographs of Jesse B. on my wall.
One even has an autograph on it.
I’ve asked my mom if I could telephone Jesse B.
She said I could just watch Jesse B. on television.
		
	HINT Remember, words may have two roots or a root and an affix.
	1
2
			
3
4
5
496 Language Handbook Lesson 17 Greek and L
			
	atin Word Parts	©Curriculum
	Associates, LLC
	Copying is not permitted

© 2020 Curriculum Associates, LLC. All rights reserved.	3

Section 1 Table of Contents Grade 4 Reading Activities in Section 1 (Cont.)

		
	Guided Practice
			
	Read	Genre: Science Article

by Lloyd Frank
1           Mountains, lakes, and rivers can get in the way of people traveling from one place to another. There are structures that help people pass such obstacles. Bridges and tunnels help people overcome such barriers.
2           Bridges and tunnels are different in design and placement. A bridge is built over a body of water, a highway, or a railroad track. A tunnel, in contrast, is a passageway under the ground, under a body of water, or through a mountain. Bridges vary in shape and are often placed
above ground or water. Some are even famous. The Golden Gate Bridge is one of the most renowned bridges in the world. This celebrated structure crosses over the entrance to San Francisco Bay and connects San Francisco to northern California. The Golden Gate is known for its length and height. But it is best known for its beauty. People come from all over the world not just to cross the Golden Gate but simply to look
at it.
			
	3           Of course, not even the world’s most fam visitors who just want to look. It’s hard to ge subterranean passage. But since the Channe opened in 1994, it has transported millions
	
o	Close Reader Habits
			
	Channel Tunnel, or “Chunnel,” runs beneath the English Channel and connects France and England. The Chunnel is a rail tunnel. The only automobiles that cross it are carried on special railway cars. The Chunnel is not the longest tunnel in the world, but it is one of the few tunnels that connects two countries.
	How cancontext clues help you? Circle words that are unfamiliar. Reread the article. Underlineclues that help you figure out the meaning of the words.
				
	206 Lesson 13 Unfamiliar Words	©Curriculum Associates, LLC Copying is not permitted.

Independent Practice
	
	Read
	Genre: Science Text

i
t t
	WORDS TO KNOW As you read, look nside, around, and beyond these words o figure out what hey mean.
• series
• hinged
• foreign
	Seashells by Bela Moté

	
Lesson
	
Resource
	
Instructions
	
Answer Key
	
Page(s)

5
	
Grade 4, Ready Reading Lesson 13, Part 3
	
•Read “Over Bridge, Under Tunnel.”
•Complete Think, Talk
	
Think: 1. B
2. “Some are even famous”, “This celebrated structure”, “known for”, “is best known”
	
19–20

6
	
Grade 4, Ready Reading Lesson 13, Part 5
	
•Reread the passage “Over Bridge, Under Tunnel.”
•Complete the Writing activity.
	
Write:
Example definition and detail:
Subterranean is used to describe tunnels, which the text tells us
are passageways “under the ground.” I used opposites to check my understanding.
	
21

				Guided Practice

3      Use the chart below to organize your ideas.
Helpful                                         Clues                                        Possible Context                                                                                         Meaning

Write Usethe space below to write your answer to the question on page 207.
4      Short Response Write a definition of the word subterranean. Identify the context clues you found. Describe the strategy you used to figure out the meaning of the word. Use details from the text to support your response.

														

									
				©Curriculum Associates, LLC Copying is not permitted.	Lesson 13 Unfamiliar Words      209

						
	
7
	
Grade 4, Ready Reading Lesson 13, Part 6
	
•Complete Independent Practice: “Seashells.”
	
Think: 1: A, C
2 Part A: C 2 Part B: D 3 Part A: B
3 Part B: “two parts of its shell”, “find just one part of the shell”
4: B, D
	
22–26

			

1           If you walk along the seashore, you will probably see many kinds of shells. Seashells were once the homes of live animals. The animals that live inside shells have soft bodies, so they need their shells to protect them from harm. Their shells save them from storms or predators such as starfish, birds, and otters. Shells also give the animals a shape. In that way, shells are like skeletons on the outside of the body. When the animals die, the shells remain.
2           Creatures with shells belong to a group of animals called mollusks. Not all mollusks have shells. Of the mollusks
that do have shells, there are two main groups.

210     Lesson 13 Unfamiliar Words	©Curriculum Associates, LLC Copying is not permitted.

	
8
	
Grade 4, Ready Reading Lesson 13, Part 7
	
•Reread the “Seashells.” •Do the Writing activity.
	
Write:
Example detail:
The author is telling the reader that pearls are not made on purpose by an oyster. In the sentence after “A pearl is an accident,” the author says that “a grain
of sand or something else gets inside the oyster shell.”
	
22–24, 27

Unfamiliar Words Lesson 13

		Write
Short Response What does the author tell the reader by using the underlined word in the sentence below from paragraph 8? How do the details in the paragraph further develop this idea? Include one or more context clues from the text to support your response.
A pearl is an accident.
		
	5

				

				

Learning Target
In this lesson, you learned to use context clues to figure out the meaning of unfamiliar words or phrases. Explain how using context clues deepened your understanding of the text.

©Curriculum Associates, LLC Copying is not permitted.	Lesson 13 Unfamiliar Words       215

© 2020 Curriculum Associates, LLC. All rights reserved.	4

: He broke into acting.
for verb.
the meaning of a word
Section 1 Table of Contents

Type of Clue
Definition
	Example Sentence
An asteroid is a rocky body that orbits 
the Sun.
	What It Does
Tells the meaning of the unfamiliar word explicitly
	
Appositive
	An animal that is a carnivore, or meat eater, may hunt for its food.
	Tells the meaning of the unfamiliar word beside it, marked off by commas or dashes
	
Examples
	The streets were filled with buses, taxis, 
and other vehicles.
	Describes the unfamiliar word by naming types of it
	
Contrast
	Lush, green forests receive steady rains, 
but deserts are bare and arid.
	Tells the meaning of an unfamiliar word by describing its opposite

Grade 4 Reading Activities in Section 1 (Cont.)

Lesson
	
Resource
	
Instructions
	
Answer Key
	
Page(s)

9
	
Tools for Instruction Use Context to Find Word Meaning

Tools for Instruction
Use Context to Find Word Meaning
Using context to determine a word’s intended meaning is an essential reading strategy. Although students are
often told to “use the context” to figure out the meaning of an unfamiliar word, they may need more specific
guidance. To help students use context effectively, introduce specific types of context clues that they can look for
in sentences and paragraphs.
Three Ways to Teach
Identify Sentence-Based Context Clues 20–30 minutes
Connect to Writing Explicitly teach students about the different types of context clues that can be used to determine meanings for unknown words. Then have students develop their own sentences with clues that help classmates guess above-level missing words.
• Display the following chart. Name the first type of clue, and read aloud the example sentence. Help students
figure out a meaning for the italicized word and identify the (highlighted) context clues in the sentence,
which give a definition for the word. Then guide students to tell how they can recognize definition clues in
other sentences. Record a simple explanation in the “What It Does” column.
• Repeat the process to introduce the remaining types of clues. Each time, note signal words that emphasize
the clue, including is, or, and other, and but.

• For independent practice, give each student two words likely to have known meanings, such as skyscraper,
meal, author, and study.
• Tell students to write a sentence with their word, leaving a blank in its place. Challenge them to write
a sentence with such strong context that listeners will easily guess the word.
• As students read aloud their sentences (saying “blank” for the word), talk about the context clues that helped
listeners figure out the missing word. Repeat the activity, challenging students to write a sentence that uses
a different type of context clue for their second word.

i-Ready.com	Vocabulary I Grades 4–5 I Use Context to Find Word MeaningI Page 1 of 2
©Curriculum Associates, LLC Copying is permitted for classroom use.
	
Parent/Guardian: Read the instructions and guide the child through the exercise. When the activity requires a text, choose one of the texts the students read in previous lessons.
	
N/A
	
28–29

Section 2 Table of Contents

Grade 4 Reading Activities in Section 2

Lesson	Resource

1	Grade 4 Ready Language Handbook, Lesson 18

Lesson #18
LUessinsognaTDiticletionar Glossary
Introduction There are many A dictionary and a glossary are two ki
• A dictionary lists words in alph has an entry word, the pronunc and the meanings of the word.
break (brāk) v. 1. to smash than: Ina broke the record for th off 5. luck break into 1. to suddenly 3. to start a new job
• A glossary is a kind of dictiona back of a book. It lists importan in alphabetical order. It gives th as it is used in that book.
carry (kăr´ē) 1. to move 2. to continue 2. to act excitedly

Guided Practice Read the p the underl
meaning a
		
	y or
	X.#.#:
	
	places you can look to find information about words.
nds of references you can use.        The pronunciation uses
abetical order. Each entry              special symbols to show iation, the part of speech,              how to say the word.
The part of speech is
2. to disobey 3. to do better            abbreviated. Here it is v.
e high jump. n. 4. time
disturb 2. to start to do                   When there is more than one meaning, each
definition is numbered.
ry often found at the                       Sometimes a sample t words from the book                   sentence helps make
e meaning of each word                 or phrase clearer.
hold carry on 1. to

aragraph. Use the entries above to find the meanings of ined words and phrases. Write the number of the correct bove each word or phrase.
Aaron broke into major league baseball in the 1950s.
k came for him in 1954 when he replaced an injured
on’s talent helped him break Babe Ruth’s record of
runs. When Aaron hit his 715th home run, his fans
cheers. Aaron carried on hitting home runs until he
976.
Glossary	©Curriculum Associates, LLC Copying is not permitted.
	
	HINT To find the right meaning of a word or phrase, read all the definitions first. Decide which meaning makes the most sense in
the sentence.
	Hank
A big brea
player. Aar
714 home
broke into
		
		retired in 1
		
498 Language Handbook Lesson 18 Using a Dictionary or

2	Grade 4, Ready Reading Lesson 17, Part 1

Introduction

Lesson 17
Understanding Vocabulary in Literary Texts

Learning Target
Figuring out the meanings of unfamiliar words and phrases in a literary text, including words about other traditional stories, helps you understand the text.

Read A story, poem, or play may include a word or phrase you don’t know. Try using context clues to help you figure out its meaning. Synonyms, antonyms, and other sentences surrounding it often suggest the meaning of an unknown word or phrase.

At times, an unknown word may allude to, or mention, a well-known person or place from mythology. These ancient stories describe human behavior or beliefs, and authors refer to them to make a special point. To understand an author’s meaning, you must learn about those significant, or important, characters.

Read the story below. What are the meanings of odyssey and locate?

The Search

As I strolled home after a day of fun, I realized I’d lost my best baseball cap. So I went searching everywhere for it. My odyssey took me far and wide and finally back home. Despite my long journey, I’d failed to locate it, that is, until I
sat down. It had been in my back pocket all along!

Instructions

•Read the Word Learning Routine together. Keep it handy—you’ll need it later!

•Read the Introduction.

•Complete Think exercise.

Answer Key

Guided Practice: Answers provided in Introduction section

Independent Practice: 1. C, 2. C, 3. D, 4. A

Think: Unknown Word: Locate

Context:

“…, I’d failed to locate it,…”

Possible Meaning: Find

Clues:

Page(s)

30–31

32–33

“…, that is, until I sat down.” 270     Lesson 17 Understanding Vocabulary in Literary Texts	©Curriculum Associates, LLC Copying is not permitted.

© 2020 Curriculum Associates, LLC. All rights reserved.	5

Section 2 Table of Contents

Grade 4 Reading Activities in Section 2 (Cont.)

meanings.
Close Reader Habits
to
meaning of

Lesson #19
LSiemssiolens TaintdleMetaphors
	X.#.#:
	
Introduction Authors sometimes help readers imagine what one thing is like by comparing it to something else. Comparisons can help readers picture what is being
described by showing how two things are alike in some way.
• A simile makes a comparison using the word like or as. Look at these similes. The dog’s paws are compared to dinner plates. His bark is compared to thunder.
Simile	What It Means Alicia’s dog, Ollie, has paws as big as dinner plates.         Ollie has very big paws. His bark sounds like thunder.                                            Ollie has a loud bark.
• A metaphor makes a comparison without using the word like or as. In this metaphor, the dog’s size is compared to a mountain.
Metaphor	What It Means Ollie is a mountain of a dog.                                            Ollie is a very large dog.
Guided Practice Find the simile or metaphor in each sentence. Underline the two things being compared. Then write the meaning of the simile or
metaphor.
	
	HINT After you find the two things being compared, ask yourself, How are they the same? Use your answer to figure out what each simile or metaphor means.
	1 Ollie’s mouth was a trap that held a giant stick.
2 Ollie leapt toward Alicia like a clumsy ballerina.
3 Ollie raced past Alicia like a strong wind.
	
4 Suddenly, Ollie was a freight train racing into the house.

500 Language Handbook Lesson 19 Similes and Metaphors	©Curriculum Associates, LLC Copying is not permitted.

Lesson
	
Resource
	
Instructions
	
Answer Key
	
Page(s)

3
	
Grade 4, Ready Reading Lesson 17, Part 2

Modeled and Guided Instruction
Read	Genre: Realistic Fiction

Out
Win by
Wendy Baryl
1           As the annual school track meet approached, all I could think about was defeating Anna Banks. For the past three years, she’d beaten me in the 400-meter run, and always by just a step. No longer would I be
satisfied with second place, however. Dissatisfied, I planned to win this year, and I couldn’t think about anything else. I became obsessed with beating Anna. My thoughts focused on one goal all the time—winning. Naturally, I did more than just think. I practiced my starts daily, and I ran and ran and ran.
2           On the day of the race, I was eager to compete, and by the time we gathered at the starting line, I was really pumped. BAM—the starting gun fired and we were off! Anna and I quickly sprinted ahead of the other racers. When we shot across the finish line, I wasn’t even certain who’d won at first. Then I heard the announcer—it was me!
3           Still breathing hard, Anna rushed ove “You were great!” she declared. “Good ra I’d been looking at the situation all wron been thinking of Anna as if she were som
enemy out to destroy me. But Anna wasn’t my nemesis1             Circle unfamiliar words at all; she had no urge to crush me. In fact, she had                 and phrases.Underline
given me an opportunity to become a better sprinter              phrases that give you than I ever would have been without her.                                  clues to the word
1nemesis: a powerful rival; from the Greek goddess who punished overconfidence
272     Lesson 17 Understanding Vocabulary in Literary Texts	©Curriculum Associates, LLC Copying is not permitted.
	
•Read the passage “Out to Win.”
•Complete Think and Talk.
	
Think: example answer Unknown word: Dissatisfied
Context:
“Dissatisfied, I planned to win this year,…”
Possible Meaning: Displeased and frustrated
Clues:
“No longer would I be satisfied with second place, however.”
Writing:
	
34–35

4
	
Grade 4 Ready Language Handbook, Lesson 19
	
•Read the Introduction. •Complete Guided Practice.
	
Guided Practice:
1. mouth/trap; Ollie would not let go of the stick.
2. Ollie/ clumsy ballerina; Ollie was leaping, but not gracefully.
3. Ollie/strong wind; Ollie was fast and strong.
4. Ollie/freight train; Ollie was unstoppable.
Independent Practice 1. B, 2. D, 3. D, 4. C, 5. B
	
36–37

5
	
Grade 4, Ready Reading Lesson 17, Part 3

Modeled and Guided Instruction

Check Your Writing
Did you read the prompt carefully?
Did you put the prompt in your own words?
Don’t forget to                      Did you use the best evidence from the text to support your ideas? check your writing.                Are your ideas clearly organized?
Did you write in clear and complete sentences?
Did you check your spelling and punctuation?
276     Lesson 17 Understanding Vocabulary in Literary Texts	©Curriculum Associates, LLC Copying is not permitted.
	
•Reread the passage “Out to Win.”
•Complete the Writing activity.
	
Write:
Example and detail: The word opportunity means “chance.” In paragraph 3, the narrator explains that competing against Anna Banks gave her the “opportunity to
become a better sprinter.”
	
34, 38

	
Write Use the space below to write your answer to the question on page 273.
Out to Win
3      Short Response Explain the meaning of opportunity                        HINT Reread
(paragraph 3). Also include the context clues that helped                    paragraph 3 to find all you figure out the meaning of the word.	the clues to the
opportunity.

			

© 2020 Curriculum Associates, LLC. All rights reserved.	6

Section 2 Table of Contents

Grade 4 Reading Activities in Section 2 (Cont.)

As Aesop had in his;
a fish.
figure out what they
mean.

Guided Practice
	
		The Catfish 3      Use the chart below to organize your ideas.
			
		Unknown Word
	Context in Poem
	Possible Meaning
	Clues

		Write Use the space below to write your answer to the question on page 275.
4      Short Response Use details from the poem and your                     HINT Think of what
discussion to explain why the poet calls the catfish a “feline              you know about a Tantalus.”                                                                                             cat’s usual reaction to

					
					
©Curriculum Associates, LLC Copying is not permitted.	Lesson 17 Understanding Vocabulary in Literary Texts       277

Lesson
	
Resource
	
Instructions
	
Answer Key
	
Page(s)

6
	
Grade 4, Ready Reading Lesson 17, Part 4

Guided Practice
Read	Genre: Lyric Poem

The Catfish by Oliver Herford, The Book of Humorous Verse
1 The saddest fish that swims the briny ocean, The Catfish I bewail.
I cannot even think without emotion Of his distressful tail.
5 When with my pencil once I tried to draw one, (I dare not show it here)
Mayhap it is because I never saw one, The picture looked so queer.
I vision him half feline1 and half fishy, 10       A paradox in twins,
Unmixable as vitriol and vichy2— A thing of fur and fins.
A feline Tantalus, forever chasing His fishy self to rend;
15 His finny self forever self-effacing In circles without end.
This tale may have a Moral running throug
If so, dear reader, you are welcome to it,	Close Reader Habits 20       If you know what it is!	How does the poet
describe the catfish? Reread the poem. Underline words and phrases that explain
how he imagines a catfish to look.
1feline: catlike
2vitriol and vichy: an acid and an old word for mineral water; they are dangerous to mix
274     Lesson 17 Understanding Vocabulary in Literary Texts	©Curriculum Associates, LLC Copying is not permitted.
	
•Read the passage “The Catfish.”
•Complete Think activity.
	
Think:
1: “bewail”
2: A
	
39–40

7
	
Grade 4, Ready Reading Lesson 17, Part 5
	
•Reread “The Catfish.”
•Complete the Think and Write activities.
	
Write:
Because Tantalus was punished by having food and drink kept just out of his reach, a feline Tantalus must mean a cat that can’t reach its food. In the poem, the poet imagines that a catfish. Has the head of a cat and the tail of a fish.
	
39, 41

8
	
Grade 4, Ready Reading Lesson 17, Part 6

Independent Practice
Read	Genre: Folktale

WORDS TO KNOW As you read, look inside, around, and
beyond these words to                and Two Bright Monkeys
• genuine	adapted from a Tibetan folktale • recent
• pardon
1           Long ago in Tibet, two friends named Dorje and Sonam hiked through the mountains looking to find a rare plant root used in medicines. They searched and dug for most of the day, with no results. Suddenly a clang rang out! Dorje’s spade had hit something hard! Eagerly digging, the men unearthed a large vase.
2            “Surely this is pure gold!” Sonam exclaimed, as he brushed off the dirt. He held up the rare treasure, which shimmered in the bright sunlight. “We must have the touch of Midas,” Sonam joked.
3           “Not so fast,” Dorje said thoughtfully. Then a sly look crept across his face. “Before we start living like kings, we should test the vase,” he added. “Remember, all that glitters is not gold. As it happens, I know a man who makes gold jewelry. If he tells me the vase is genuine, I will sell it, and then you and I will share the money.”
4           Trusting his friend, Sonam gave Dorje the vase. The two friends parted, agreeing to meet in two days to divide any profits from the sale of the vase.

278 Lesson 17 Understanding Vocabulary in Literary Texts	©Curriculum Associates, LLC Copying is not permitted.
	
•Read the passage “A Golden Vase and Two Bright Monkeys.”
•Complete the Think activity.
	
Think: 1: B
2 Part A: C
2 Part B: “worthless lump”, “It was only cheap metal”
3 Part A: D
3 Part B: “imitated” 4: “transformed”
	
42–46

© 2020 Curriculum Associates, LLC. All rights reserved.	7

Section 2 Table of Contents

Grade 4 Reading Activities in Section 2 (Cont.)

Understanding Vocabulary in Literary Texts Lesson 17

		Write
Short Response Paragraph 19 of the passage uses the phrase ”freak accident.” Explain what the phrase means as it is used in the passage. Support your possible meaning with context clues and details from he text.

g Vocabulary in Literary Texts      283
	
	5
t

				

				

In thi out t this

©Curric

Learning Target
s lesson, you learned how to use context clues to figure he meanings of unknown words and phrases. Explain how will help you better understand a story or poem.

ulum Associates, LLC Copying is not permitted.	Lesson 17 Understandin

Lesson
	
Resource
	
Instructions
	
Answer Key
	
Page(s)

9
	
Grade 4, Ready Reading Lesson 17
Part 7
	
•Reread “A Golden Vase and Two Bright Monkeys.”
•Complete the Write activity and the Learning Target.
	
Write:
In the passage the phrase “freak accident” means an accident that is extremely strange and
hard to explain. The story context tells that Sonam has just fooled Dorje into thinking that his children had to be turned into monkeys, which would be extraordinary.
Learning target: Context clues help you figure out the meaning of unknown words and phrases. Learning about allusions to myths and other stories will help you better understand the author’s meaning.
	
42–44, 47

10
	
Tools for Instruction Use Context to Find Word Meaning

Tools for Instruction
Identify Word Roots
Word analysis is fairly straightforward when words break apart into clearly recognizable base words and afixes.
However, a meaningful unit is often a word root—a letter group that conveys meaning but cannot stand alone,
such as rupt in disrupt. Learning how word roots contribute to word meaning will help students understand more
words as they read. These skills are especially important as students begin to read increasingly sophisticated
content-area texts.
Step by Step 30–45 minutes
1 Introduce and explain word roots.
• Display the following words, and draw attention to the shared root tele by underlining it.
television           telephone           telescope
• Explain that tele is a word root. Word roots are parts of words that have meaning but cannot stand alone as
complete words. They are used to form other words.
• Say, The word root tele means “at a distance.” How does the meaning of tele relate to the meaning of each of
these words? (Sample responses: television shows things from a distance; telephones allow people to talk
over distances; telescopes help people see things from a distance.)
2 Model interpreting word roots and word meanings.
• Display a group of familiar words with a shared root, along with the Word Roots Chart (page 3).
vision           visitor           invisible           visibility
• Model how to use known meanings to figure out the meaning of unknown words. Say, I know vision is
the ability to see, and a visitor goes to see someone or something. If something is invisible, no one can see it.
Visibility—what could that mean? The other words had something to do with seeing, so I think visibility has to do
with being able to see clearly—how easy it is to see something.
• Identify the word root vis and its meaning “to see.” Underline vis in each word. Then record your thinking in a
word roots chart.
Word	Word Meaning	Word Root          Word Root Meaning
vision                    the act of seeing	vis                            to see
visitor                    someone who goes to see someone or something          vis                            to see
invisible               something that cannot be seen	vis                            to see
visibility               how easily something can be seen	vis                            to see

i-Ready.com	Vocabulary I Grades 4–5I Identify Word RootsI Page 1 of 3
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Parent/Guardian: Read the instructions and guide the child through the exercise. When the activity requires a text, choose one of the texts the students read in previous lessons.
	
N/A
	
48

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Independent Reading!

See pages 49 and 50 of this packet.

Use the questions/ prompts on the Discourse Card resource to start a conversation about something the student has read. You may talk about a text the student read in one of the lessons above, or anything else the student is reading.

Encourage daily reading. And remember, reading isn’t just about the books on the shelves—it’s about anything around you with letters! Turn on the closed captioning feature on your TV or read catalogs that come in the mail. The backs of cereal boxes work, too, as do directions to board games!

Running out of stuff to read? Grab some sticky notes, and label household objects, or make up new, silly names for things! Communicating with sticky notes, instead of talking, is fun, too—start with a half hour and see if you can go all afternoon. Reading is everywhere!

Don’t worry about right/wrong answers when you talk about text—the important thing is that you and your student share a reading experience and have fun!

Here are some websites that offer fun, free, high–quality material for kids:

www.starfall.com

www.storyplace.org

www.uniteforliteracy.com

www.storynory.com

www.freekidsbooks.org

en.childrenslibrary.org

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Section 1 Activities

Word Learning Routine

Use the following steps to figure out unfamiliar words. If you figure out what the word means, continue reading. If not, then try the next step.

1. Say the Word or Phrase Aloud.

Circle the word or phrase that you find confusing. Read the sentencealoud.

2. Look Inside the Word or Phrase.

Look for familiar word parts, such as prefixes, suffixes, and root words. Try breaking the word into smaller parts. Can you figure out a meaning from the word parts you know?

3. Look Around the Word or Phrase.

Look for clues in the words or sentences around the word you don’t know and the context of the paragraph or selection.

4. Look Beyond the Word or Phrase.

Look for the meaning of the word or phrase in a dictionary, glossary, or thesaurus.

5. Check the Meaning.

Ask yourself, “Does this meaning make sense in the sentence?”

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Lesson #16	X.#.#: ULessinsognCTointtleext Clues

Introduction Sometimes when you’re reading a story or an article, you’ll come across a word you don’t know. When you don’t know the meaning of a word, often you can

figure it out by looking at the words and sentences around it. When you do this, you are usingcontext clues.

Kinds of Context Clues
	Examples

Look for a definition in the text.
	In high school, Jim Lovell built his first rocket, ajet engine that could fly to great heights.
	
Find an example that will give you clues about the word’s meaning.
	Lovell’s first attempt was a failure. His rocket flew into the air but then exploded and crashed.
	
Look for a restatement.
A restatement happens when the word is discussed in a way that makes its meaning clear.
	A rocket is pushed upward by materials that arecombustible. These materials burn and release gases.

Guided Practice

HINT Sometimes context clues can be found in a sentence before or after the word you’re trying to
figureout.

Read the paragraph below with a partner. Circle the context clues that help you understand the meaning of the underlined word. Writethemeaningsoftheunderlinedwordsonthespaceprovided.

Jim Lovell had always been fascinated by rockets. He was

interested in learning everything about them and even built his

own rocket. Lovell applied to the United States Naval Academy but

wasrejected. After failing to get into the Academy, Lovell did not

give up. He persisted, or kept trying, and finally succeeded.

After the Academy, he joined the NASA space program.

fascinated:	

rejected:	

persisted:	

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495

	Conventions of Standard English

		
Independent Practice

For numbers 1–4, use context clues to figure out the meaning of each underlined word.

NASA chose Lovell to command theApollo 13 space mission. Lovell was in charge of two men and of making all final decisions. After they were in space for a little more than two days, Lovell and his crew ran into trouble. One of the oxygen tanks blew up. The explosion caused a leak in another tank, and now there wouldn’t be enough oxygen for a moon landing. Lovell and his crew had to return to Earth. Their safe return was due to Lovell’s capable leadership.

1 What does the word command mean?	3 What does the word explosion mean?

A to study	A a leak

B to fly with others on	B a bursting of something

C	to be at the head of	C	a lack of oxygen

D to be part of	D leaving outer space

2 What words help you understand the	4 What does the word capable suggest meaning ofcommand?                                            about Lovell as a leader?

A “in charge of”	A He is a gentle and patient leader.

B “two men”	B He is skillful at leading others.

C	“space mission”	C	He is harsh to those he leads.

D “chose Lovell”	D He is weak when leading others.
						
					Knowledge of Language

				Vocabulary Acquisition and Use

					
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Learning Target
Axle

Introduction

Lesson 13 Unfamiliar Words

Using context clues to figure out the meaning of unfamiliar words and phrases will deepen your understanding of the texts you read.

Read Informational texts often have words people don’t use in everyday life.
• Some words usually appear only in texts in one subject area. For example, you’ll see the word fossil in science texts and the wordgeography in social studies texts.
• Other words, called academic words, are useful in many subject areas. For example, the academic word process often appears in both science and social studies texts.
As you read, you can use context clues to figure out the meanings of unfamiliar words and phrases. Clues might be synonyms, antonyms, examples, or definitions.
Read the passage below. Circle the phrase conceived of, and underline context clues that help you learn its meaning.

Inventing the Crane	Wheel Ancient Greek engineers thought of ways to make         Lever
new machines from older ones. For example, they
conceived of and built a compound machine called	Pulley the crane. Their idea combined the lever, pulley,
and wheel-and-axle into one machine.

A modern crane is a compound machine, too.

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Theme: Science and Engineering Lesson 13

Think What have you learned about figuring out the meaning of unfamiliar words? Complete the chart below to figure out the meaning of the phrase conceived of as it is used in the passage. Then explain what the phrase most likely means.

Helpful                                      Clues                                     Possible Context                                                                                  Meaning
	
		The meaning of the phrase:

Talk Share your chart and meaning with a partner. • Did you agree about thehelpfulcontext?
• Did you agree about the meaning of the phrase?

Academic Talk
Use these phases to talk about the text.
• subject area	• academic words • context clues
	
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		Read
	Genre:Science Text

					
			FireandAir by Johanna Joyner

1		Starting a fire is a bit like following a recipe. Getting anything to combust takes three ingredients: fuel, heat, and oxygen. All three are needed for burning to begin, but where do these ingredients come from? Fuel is anything that burns easily, including wood, paper, or grass. Heat can come from many places, but most people use matches. And oxygen, of course, is a gas in the air around us.
2		If a fire doesn’t have enough of any one of the three ingredients, it will be weak. To strengthen the fire, just add one or more of the ingredients. It is simple to add more fuel or heat, but how do you add more oxygen? From a safe distance, blow on the fire. You will see it strengthen because blowing adds oxygen to the fire, making it burn vigorously. Your fire will grow bigger, brighter, and stronger.
3		To understand the role oxygen plays in keeping a fire burning, try this experiment:

An Experiment with Fire 4 Materials You Will Need
• Most important: A Teacher Helping You • three small candles (tealights)
				
			• three saucers
• two glass jars, one larger than the other

5 Procedure to Follow
Put each candle on a saucer, and have you

r	Close Reader Habits
				
			each one. Place a jar over two of the candles. Pay attention to the candles to monitor what happens over time. You will observe that the candle with the least air available—the one covered by the smaller jar—is the first one extinguished. Keep watching to see which candle goes out next. Blow
out the last candle.
	
As you read, circle unfamiliar words or phrases. Then underline words or phrases that give you clues about their meanings.

	
204 Lesson 13 Unfamiliar Words
		
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Modeled and Guided Instruction

Unfamiliar Words Lesson 13

Explore

Think

How did context clues help you figure out the meaning of unfamiliar words in the science text?

A chart will help you

1	Complete the chart below. Write the helpful context and clues you

used to figure out the meaning of each unfamiliar word.

identify the parts of the text that provide context clues.

Combust means:

Helpful Context	Clues	Possible Meaning 1. “Starting a fire is a bit

like following a recipe. . .”

Monitor means:

Helpful Context 1. “Pay attention to the candles. . .”

2. “. . . happens over

time.”

Clues	Possible Meaning

1. attention

Talk

2	Explain how figuring out the meaning of unfamiliar words helped you understand the text. Which context clues were the most helpful? Why?

Write

3	Short Response Briefly explain how you figured out the meaning ofcombust andmonitor. Use text details to support your answer. Use
the space on page 208 to write your answer.

HINTReplace an unfamiliar word with its possible meaning to see if it makes sense.

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Lesson 13 Unfamiliar Words	205

16

Root
	Meaning	Root
	Meaning
	
graph
	“write”	act
	“do”
	
vis, vid
	“see”	photo
	“light”
	
phon, phono
	“sound, voice”	port
	“carry”

Prefix
	Meaning	Suffix
	Meaning
	
auto-
	“self”	-ist, -er, -or
	“someone who”
	
tele-
	“distance”	-able, -ible
	“able or capable”

	
	Lesson #17
LGerseseoknaTnidtlLeatin Word Parts
	
X.#.#:
		
	Introduction English words come from many languages, including Greek and Latin. • A root is a word part that usually can’t stand alone as a word. Sometimes one root is
added to another root to make a word, as in the word photograph.

• Affixes are word parts, such as prefixes and suffixes, that are added to word roots to make words. You can add the root vis to-ible to make visible.

• As you learn Greek and Latin roots and affixes, your vocabulary will grow.

Guided Practice Circle the roots in the underlined words. Write the meaning of each root. Then tell a partner the meaning of each underlined word.

HINT Remember, words may have two roots or a root and an affix.
	
1 My favorite actor is Jesse B.

2 I have five photographs of Jesse B. on my wall.

3 One even has an autograph on it.

4 I’ve asked my mom if I could telephone Jesse B.

5 She said I could just watch Jesse B. on television.

496 Language Handbook Lesson 17 Greek and Latin Word Parts	©Curriculum Associates, LLC Copying is not permitted.

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497
thesentence?

	Conventions of Standard English

		Independent Practice

For numbers 1–4, read each sentence. Then answer thequestion.

1 I decided to compose a letter to Jesse B.	3 Your life story inspires me and many
otherfans. The prefixcom- means “with,” and the
root poser means “to put or set down.”	The prefixin- can mean “within,” and What is the meaning of compose as used	the root spir means “breathe.” What is inthe sentence?	the meaning of inspires as used in
A to think	thesentence?
B to write	A causes people to become alive C	to talk	B causes a heavy wind to blow D to mail	C	causes people to faint
D causes strong lungs

2 Dear Jesse B., I just read a biography
about you.	4 I hear you are a very benevolent person
giving to many charities. The prefixbio- means “life,” and the root
graph means “write.” What is the meaning	The prefixbene- means “well,” and the ofbiography as used in the sentence?	root velle means “wish.” What is the
A writing about the life of anactor	meaning ofbenevolent as used in

B writing about someone else’slife	A surrounded by good people C	writing about the beauty oflife	B showing good will to others D writing about how to live your life	C	liked by many good people

D hoping others are good

,
					
					Knowledge of Language

				Vocabulary Acquisition and Use

					
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		Read
	Genre: Science Article

						

by Lloyd Frank

1		Mountains, lakes, and rivers can get in the way of people traveling from one place to another. There are structures that help people pass such obstacles. Bridges and tunnels help people overcome such barriers.
2		Bridges and tunnels are different in design and placement. A bridge is built over a body of water, a highway, or a railroad track. A tunnel, in contrast, is a passageway under the ground, under a body of water, or through a mountain. Bridges vary in shape and are often placed
above ground or water. Some are even famous. The Golden Gate Bridge is one of the most renowned bridges in the world. This celebrated structure crosses over the entrance to San Francisco Bay and connects San Francisco to northern California. The Golden Gate is known for its length and height. But it is best known for its beauty. People come from all over the world not just to cross the Golden Gate but simply to look
at it.
			
		3		Of course, not even the world’s most fam visitors who just want to look. It’s hard to ge subterranean passage. But since the Channe opened in 1994, it has transported millions

Close Reader Habits
			
		Channel Tunnel, or “Chunnel,” runs beneath the English Channel and connects France and England. The Chunnel is a rail tunnel. The only automobiles that cross it are carried on special railway cars. The Chunnel is not the longest tunnel in the world, but it is one of the few tunnels that connects two countries.
	
How cancontext clues help you? Circle words that are unfamiliar. Reread the article. Underlineclues that help you figure out the meaning of the words.

Guided Practice

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19

	

							
			Think Use what you learned from reading the science article to respond
					
	to the following questions.

1	 What is the meaning of obstacles as it is used in paragraph 1 of the text?
A things made below or above ground B things that slow or stop movement C things that help people travel
D things built through mountains or over water

2	Underlinefourcontext clues in paragraph 2 that best help you understand the meaning of the word renowned.

A bridge is built over a body of water, a highway, or a railroad track. . . . Bridges vary in shape and are often placed above ground or water. Some are even famous. The Golden Gate Bridge is one of the most renowned bridges in the world. This celebrated structure crosses over the entrance to San Francisco Bay and connects San Francisco to northern California. The Golden Gate is known for its length and height. But it is best known for its beauty.

Synonyms are context clues with meanings that are almost like the unfamiliar words. Antonyms are context clues with meanings that are opposite to the unfamiliar words.

			Talk

HINTUse a chart to organize your thoughts about context clues.

3	Discuss the meaning of the word subterranean as it is used in this sentence from paragraph 3:

It is hard to get a good view of a subterranean passage.

			Write

4	 Short Response Write a definition of the word subterranean. Identify the context clues you found. Describe the strategy you used to figure out the meaning of the word. Use details from the text to support your response. Use the space provided on page 209 to write your answer.

			

Unfamiliar Words Lesson 13

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Guided Practice

3	Use the chart below to organize your ideas.

Helpful                                  Clues                                  Possible Context                                                                           Meaning
		
		Write Usethe space below to write your answer to the question on page 207.

4	 Short Response Write a definition of the word subterranean. Identify the context clues you found. Describe the strategy you used to figure out the meaning of the word. Use details from the text to support your response.

		
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2
Independent Practice

Read

WORDS TO KNOW As you read, look inside, around, and beyond these words to figure out what they mean.

• series • hinged
• foreign

Genre:Science Text

Seashells by Bela Moté

1		If you walk along the seashore, you will probably see many kinds of shells. Seashells were once the homes of live animals. The animals that live inside shells have soft bodies, so they need their shells to protect them from harm. Their shells save them from storms or predators such as starfish, birds, and otters. Shells also give the animals a shape. In that way, shells are like skeletons on the outside of the body. When the animals die, the shells remain.
2		Creatures with shells belong to a group of animals called mollusks. Not all mollusks have shells. Of the mollusks
that do have shells, there are two main groups.

210 Lesson 13 Unfamiliar Words		©Curriculum Associates, LLC © 2020 Curriculum Associates, LLC. All rights reserved.

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worm
	slipper shell

helmet shell

Univalves
3		More than three-quarters of all mollusks are univalves, a word that means “having a shell that is all one piece.” The shell is coiled, and inside the coil is the soft body of the mollusk. Many univalves are named for their appearance. Look at the examples above. Does the helmet shell remind you of a helmet? How about the worm and slipper shells?
4		Some univalves have small holes in their shells. Abalone shells have a series of holes. Water and wastes are expelled, or pushed out, through the holes. The inside of an abalone shell gleams
with different rainbow colors. This iridescent substance is called mother-of-pearl.

										
						
abalone shell

							

			

Unfamiliar Words Lesson 13

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Lesson 13 Unfamiliar Words	211

23

angel wing

Bivalves
5		After univalves, bivalves are the next largest group of	kitten’s paw mollusks. When a bivalve is alive, the two parts of its shell are              shell
hinged. After the animal dies, you may find just one part of the shell lying on the beach.
6	Many bivalves have names that reflect their appearance. A
shell	jackknife is a knife that folds into its own case. The jackknife clam has an appropriate name because it has about the same shape as a
closed jackknife. Are angel wing and kitten’s paw fitting names for
the shells shown here?
7		There are many different	giant oyster shell kinds of clams, from very
small to very large. The giant clam is the largest bivalve. Some are four feet long and
jackknife	weigh 500 pounds. The
shell	giant clam even grows its own
food. Tiny plants get caught in the
clam. The plants get what they need from
the clam, but eventually the clam eats the plants.
8		Another common bivalve is the oyster. All oysters can make pearls, but the pearl oyster makes the most beautiful ones. A pearl is an accident. A grain of sand or something else gets inside the oyster
shell. An oyster is creating new shell material all the time. To protect itself from the foreign body, the oyster covers it
with the same material that the oyster’s shell is made of. The result is a pearl.

pearl oyster shell

					

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24

	
Unfamiliar Words Lesson 13

				

		
		Think Use what you learned from reading the science text to respond to
	
	the following questions.

1	Read the sentence from paragraph 1 in the passage.

Their shells save them from storms or predators such as starfish, birds, and otters.

What does the author suggest to the reader by using the word predators? Pick two choices.
A Predators can harm some animals.

B Predators need to find shelter from storms. C An animal’s shell helps protect it.
D All predators have skeletons.

E	When the animal dies, the shell remains.

2	This question has two parts. First, answer Part A. Then answer Part B.

Part A
What is the meaning of the word iridescent as it is used in paragraph4?
A not letting light through

B easy to notice or understand

C shining with many varying colors D a small amount of something
Part B
Which phrase from the passage helps the reader understand the meaning of iridescent?
A “next largest group of mollusks” B “have small holes in their shells” C “the inside of an abalone shell”
D “gleams with different rainbow colors”

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Lesson 13 Unfamiliar Words	213

25

	

3	This question has two parts. First, answer Part A. Then answer Part B.

Part A
What is the meaning of the word bivalve as it is used in paragraph 5?

A having a hard outer shell

B having a shell with two pieces C having a soft outer shell
D having a shell that is all one piece

Part B
Underline the twophrases in paragraph 5 that best support your answer in Part A.

After univalves, bivalves are the next largest group of mollusks. When a bivalve is alive, thetwo parts of its shell are hinged. After the animal dies, you may find just one part of the shell lying on the beach.

4	Read the sentence from the passage.

The jackknife clam has an appropriate name because it has about the same shape as a closed jackknife.

What does the author tell the reader by using the word appropriate? Pick two choices.
A Bivalves are the largest group of mollusks. B Jackknife describes the shape of the clam. C An angel wing is a good name for the clam. D Jackknife is a good name for the clam.
E	The clam looks like an open jackknife. F	A jackknife folds into its own case.

Independent Practice

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26

		

Write

Short Response What does the author tell the reader by using the underlined word in the sentence below from paragraph 8? How do the details in the paragraph further develop this idea? Includeone or more context clues from the text to support your response.
A pearl is an accident.

	
5

			

			

Unfamiliar Words Lesson 13

Learning Target

In this lesson, you learned to use context clues to figure out the meaning of unfamiliar words or phrases. Explain how using context clues deepened your understanding of the text.

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Tools for Instruction

Use Context to Find Word Meaning

Using context to determine a word’s intended meaning is an essential reading strategy. Although students are often told to “use the context” to figure out the meaning of an unfamiliar word, they may need more specific guidance. To help students use context effectively, introduce specific types of context clues that they can look for in sentences and paragraphs.

Three Ways to Teach

Identify Sentence-Based Context Clues 20–30 minutes

Connect to Writing Explicitly teach students about the different types of context clues that can be used to determine meanings for unknown words. Then have students develop their own sentences with clues that help classmates guess above-level missing words.

• Display the following chart. Name the first type of clue, and read aloud the example sentence. Help students figure out a meaning for the italicized word and identify the (highlighted) context clues in the sentence, which give a definition for the word. Then guide students to tell how they can recognize definition clues in other sentences. Record a simple explanation in the “What It Does” column.

• Repeat the process to introduce the remaining types of clues. Each time, note signal words that emphasize the clue, including is, or, andother, and but.

Type of Clue
	Example Sentence
	What It Does

Definition
	An asteroid is a rocky body that orbits the Sun.
	Tells the meaning of the unfamiliar word explicitly

Appositive
	An animal that is a carnivore, or meat eater, may hunt for its food.
	Tells the meaning of the unfamiliar word beside it, marked off by commas or dashes

Examples
	The streets were filled with buses, taxis, and other vehicles.
	Describes the unfamiliar word by naming types of it

Contrast
	Lush, green forests receive steady rains, but deserts are bare and arid.
	Tells the meaning of an unfamiliar word by describing its opposite

• For independent practice, give each student two words likely to have known meanings, such as skyscraper, meal, author, and study.

• Tell students to write a sentence with their word, leaving a blank in its place. Challenge them to write a sentence with such strong context that listeners will easily guess the word.

• As students read aloud their sentences (saying “blank” for the word), talk about the context clues that helped listeners figure out the missing word. Repeat the activity, challenging students to write a sentence that uses a different type of context clue for their second word.

© 2020 Curriculum Associates, LLC. All rights reserved.	28

Tools for Instruction

Identify Paragraph or Text-Based Context Clues 10–15 minutes

Explain that sometimes readers have to read the sentences before and after an unfamiliar word to determine its meaning. Choose a passage with a challenging, above-level word that is not defined in the same sentence but can be understood by rereading the paragraph. Display the paragraph with the word underlined, and model asking and answering questions such as these to determine the word’s meaning:

• What is this paragraph about?

• Do the sentences around the unfamiliar word describe it in a different way, by giving a synonym or example or by showing a contrast?

• Can I make an educated guess about what the word could mean?

• If I replace the word with what I think it might mean, does the sentence make sense with the topic or purpose of the paragraph?

For independent practice, have partners choose another paragraph that includes one or two unfamiliar words. Have them use the questions above to search for context clues that will help them figure out the meaning of the unfamiliar words.

Use Multiple-Meaning Words to Highlight Context 10–15 minutes

• Explain to students that context clues can help readers clarify the intended meaning of a multiple-meaning word. Say, Although looking up a word in a dictionary can be helpful, it can sometimes be hard to know which meaning was used in the text when a word has several definitions.

• Display a list of multiple-meaning words. Then provide sentences using varied meanings for the words.

fan
	The fan cheered for her team.
	There was only a fan to keep us cool.
	
fry
	The fry swim downstream right after hatching.
	My dad will fry potatoes for dinner.
	
lap
	I held the plate in my lap.
	We ran one lap around the track.
	
strike
	Watch the hammer strike the nail.
	That pitch looks like a strike.

• Discuss how the context clues in each sentence clarify the intended meaning of the word. Provide independent practice by suggesting other multiple-meaning words and asking students to give oral sentences that make each of the word meanings clear. Then ask students to choose one word and draw each of its meanings.

Check for Understanding

If you observe...

dificulty using context to define an unfamiliar word

errors in determining word meanings based on context

Then try...

confirming that students have suficient background knowledge to understand the context. Ask students
to briefly summarize the paragraph in their own words. Correct any misunderstandings, and proceed to model using the context to define the unfamiliar word.

substituting students’ definitions for the unfamiliar word, and verifying whether the inserted meaning makes sense.

i-Ready.com	Vocabulary I Grades 4–5 I Use Context to Find Word MeaningI Page 2 of 2

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Lesson #18
ULessinsognaTDiticletionary or Glossary

Section 2 Activities

X.#.#:

Introduction There are many places you can look to find information about words. Adictionary and a glossary are two kinds of references you can use.	The pronunciation uses
• A dictionary lists words in alphabetical order. Each entry	special symbols to show has an entry word, the pronunciation, the part of speech,	how to say the word.

and the meanings of the word.

break (brāk) v. 1. to smash2. to disobey 3. to do better than:Ina broke the record for the high jump. n. 4. time off5. luck break into 1. to disturb2. to start to do suddenly3. to start a new job: He broke into acting.

• A glossary is a kind of dictionary often found at the back of a book. It lists important words from the book in alphabetical order. It gives the meaning of each word
as it is used in that book.

The part of speech is abbreviated. Here it is v. for verb.

When there is more than one meaning, each definition is numbered.

Sometimes a sample sentence helps make the meaning of a word or phrase clearer.

carry (kăr´ē) 1. to move 2. to hold carry on 1. to continue2. to act excitedly

Guided Practice

HINT To find the right meaning of a word or phrase, read all the definitions first. Decide which meaning makes the most sense in
thesentence.

Read the paragraph. Use the entries above to find the meanings of the underlined words and phrases. Write the number of the correct meaning above each word or phrase.

Hank Aaronbroke into major league baseball in the 1950s.

A big break came for him in 1954 when he replaced an injured

player. Aaron’s talent helped him break Babe Ruth’s record of

714 home runs. When Aaron hit his 715th home run, his fans

broke into cheers. Aaroncarried on hitting home runs until he

retired in 1976.

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499
ˉ
B
Definition 2

	Conventions of Standard English

		
Independent Practice

Use the dictionary entries to answer numbers 1–4.

material (m tîr´e l) n. 1. fabric or	stand (sta˘nd) n. 1.a display area cloth2.ideas and facts used in writing	2.an opinion or a position on anissue something adj. 3. made of matter 4.having	v. 3.to be on one’s feet 4.to endure, put up great meaning or effect	with standfor 1.to represent, be
asymbol of 2.to allow 3.to believe in andsupport:Hestands for equality.4.an
1 Which definition matches howmaterial	abbreviation for
is used in this sentence?
Hank Aaron had few material goods	3 Which definition matches howstand growing up, but his parents gave him                      is used in this sentence?
love and encouragement.	Aaron could stand a lot of pressure, too.
A Definition 1	A Definition 1 B Definition 2	B Definition 2 C	Definition 3	C	Definition 3 D Definition 4	D Definition 4

hammer (ha˘m´ r) n. 1. a tool used for	4 Which definition matches howstand pounding objects, such as nails2.a part of                                 for is used in this sentence?
apiano v. 3.to hit hard4.to join withnails	Hank Aaron stands for the talent, hard
work, and courage that make an 2 Which definition matches howhammer	athletegreat.
is used in this sentence?	A Definition 1 His skill at hammering baseballs
helped Aaron become a successful
baseballplayer.	C	Definition 3

A Definition 1	D Definition 4 B Definition 2
C     Definition 3 D Definition 4
						
					Knowledge of Language

				Vocabulary Acquisition and Use

					
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Introduction

Lesson 17
Understanding Vocabulary in Literary Texts

Learning Target

Figuring out the meanings of unfamiliar words and phrases in a literary text, including words about other traditional stories, helps you understand the text.

Read A story, poem, or play may include a word or phrase you don’t know. Try usingcontext clues to help you figure out its meaning. Synonyms, antonyms, and other sentences surrounding it often suggest the meaning of an unknown word or phrase.

At times, an unknown word may allude to, or mention, a well-known person or place from mythology. These ancient stories describe human behavior or beliefs, and authors refer to them to make a special point. To understand an author’s meaning, you must learn about those significant, or important, characters.

Read the story below. What are the meanings of odyssey andlocate?

The Search

As I strolled home after a day of fun, I realized I’d lost my best baseball cap. So I went searching everywhere for it. My odyssey took me far and wide and finally back home. Despite my long journey, I’d failed to locate it, that is, until I sat down. It had been in my back pocket all along!

270 Lesson 17 Understanding Vocabulary in Literary Texts	©Curriculum Associates, LLC Copying is not permitted.

Unknown Word
	
Context
	
Possible Meaning
	
Clues

odyssey

“My odyssey took me far and wide . . .”

locate

Theme: Words, Old and New Lesson 17

Think How can context clues help you learn the meanings of unknown words and phrases? Complete the chart below to show what you have figured out about the meanings of odyssey andlocate.

Talk Share your chart with a partner.

• Didyour possible meanings agree? • Which context clues did you use?
• Rereadthe “The Search.” How does knowing the meanings of these two words help you better understand the passage?

Academic Talk

Use these words and phrases to talk about the text.

• context clues

• mythology

• allude to

• significant

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Modeled and Guided Instruction

Read	Genre: Realistic Fiction

to
Out

Win by
Wendy Baryl

1          As the annual school track meet approached, all I could think about was defeating Anna Banks. For the past three years, she’d beaten me
in the 400-meter run, and always by just a step. No longer would I be satisfied with second place, however. Dissatisfied, I planned to win this year, and I couldn’t think about anything else. I became obsessed with beating Anna. My thoughts focused on one goal all the time—winning. Naturally, I did more than just think. I practiced my starts daily, and I ran and ran and ran.
2		On the day of the race, I was eager to compete, and by the time we gathered at the starting line, I was really pumped. BAM—the starting gun fired and we were off! Anna and I quickly sprinted ahead of the other racers. When we shot across the finish line, I wasn’t even certain who’d won at first. Then I heard the announcer—it was me!
3          Still breathing hard, Anna rushed ove “You were great!” she declared. “Good ra

I’d been looking at the situation all wron been thinking of Anna as if she were som
enemy out to destroy me. But Anna wasn’t my nemesis1 at all; she had no urge to crush me. In fact, she had given me an opportunity to become a better sprinter
than I ever would have been without her.

Close Reader Habits

Circle unfamiliar words and phrases.Underline phrases that give you clues to the word meanings.

1nemesis: a powerful rival; from the Greek goddess who punished overconfidence

© 2020 C	ved.
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Explore
	
How do context clues help you figure out the meaning
					
		of unfamiliar words in “Out to Win”?

Context clues can appear before or after the sentence having an unfamiliar word.

Think

1	Complete the chart below to show what you have figured out about the meanings of the words.

									

Clues
			
			Unknown Word
	
Context
	Possible Meaning

dissatisfied

obsessed

nemesis

Talk

2	Explain the meaning of the word opportunity (paragraph 3). What context clues help you understand what the word means?

Write

3	Short Response Explain the meaning of opportunity (paragraph3). Also include the context clues that helped you figure out the meaning of the word. Use the space provided on page 276 to write your response.

					
HINTReread paragraph 3 to find all the clues to the meaning of opportunity.

								

						

Understanding Vocabulary in Literary Texts Lesson 17

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Simile
	What It Means
	
Alicia’s dog, Ollie, has pawsas bigasdinner plates.
	Ollie has very big paws.
	
Hisbark soundslikethunder.
	Ollie has a loud bark.

Metaphor
	What It Means
	
Ollie is a mountain of a dog.
	Ollie is a very large dog.

	
	
Lesson #19
LSiemssiolens TaintdleMetaphors
	
X.#.#:
		
	Introduction Authors sometimes help readers imagine what one thing is like by comparing it to something else. Comparisons can help readers picture what is being
described by showing how two things are alike in some way.

• A simile makes a comparison using the word like oras. Look at these similes. The dog’s paws are compared to dinner plates. His bark is compared to thunder.

• A metaphor makes a comparison without using the wordlike oras. In this metaphor, the dog’s size is compared to a mountain.

Guided Practice Find the simile or metaphor in each sentence. Underline the two things being compared. Then write the meaning of the simile or
metaphor.

HINT After you find the two things being compared, ask yourself,How are they the same? Use your answer to figure out what each simile or metaphormeans.
	
1 Ollie’s mouth was a trap that held a giant stick.

2 Ollie leapt toward Alicia like a clumsy ballerina.

3 Ollie raced past Alicia like a strong wind.

4 Suddenly, Ollie was a freight train racing into the house.

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501
outerspace.

	Conventions of Standard English

		
Independent Practice

For numbers 1–5, read each sentence. Then choose the correct meaning of the underlined simile or metaphor.

1 The stick in Ollie’s mouth was a sword,	4 The floor was as sticky as glue. knocking over one object after another.                   A Glue covered the floor.
A The stick was heavy.	B The floor was a glue stick. B The stick was dangerous.	C	The floor was very sticky. C	Ollie was dangerous.	D Glue made the floor sticky. D The stick was made of metal.

5 Aliciawas a whirlwind as she cleaned 2 The plates on the table became flying	up the mess.
saucers that Alicia had tododge.	A Alicia spun wildly.
A Flying saucers came from	B Alicia worked quickly.

B Alicia had to play dodge ball.	C	Alicia was getting tired.
C	Alicia had to fly across thekitchen.	D Alicia was breathing hard.

D Plates flew through the air.
						
					Knowledge of Language
			
		3 Salad covered the floor like a large blanket.

A The salad was warm.

B The salad tasted awful.

C	There was a large blanket on thefloor.

D A layer of salad covered thefloor.
						
					Vocabulary Acquisition and Use

					
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meaning of

Write Use the space below to write your answer to the question on page273.
	
Out to Win

3	Short Response Explain the meaning of opportunity	HINTReread
(paragraph3). Also include the context clues that helped	paragraph 3 to find all you figure out the meaning of the word.	the clues to the

opportunity.

Modeled and Guided Instruction

Don’t forget to check your writing.

Check Your Writing

Did you read the prompt carefully?

Did you put the prompt in your own words?

Did you use the best evidence from the text to support your ideas? Are your ideas clearly organized?
Did you write in clear and complete sentences?

Did you check your spelling and punctuation?

276 Lesson 17 Understanding Vocabulary in Literary Texts	©Curriculum Associates, LLC Copying is not permitted.

Guided Practice

Read	Genre: Lyric Poem

The Catfish by Oliver Herford, The Book of Humorous Verse

1 The saddest fish that swims the briny ocean, The Catfish I bewail.
I cannot even think without emotion Of his distressful tail.
5 When with my pencil once I tried to draw one, (I dare not show it here)
Mayhap it is because I never saw one, The picture looked so queer.
I vision him half feline1 and half fishy, 10	A paradox in twins,

Unmixable as vitriol and vichy2— A thing of fur and fins.
A feline Tantalus, forever chasing His fishy self to rend;
15 His finny self forever self-effacing In circles without end.
This tale may have a Moral running throug As Aesop had in his;
If so, dear reader, you are welcome to it,

Close Reader Habits

20	If you know what it is!	How does the poet describe the catfish? Reread the poem. Underline words and phrases that explain
how he imagines a catfish to look.

1feline: catlike

2vitriol and vichy: an acid and an old word for mineral water; they are dangerous to mix

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			Think Use what you learned from reading the lyric poem to respond to
					
	the following questions.

1	In the poem, one word has this definition: “to cry out in sadness or pain.” Underline the word thatbest fits the definition in the following lines from “The Catfish.”

The saddest fish that swims the briny ocean, The Catfish I bewail,
I cannot even think without emotion Of his distressful tail.

2	Read these lines from the poem.

I vision him half feline and half fishy, A paradox in twins,
Unmixable as vitriol and vichy—

What is the meaning of paradox as it is used in the poem? A a creature with parts that don’t seem to go together B a furry fish with a brother that looks just like him
C a scaly cat that is confused and spins around

D a make-believe animal that has two different heads

If a phrase mentions a character from mythology, you may need to look beyond the text to find information about it.

			Talk

3	Reread lines 13–14. Tantalus is a criminal in a Greek myth. He is punished by keeping delicious food and drink forever just out of his reach. Why does the poet describe the catfish as a “feline Tantalus”? Use the chart on page 277 to organize your ideas about the poem.
					
			Write

HINTThink of what
e	you know about a cat’s usual reaction to
a fish.

4	 Short Response Use details from the poem and your discussion to explain why the poet calls the catfish a “feline Tantalus.” Use the spac provided on page 277 to write your response.

						

Understanding Vocabulary in Literary Texts Lesson 17

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a fish.

Unknown Word
	Context in Poem
	
Possible Meaning
	
Clues

Guided Practice

The Catfish 3	Use the chart below to organize your ideas.
		
	Write Use the space below to write your answer to the question on page 275.

4	Short Response Use details from the poem and your	HINTThink of what
discussion to explain why the poet calls the catfish a “feline	you know about a Tantalus.”	cat’s usual reaction to

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Independent Practice

Read	Genre: Folktale

WORDS TO KNOW As you read, look inside, around, and beyond these words to figure out what they mean.

• genuine • recent
• pardon

and Two Bright Monkeys adapted from a Tibetan folktale

1		Long ago in Tibet, two friends named Dorje and Sonam hiked through the mountains looking to find a rare plant root used in medicines. They searched and dug for most of the day, with no results. Suddenly a clang rang out! Dorje’s spade had hit something hard! Eagerly digging, the men unearthed a large vase.
2		“Surely this is pure gold!” Sonam exclaimed, as he brushed off the dirt. He held up the rare treasure, which shimmered in the bright sunlight. “We must have the touch of Midas,” Sonam joked.
3		“Not so fast,” Dorje said thoughtfully. Then a sly look crept across his face. “Before we start living like kings, we should test the vase,” he added. “Remember, all that glitters is not gold. As it happens, I know a man who makes gold jewelry. If he tells me the vase is genuine, I will sell it, and then you and I will share the money.”
4		Trusting his friend, Sonam gave Dorje the vase. The two friends parted, agreeing to meet in two days to divide any profits from the sale of the vase.

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5		The goldsmith informed Dorje that the vase was indeed gold. But two days later, when the friends again met, Dorje greeted Sonam with sorrow in his eyes and a mournful face.
6	“What is wrong, Dorje?” asked Sonam.
7		“Alas!” sighed Dorje dramatically. “Our hopes have been bitterly crushed. By accident I set the vase too close to the fire, and it melted into a worthless lump of pewter. It was only cheap metal after all.”
8		Sonam was not taken in by Dorje’s tale, but he hid his suspicions. He just sighed and then softly replied, “Never mind. Since the vase was worth nothing, nothing has been lost.”
9		Relieved that Sonam had taken the bad news so well, Dorje invited him to stay overnight with his family.
10		The next morning Sonam said, “Friend Dorje, I want to thank you for your efforts with the vase and repay you as you deserve. May I invite your two dear children to visit my home in the country? They can play with my pet rabbits, swim in my lake, and breathe fresh air. Let them come home with me for a nice vacation!”
11		As soon as the children heard of the plan, they pestered and pestered until their parents agreed.

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Understanding Vocabulary in Literary Texts

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Lesson 17

43

	

12		Soon Sonam set off for home with the children for company. Eventually they came to a place called Monkey Hill, the home of many wild monkeys. Sonam captured two young creatures and put them in a small cage. “We will take these little fellows home as pets. You can play with them if you treat them kindly,” he explained. “I will name a monkey after each of you, we’ll teach them tricks, and they will be your twins!”
13		Quick learners, the young monkeys soon imitated the way the children tilted their heads or moved in a certain way. Sonam and the children spent many hours together, laughing at the way the monkeys mimicked whatever the children did.
14		Then came the last day of vacation. Sonam gave each child a basket and shooed them outside. “Walk up the mountain to gather berries and fruits,” he said. “We will surprise your father with a tasty treat before you return home.”
15		Then Sonam waited. Hearing Dorje approach, he sat down with the monkeys. Holding each one gently, he put on a tragic face.
16	“What is wrong, my friend?” asked Dorje.
17		“Alas!” sighed Sonam. “These are now your lovely children. You see, I took them to Monkey Hill. But I accidentally allowed them too near the beasts. Your children were transformed into these monkeys, right before my eyes!”
18		Sonam called the monkeys by name, and they began their tricks. They imitated the way Dorje’s children jumped, walked, and even smiled, just as they had been taught. At first, Dorje was speechless. “H-h-how can this be?” he sputtered. “Is such a thing even possible?”
19		“It was a freak accident,” Sonam replied. “After all, strange things do happen from time to time. Why, I know of a recent case in which a gold vase was turned into cheap metal.” Then a twinkle crept into his eyes.
20		“Oh!” was all Dorje could say at first. Then a look of shame and relief spread over his face. “Now I understand, my friend,” he said. “Keeping the money for the vase was dishonest. I will gladly hand over what I owe you, if you will pardon my foolish greed.”
21		Just then, Dorje’s children ran in and hugged their father. All was gradually forgiven, and Sonam and Dorje remained friends for life.
22		Dorje would often retell the tale of the bright monkeys. And he would always end by saying, “I learned a valuable lesson that day. As you know, a true friend is a treasure greater than gold.”

	280
	
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Independent Practice

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Understanding Vocabulary in Literary Texts Lesson 17

	
			
		Think Use what you learned from reading the folktale to respond to the
		
	following questions.

1	In Greek mythology, King Midas was granted the power to turn any object into gold simply by touching it. Why did the author use the phrase “the touch of Midas” in paragraph 2?
A to show that Dorje and Sonam have Midas-like powers because they turned the vase they found into gold
B to compare Dorje and Sonam’s good fortune in finding the vase to Midas’s ability to make gold
C to show that Sonam is well educated, while Dorje is unfamiliar with the story of King Midas
D to compare Dorje and Sonam’s rare golden treasure to similar treasures owned by rich kings like Midas

2	This question has two parts. First, answer Part A. Then answer Part B.

Part A
What is the best meaning of the word pewter in paragraph 7?

A a metal that shines like gold

B a metal that is soft and melts easily C a metal that is not costly
D a metal that is not useful

Part B
Underline two story details that support the answer to Part A.

“Alas!” sighed Dorje dramatically. “Our hopes have been bitterly crushed. By accident I set the vase too close to the fire, and it melted into a worthless lump of pewter. It was only cheap metal after all.”

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Independent Practice

3	This question has two parts. First, answer Part A. Then answer Part B.

Part A

What is the meaning of the word mimicked as it is used in paragraph13 of “A Golden Vase and Two Bright Monkeys”?

A tried

B watched C found
D copied

Part B

Circle one word in the paragraph below that helps the reader understand the meaning of mimicked.

Quick learners, the young monkeys soon imitated the way the children tilted their heads or moved in a certain way. Sonam and the children spent many hours together, laughing . . . .

4	In the paragraphs 17 and 18 shown below from the story, one word has the following definition: “to change completely in appearance or structure.” Underline the word thatbest fits the definition.

“Alas!” sighed Sonam. “These are now your lovely children. You see, I took them to Monkey Hill. But I accidentally allowed them too near the beasts. Your children were transformed into these monkeys, right before my eyes!”
Sonam called the monkeys by name, and they began their tricks. They imitated the way Dorje’s children jumped, walked, and even smiled, just as they had been taught.

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Write

5	 Short Response Paragraph 19 of the passage uses the phrase ”freak accident.” Explain what the phrase means as it is used in the passage. Support your possible meaning with context clues and details from the text.

				

				

				

Learning Target

In this lesson, you learned how to use context clues to figure out the meanings of unknown words and phrases. Explain how this will help you better understand a story or poem.

	

Understanding Vocabulary in Literary Texts Lesson 17

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	Tools for Instruction

Identify Word Roots
Word analysis is fairly straightforward when words break apart into clearly recognizable base words and afixes. However, a meaningful unit is often a word root—a letter group that conveys meaning but cannot stand alone, such as rupt in disrupt. Learning how word roots contribute to word meaning will help students understand more words as they read. These skills are especially important as students begin to read increasingly sophisticated content-area texts.

Step by Step 30–45 minutes

1 Introduce and explain word roots.
• Display the following words, and draw attention to the shared root tele by underlining it.

television	telephone	telescope
		
	• Explain that tele is a word root. Word roots are parts of words that have meaning but cannot stand alone as complete words. They are used to form other words.
• Say, The word root tele means “at a distance.” How does the meaning of tele relate to the meaning of each of these words?(Sample responses: television shows things from a distance; telephones allow people to talk over distances; telescopes help people see things from a distance.)

2 Model interpreting word roots and word meanings.
• Display a group of familiar words with a shared root, along with the Word Roots Chart (page 3).

vision	visitor	invisible	visibility
			
	• Model how to use known meanings to figure out the meaning of unknown words. Say, I know vision is the ability to see, and a visitor goes to see someone or something. If something is invisible, no one can see it.
Visibility—what could that mean? The other words had something to do with seeing, so I think visibility has to do with being able to see clearly—how easy it is to see something.
• Identify the word root vis and its meaning “to see.” Underline vis in each word. Then record your thinking in a word roots chart.
			
		Word
	Word Meaning
	Word Root
	Word Root Meaning
			
		vision
	the act of seeing
	vis
	to see
			
		visitor
	someone who goes to see someone or something
	vis
	to see
			
		invisible
	something that cannot be seen
	vis
	to see
			
		visibility
	how easily something can be seen
	vis
	to see

		

48
Vocabulary
I
Grad
i-Ready.com	© 2020 Curriculum Associates, LLC. All rights reserved. es 4–5I Identify Word RootsI Page 1 of 3

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UNDERSTANDING LITERATURE

If the story were told by a different character, which details might be different?

11
		
	Reading
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KNOWLEDGE BUILDING

What does this part of the text make
you want to learn more about?

The text makes me want to know _____.
		
	Reading
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ACADEMIC TALK

Can you tell me more about _____?
			
	Reading
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KNOWLEDGE BUILDING

What were you surprised to learn from the text?

40
		
		Reading
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UNDERSTANDING LITERATURE

How does a character change in the story?

First, the character _____. Then, the character _____.

	Reading
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KNOWLEDGE BUILDING

What does this text help you understand ?

Now I know _____.
		
	Reading
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UNDERSTANDING LITERATURE

How do the illustrations help you understand the characters, setting, or events in the story?

14
		
	Reading
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KNOWLEDGE BUILDING
			
	What do you already know about this topic? Where have you learned about this topic?

I already know ________ from ________.
		
	Reading
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ReadingDiscourseCards

UNDERSTANDINGINFORMATIONAL TEXTS

What is the main topic of this text? How do you know?

Reading ©Curriculum Associates, LLC	16

ACADEMIC TALK

I’m curious about __________.

Reading ©Curriculum Associates, LLC	70

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TEXTOS LITERARIOS

Si la historia la contara un personaje diferente, ¿qué detalles podrían ser distintos?

11
		
	Reading
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ASIMILAR CONOCIMIENTOS

¿Sobre qué te anima a aprender más esta parte del texto?

El texto hace que quiera saber _____.
		
	Reading
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LENGUAJE ACADÉMICO

¿Puedes decirme algo más sobre _____?
			
	Reading
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ASIMILAR CONOCIMIENTOS

¿Qué aprendiste en el texto que te haya sorprendido?

40
		
		Reading
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TEXTOS LITERARIOS

¿Cómo cambia un personaje a lo largo de la historia?

Primero,
el personaje _____. Luego,
el personaje _____.

	Reading
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ASIMILAR CONOCIMIENTOS

¿Qué te ayuda a entender este texto?

Ahora sé _____.
		
	Reading
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TEXTOS LITERARIOS

¿Cómo te ayudan las ilustraciones a comprender los personajes, el escenario o los sucesos de la historia?

14
		
	Reading
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ASIMILAR CONOCIMIENTOS
			
	¿Qué sabes ya sobre este tema?
¿Dónde has aprendido sobre este tema?

Ya sé ________ Lo aprendí ________.
		
	Reading
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Tarjetas de discusión

TEXTOS INFORMATIVOS

¿Cuál es el tema principal de este texto? ¿Cómo lo sabes?

Reading ©Curriculum Associates, LLC	16

LENGUAJE ACADÉMICO

Siento curiosidad por __________.

Reading ©Curriculum Associates, LLC	70

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