Argument Writing Rubric - cusd80.com

Contents

Resources

Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R2

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R8

Rubrics

Using Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R14

Retelling and Summarizing Narratives . . . . . . . . . . . . . .R15

Summarizing Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . .R16

Giving Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R17

Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R18

Handwriting Instruction and Models . . . . . . . . . . . . . . . . .R22

Student Book Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . .R28

Research Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . .R36

Index and Acknowledgments . . . . . . . . . . . . . . . . . . . . . . .R44

Research Skills

Propaganda

MATERIALS

• newspapers and magazines

SHARE OBJECTIVE• Identify persuasive

techniques commonly used in propaganda.

Explain that propaganda is information or ideas used to influence how people think or act. Discuss the various propaganda techniques:

• An overgeneralization is a broad statement that does not contain any specific facts or evidence. It is usually a vaguely worded statement that is ultimately untrue when applied to an entire group or idea: “Successful businessmen use Accu-Scan Copy Services.”

• A testimonial persuades people through the support of a celebrity or expert: “Champion point guard Ronnie G. wears Sneaky Sneaks!”

• Bandwagon attempts to persuade people to do something because “everyone else” does it: “Everyone’s favorite cereal is Sugar Rolls!”

Teach/Model1• Faulty cause and effect connects using a

product with a positive result: “Wear Power Shades and you’ll be the coolest kid on the block.”

Stress that students should be critical readers and thinkers. They should analyze the claims and assertions made by those attempting to persuade.

• Have partners read through magazines and newspapers and analyze two advertisements or articles that use propaganda techniques. Have them identify and explain the specific techniques used.

• Have partners write their own advertisements, using one of the propaganda techniques they learned about.

Practice/Apply2

Discuss the sections of a newspaper that express opinions, such as the editorials and reviews, explaining their purposes and features. Have students refer to these sections during the discussion. Explain the following:

• Written by either a staff writer at the newspaper or a well-known guest writer, an editorial provides the author’s personal opinion about an issue that is in the news. Readers may also submit their opinions about news stories, but these are printed as Letters to the Editor.

• In addition, newspapers have reviews that give opinions about forms of entertainment or local businesses, such as restaurants. Reviews are designed to recommend or discourage readers from trying something or going somewhere.

Teach/Model1• Blogs are publications available on the Internet

that often offer their own form of editorials and reviews. The difference between blogs and newspapers is that newspapers are written by journalists and held to journalistic standards, while a blog may be written by anyone.

• Have small groups find and read an editorial or a review in their newspaper.

• Ask students to explain what opinion the article they read expresses and how they came to that conclusion.

Practice/Apply2

Use Newspapers

MATERIALS

• local newspaper for each group of students

SHARE OBJECTIVE• Identify and use sections

of a newspaper that express opinions.

RI.6.6 determine the author’s point of view or purpose and explain how it is conveyed

RI.6.6 determine the author’s point of view or purpose and explain how it is conveyed;

RI.6.7 integrate information presented in different media or formats as well as in words

R2

Research and Media Literacy

Choosing Relevant Information

Explain that when conducting research, students will have to decide which pieces of information are the most important, or relevant. To decide if information is relevant, students should make sure it relates to both their topic and their ideas about their topic. Before researching, students should take the following steps:

• Decide upon a specific topic.

• Construct an idea about this topic that you will be supporting through your writing or presentation. This will often be an opinion students have about the topic. For example, “Hatshepsut was the greatest Egyptian pharaoh” is an idea about the topic of either Hatshepsut or Egyptian pharaohs.

• Choose sources carefully. Students should be sure to choose a research source that is

Teach/Model1specifically about his or her topic and, ideally, the idea you have about the topic.

Remind students that relevant information relates to both their topic and their ideas.

• Have partners plan research on a historical person or place during ancient times.

• Using note cards, have students write 3–5 pieces of information relevant to their topics and ideas that they have located. Tell students to include the sources where they found the information.

• Have partners exchange cards and evaluate the credibility of the information on each other’s cards based on the sources used.

Practice/Apply2

MATERIALS

• Student Book• note cards

SHARE OBJECTIVE• Determine usefulness of

information during research.

Note Text Structure

Remind students that authors use structural patterns to organize information and ideas so that readers can better understand and summarize ideas in a text.

Review the following structural patterns:

• Cause and effect: The main events or ideas in a story or informational text are often linked together as a sequence, in which each event or idea leads to, or causes, the following event or idea.

• Sequence: The sequence is the order in which events in a story or in a process take place. Usually the sequence of events is in chronological order, and readers can use the sequence to understand how the parts of a story or events connect to create a narrative or present ideas.

Teach/Model1• Problem and solution: Authors often organize

a text around a problem that must be solved. The attempts to solve the problem make up the body of the text. The solution often serves as the conclusion of the text.

• Have small groups identify selections from the Student Book that feature these text structures.

• Ask students to explain the relationships between events and ideas that the text structure illustrates, noting how different sentences, paragraphs, and sections fit into the overall structure.

Practice/Apply2

MATERIALS

• Student Book

SHARE OBJECTIVE• Identify forms of text

structure commonly used in writing.

W.6.7 conduct short research projects to answer a question, drawing on several sources

and refocusing the inquiry when appropriate; W.6.8 gather information from print and digital sources/assess credibility of sources/quote or paraphrase data and conclusions of others/provide bibliographic information

RI.6.5 analyze how a sentence, paragraph, chapter, or section fits in the overall structure

Research Skills • R3

Research Skills

How to Outline

Tell students that preparing an outline is an excellent way to organize information for studying or writing.

Ancient Chinese ArtsI. Shang Dynasty A. calligraphy 1. artistic writing 2. engraved bones, inked

bamboo B. glazed potteryII. Han Dynasty A. bronze objects B. jade objects 1. treasured more than gems or

gold 2. shipped west on Silk Road

Teach/Model1• Explain that an outline often has these parts: a

title, main topics, subtopics, and details.

• Demonstrate how to complete an outline, such as the one featured here, based on Student Book p. 511.

• Explain that main topics tell main or important ideas. Each is set off by a Roman numeral followed by a period.

• Subtopics give supporting facts. Each is set off by a capital letter followed by a period.

• Details give more information about each subtopic. Each detail is set off by a number followed by a period.

• Ask students to outline a passage from “The Princess Who Became a King.” Remind them to use a title, main topics, subtopics, and details.

• Discuss students’ outlines.

Practice/Apply2

Creating Graphics for Presentations

Explain that graphics can enhance a presentation by illustrating information in an interesting way. Presenters can create graphics by hand or with computer programs.

Review these graphics:

• Maps are drawings of geographical locations. They should be used to explain the location of things.

• Graphs are used to compare amounts or show the change in an amount due to time or other changes. Graphs should be used for clarification in presentations involving many number amounts.

• Timelines are used to show historical events in relation to each other and in chronological order. Timelines should be used for presentations dealing with history or historical figures.

Teach/Model1• Diagrams are illustrations of objects or

procedures in which the parts of that object or the steps of the procedure are labeled. Diagrams should be used in presentations that involve a specific object with many important parts or several steps.

• Have partners or small groups decide upon a research topic that has to do with the ancient world.

• Have each group determine one kind of graphic that would be useful when presenting their topic.

• Have groups construct the graphic by hand or with computer software, making sure it relates to their topic and provides useful information.

• Have groups present their graphics to the class.

Practice/Apply2

MATERIALS

• computer with multimedia software

• Student Book• paper• markers

SHARE OBJECTIVE• Create graphics that

enhance and support a presentation’s message.

MATERIALS

• Student Book

SHARE OBJECTIVE• Use an outline to

organize information.

W.6.6 use technology to produce and publish writing as well as to interact and

collaborate with others/demonstrate keyboarding skills; SL.6.5 include multimedia components and visual displays in presentations

RI.6.2 determine a central idea of a text/provide a summary

R4


Presenting an Oral Presentation

Remind students how to prepare an oral presentation. Once they’ve completed their preparations, review the following tips for delivering the presentations:

• Stay on topic.

• Maintain organization. Presenters should present their ideas in a logical order with smooth transitions.

• Use voice properly. Presenters should project their voices so they can be easily heard, speak at a rate that is not too fast or too slow, pronounce words clearly, and use expression to make their presentations more interesting and meaningful.

• Use formal language. Presenters should use language appropriate to their presentations. They should use formal English, avoiding slang.

Teach/Model1

• Have students prepare and give an oral presentation on a Greek myth of their choice.

• Create a schedule so students can budget their preparation time.

• Tell students to practice their presentations aloud. Remind them to work on using appropriate eye contact, volume, and pronunciation.

• Have students present to small groups, making sure to use formal English, avoiding slang terms and phrases.

Practice/Apply2

MATERIALS

• note cards

SHARE OBJECTIVE• Give an oral presentation

on a specific topic.

MATERIALS

• note cards

SHARE OBJECTIVE• Organize an oral

presentation.

Explain that an oral presentation requires planning. The presenter must gather information on a topic and then organize it. Discuss these steps for preparing oral presentations:

• Choose a topic. The topic should be the main idea of the presentation. Research the topic and gather information that pertains to it.

• Organize information and ideas. Decide which pieces of information are most important and arrange the information in a logical order for presentation.

• Write notes about each piece of information you’re going to talk about on note cards and arrange them in the proper order.

• Practice your presentation aloud using the notes.

Teach/Model1

• Have students research an ancient civilization of their choice for an oral presentation. Tell them to arrange this information so that the most important information and ideas follow a logical order.

• Have students fill out note cards for their presentation, arranged in the correct order.

• Have partners exchange note cards and use them to evaluate each other’s presentation planning.

Practice/Apply2

Preparing an Oral Presentation

SL.6.4 present claims and findings, sequence ideas, and use details to accentuate main

ideas or themes/use appropriate eye contact, volume, and pronunciation; SL.6.6 adapt speech to contexts and tasks, demonstrating command of formal English when appropriate

W.6.2a introduce a topic and organize ideas, concepts, and information/include formatting,

graphics, and multimedia; W.6.8 gather information from print and digital sources/assess credibility of sources/quote or paraphrase data and conclusions of others/provide bibliographic information


Research Skills

Support an Argument

MATERIALS

• Student Book• notebook

SHARE OBJECTIVE• Make and support an

argument.

Analyzing Print and Nonprint Media

MATERIALS

• newspapers or magazines

• television broadcast

SHARE OBJECTIVE• Analyze the messages in

print and nonprint media.

facts or evidence to support it. For example, “King Piankhi of Kush conquered Egypt.”

• Have students suggest other reasons and supporting evidence or proof.

Have partners make an argument in support of something they feel strongly about, such as using public transportation. Have them introduce their claims and identify reasons and evidence that support their argument.

Practice/Apply2

Explain that an argument is a statement of opinion that attempts to persuade by providing support, or reasons for the main assertion.

• Remind students that persuasion is the method of attempting to influence others to think or act in certain ways. It is most effective when the claims are supported by well-thought-out reasons, which in turn are supported by facts and evidence.

• Point out that a good argument should be clearly organized.

• Help students develop an argument, such as “Kush was a greater civilization than Egypt.”

• Demonstrate how to support the argument to attempt to “prove” its claim. Name a reason people should agree with the claim, and state

Teach/Model1

• Both: Determine the purpose of the message and the author’s viewpoint.

Display a print advertisement. Ask which persuasive techniques the advertisement uses. Ask students to compare and contrast the printed ad with TV commercials.

Have partners compare and contrast the coverage of a recent event in a newspaper with the coverage of the same event on television. Ask them to describe the different methods used to present the information, as well as the views of the newspaper writer and the television journalist.

Practice/Apply2

Remind students that media refers to the means of communication that bring information to people. Some media is print, as in newspapers and magazines, and some is nonprint media, as in radio and TV broadcasts.

Introduce these tips for critical reading, listening, and viewing of print and nonprint media:

• Print media: Visualize what you read. Look for words like “I believe” or “I think” to help you know when you are reading opinions instead of facts.

• Nonprint media: Listen and watch for words and images that persuade. Listen to the speaker’s words and tone to know when he or she is expressing his or her opinion instead of facts.

Teach/Model1

W.6.1a introduce claim(s) and organize reasons and evidence clearly; W.6.1b support

claim(s) with reasons and evidence, using credible sources and demonstrating understanding of the topic or text

RI.6.6 determine the author’s point of view or purpose and explain how it is conveyed;

RI.6.7 integrate information presented in different media or formats as well as in words

R6


MATERIALS

• sample scoring rubric• paper• note cards

Review the elements of an effective oral presentation, including delivery, organization, and purpose. Explain that students can evaluate an oral presentation by listening carefully to the content and by observing the presenter’s verbal and nonverbal qualities. Explain that a rubric is a scoring tool for written or oral work. Discuss these rubric categories for evaluating oral presentations:

• Rate: Does the speaker speak too fast or too slowly?

• Voice: Does the speaker’s voice vary in pitch or volume? Can it be heard easily? Are words clearly pronounced?

• Appearance: Is the speaker poised and confident? Does he or she make eye contact with the audience?

Teach/Model1• Development: Are the main ideas clear, well

supported, and carefully organized?

• Selection: Is the purpose of the presentation clear? Is it appropriate for the audience?

Display a sample rubric and discuss how these categories could be listed and scored.

• Have students work in small groups to create a scoring rubric with categories for oral presentations.

• Have students give oral presentations that the other students will score using their rubrics. Tell presenters to keep their presentations to about ten minutes and to make sure to use appropriate eye contact, volume, and pronunciation when they speak.

Practice/Apply2

Evaluate an Oral Presentation SHARE OBJECTIVE• Grade an oral presentation,

using a rubric.

Plan an Internet Search

MATERIALS

• computers with Internet access

• notebooks

SHARE OBJECTIVE• Plan an Internet search

and identify appropriate websites for research.

• The search results will often list details about the sites, such as the description or quote, site URL, or domain name. Note that a site with an extension such as .gov or .org is more likely to have reliable information.

• Have partners choose five keywords that can be used to research ancient Egypt or Greek mythology.

• Have partners conduct a search and determine which results contain credible information and which may not.

Practice/Apply2

Review the basic steps for planning an Internet search:

• Remind students that search engines are websites used to identify sites with information related to words or phrases submitted by users.

• Explain that an Internet search requires planning. Students should determine specific keywords they can use to find the exact information they need from their search.

• Remind students to arrange their keywords in this format:

topic + keyword

• The list of site results identified by a search engine are often ranked in order of usefulness.

Teach/Model1

SL.6.4 present claims and findings, sequence ideas, and use details to accentuate main

ideas or themes/use appropriate eye contact, volume, and pronunciation; SL.6.6 adapt speech to contexts and tasks, demonstrating command of formal English when appropriate

W.6.8 gather information from print and digital sources/assess credibility of sources/quote or

paraphrase data and conclusions of others/provide bibliographic information


Word Lists

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1111

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4444

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3333

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2222

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5555

• Differentiated spelling lists available in Literacy and Language Guide online

TARGET VOCABULARY

DOMAIN-SPECIFIC VOCABULARY

SPELLING WORDSTERMS ABOUT READING/LANGUAGE ARTS

literarywrymazediscloserevisions

editorialpublishingmanuscriptmutedpressuring

agentcopyrightplagiarismpress releaseself-publish

batchsloppystrictcleanseexpandinitialssomehow

rejectrhythmmeadowtextbluffstatuedreadful

vanishblunderrecovermysterypromptlypolish

resolutiondialoguesimileaffixprefixfragmentpersonal narrativenarratorvoice

contestedgrimlymentormiraculouspursuit

employedculpritscholastictumultdeprived

aerobicagilityenduranceflexibilityphysical fitness

scenestriverhymerelylonesomeexceedabuse

braceletfaithfulsucceedconcealdeleteterraindefeat

mutedevotecoaxforgaveconfinereproach

author’s purposefigurative languagesuffixdeclarativeimperativeinterrogativeexclamatorysensory detail

painstakingexplodedsubmittednegotiationscollaborate

repetitiveappealingcomplementappropriateimpaired

best sellercopyeditmarketingpublic domainpublicize

moundannoyhaughtythoughtfuldroophoistscoundrel

gloomydawdlerejoiceflawlessdoubtoysterboundary

cautioncounterdevourmaroonbambooexhausted

sequencediagramsmultiple-meaning wordcompound subjectcompound predicatestory sceneplot

clamordolefultransmissionsvoidtorrent

swiveledaccustomedclusteredcoaxedurgent

body languagefrequencieslinguisticspitchsonar

sourceparkaradarurbanrehearseparcelstarch

flirtfrontierearnestdiscardmournyearnformula

hurdleforwardaffordsmirksurfacefierce

story structureepisodesaffixprefixappositivefictional narrativeconflictclimax

predominantlycredittensiongenuinelytendency

aspectparallelwelfareaptlyinnovation

aestheticsabstractcompositioncraftsmanshipmontage

waistpatientswriteprincipalsummerysitecoward

wasteritemuscleprinciplesightstationarycowered

patiencerightmusselsummarycitestationery

factopiniondictionary entrythesaurusglossarysingular nounpossessive nounsettingconclusion

R8

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6666

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9999

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7777

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10101010

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8888

TARGET VOCABULARY



phenomenalfl airgloatbrainwashedshowdown

lingeredberatefundamentalsavorreserve

accountabilitybroadcastingethicsmedia biasreliability

briefreviewrelieveforeignfreightyieldseize

fieldfieryconceitedgriefbeliefbeigeleisure

reignreceiptneitherveildeceiveperceive

thememetaphorcontextaction verbmain verbhelping verblinking verbevidence

observeraucousloomszanygigantic

impressivephonydistinguishintriguingcorrespond

classifydimensionalcomplexityquantitativetabulate

fiberbarrierrumoracreseniorrazorfamiliar

similarsuperiorcharacterconsidersolarsurrenderlaser

regulargrammardirectorjuniorscholarparticular

onomatopoeiaword relationshipcategorydirect objectindirect objecttransitive verbintransitive verbsource

detachedspecimensequationsshriveledprinciple

reluctantcomplexdecompositionelegantcompromise

bacteriaelementsorganicpressurespore

trianglepanelgallonrivalsalmonvehiclephysical

mentallittercancelsoldiercounselcitizenoxygen

errorpollenabandonrecycleruralmonitor

conclusiongeneralizationdenotative meaningconnotative meaningconjunctioncompound sentencebook reviewtext evidence

venturepermeatedrudimentaryimmaculatelydefy

poisedsparselyconsequencesrigidarray

biosphereconservationecosystempredatorrestoration

happeningequaledlaboredtutoringskiddingpreferredglistening

limitedfittingpermittingadmittedpardonedscarredshuddered

forgettingreasoningscrappedhonoredmodelingfavored

perspectivedenotationconnotationindependent clausedependent clausecomplex sentenceargumentclaim

loreteemingretainsheritageabundance

alteredconceptlushsophisticatedcultural

ceremonygenerationindigenoustraditionaltribal

reservedadorablesparklingmileageadvancedentirelyscarcely

unlikelyamazementhomelessgracefulusablewirelesschangeable

purposefulgentlenessexcitementsincerelyamusementexcluding

claimargumentsynonymsthesauruscompound sentencecompound-complex sentencemodifierrevision

Word Lists • R9

Word Lists

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TARGET VOCABULARY



stifl ingambledintensesmolderornately

proclaimedhazardsunrelentingfl aredalleviate

combustibleflammableigniteprecautionvolatile

correctexplorationsubtractexaminationalterpreservationsubstitute

correctionadmiresubtractionseparatealterationreflectsubstitution

exploreadmirationexamineseparationpreservereflection

sequencefigurative languagesuffixpronounsubject pronounobject pronounantecedentprocedural essay

jostledfalterfrailundulatingcareening

suppleengulfrelishingtautfrayed

accelerationaltitudenavigationvelocitywind currents

illegalirregularinaudibleinsecureirresistibleinappropriateimmovable

indentinabilityimpatientimpoliteimpartialimproperirrational

imperfectimmobileindividualillegibleillogicalineffective

story structurepersonificationprefixpersonal pronounpossessive pronounantecedentinformative writingclassification essay

sacrifi cedparticipantsdeducedprimefrigid

durableaffi rmedequivalentexpanseculmination

cartographycompassfrontiersextantterritories

circulateconclusionpossessintroductiondiscusscollisionestimate

circulationinstructpossessionexceptdiscussionopposeestimation

concludeinstructionintroduceexceptioncollideopposition

main ideasconnotationstechnical termsidiompresent tensepast tensedefinition essaytopic

veeredmotiveunderstatementfanaticanonymous

skepticalemulateblandreceptionaim

volunteerismcivic pridecitizenpatriotsocial work

contrastconcentrateconferenceconvertconstitutioncontinentcompliment

contactcombinecompeteconversationconductcompositioncondition

compoundcommentcommunitycommuteconsumercommunicate

hyperboleexaggerationanalogyantonymsynonymactive voicepassive voicefocus statement

lunarlikelihoodoptionrandomhovering

impendingpresumablyascentperilousunpredictability

atmospherebooster rocketorbitpayloadsatellite

reviseactiveshortagecollegeencouragerecognizesensitive

advantageorganizeadvertiseexplosivesummarizepositiveheritage

memorizecriticizeattractiveexercisewreckagepercentage

text featuresgraphic featuresdictionaryglossarythesaurusirregular verbdomain-specific vocabularyinformative writing

R10

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TARGET VOCABULARY



majesticsagaartistryembodiedruthless

destinyunearthedancestralrecreationalforge

coloniesforagersinvasionnavigationsaga

confidentfragrancedecenttruancyresidentevidencereluctant

confidenceexcellentdecencybrilliantresidenceoccupantreluctance

fragrantexcellencetruantbrillianceevidentoccupancy

comparecontrastpoint of viewbase wordrootprincipal partpresent participlepast participle

archaeologistsprecedetemperamentsexcavatedignifi ed

elaboratedistinctmythicalreplicaslustrous

afterlifeartifactdynastyexcavatelegacy

visibleincrediblecooperateconsideratewashablemiserablenoticeable

enjoyablehorriblevaluableaudiblegraduatesensibleresponsible

celebratedesperateappreciatedelicatecapablefortunate

hyperbolepersonificationtext structuredemonstrative pronounindefinite pronouninterrogative pronounreflexive pronounintensive pronoun

steadfastrashbitterlyabandonsomber

unravelsmassivelabyrinthfuryembrace

heromythologyodysseyoral traditionritual

sectionmusicianastonishimpressionemotionestablishsuspicion

shallowrashpressurecrucialbashfulancientpermission

directionpositionattentionofficialdelicioussituation

story structuremoodsuffixadjectiveadverbarticlecauseeffect

fragmentsdivinemissiondepictedpondered

supportiveprosperityceremonialerectedemerge

deltahieroglyphicsmonarchypapyrussarcophagus

echoesleavesscarvesvolcanoestomatoesratiosstudios

halvesheroespotatoessheriffscellosstereosbookshelves

soloscliffspianoscalveswolvesyourselves

conclusionsgeneralizationsrootaffixappositivenonrestrictive elementsparenthetical elementsresearch report

tremorsoutlyingopulentimprintssubjected

salvagemeagerdormantunaffectedluxurious

crustigneous rocklandslidesedimentseismic

disobeyinterviewInternetinternationalexclaiminteractdisappoint

explosiondisapprovedisallowdisrespectdissolvedistasteinterstate

dislikeinterofficedisappearexchangedisconnectexport

main ideatoneelaborateprefixprepositionprepositional phraseadjective phraseparaphrase

Lesson

20

Word Lists • R11

Word Lists

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TARGET VOCABULARY



blurtedeventuallyexhilarationjeopardyspiteful

comprehensionoraclescroungedabruptstable

advocatecliqueconfidanteempathynetworking

predictionprepaidprehistoricpregameprescreenprolongprovision

projectprevailprejudgeprecautionpreshowprocessproduction

preventproclaimpreapprovepreorderpretreatprotrude

contrastcharacter’s motivationnarratoranalogyprogressive verb formsclaimreason

decrepitfrustrationaroseelusiveinstinct

verticalharshlurchedbarrenconditions

aerodynamicaltitudeentrepreneurpatentwind currents

aislecrumbsknottysoftenknockautumnnumb

aligngnawbustleswordwrestleknowledgeraspberry

islanddesignshepherdthistlecolumndebt

generalizationpersonificationconnotationdenotationquotation marksdirect quotationnonrestrictive elementparenthetical element

subsidedimploredconfrontingoccupyingstrident

scornfullyexasperatedintentlywarilycontempt

dictatornationalismpolitical partyoccupationpropaganda

fantasticnervousscientificdangeroussculptureseriousromantic

cultureposturegeneroustragicpreciousspecificambitious

curiousjealoussignaturegiganticlecturefracture

historical fictionfigurative languageantonymscontextsynonymscontractiongreetingclosing

intentionretortedmotionedinexplicablelegitimate

hoardinggnarleddestinationinconsolableguttural

abolitionistConfederacyemancipatefugitivesegregation

transformdetourdescribedescendtranscriptdeodorizedecrease

dejecttransmitdefendderaildeploytransatlantictransaction

destructdefaulttransplantdefrostdethronedecompose

nonstandard Englishelaborateprefixcomparative and superlative

forms argument essayreasonevidence

inaccessiblestimulusdataartifi cialliterally

uncannysensorsinteractionultimatedomestic

databasediagnosticsencryptionmass productionmicrochipreboot

existenceintermissioncompletionattendancedevelopmentpreparationunbelievable

refreshmentuneventfulimprovementreversiblerespectfulirrigateconcentration

conventionperfectlyinformationinventionunhappinessdisagreement

sequencetechnical meaningsmechanicsinterjectioncapitalizationargumentevidenceformal style

R12

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27

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26

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TARGET VOCABULARY



pressuringsubmittedvoidinnovationemployed

impairedtendencymiraculousurgenttension

celestialclusterdebrisgalaxylight-year

operadramastampedeacademycocoondiplomacafeteria

vaguetornadogourmetsonnetfatiguefiestaquartet

antiquedebutuniquebrochuremosquitodebris

topicmain ideasupporting detailanalogysensory wordsrhymefree versealliteration

frigidimpressivesparselyheritagesavor

venturelorerefl ectconsequencesretains

arcticbiomeclimatefrigidregion

geographytechnologymythologychronologythermalgeometrythermostat

democracythermosdemocraticautomobilegeologyanthologypsychology

microbiologyautomaticthermometeraristocrataristocracyapology

conclusiongeneralizationsummarizehomophoneshomographshomonymssimilemetaphor

distinguishfrayedmotiverandomunrelenting

deducedperiloustautaffi rmedunpredictability

exoskeletonlarvametamorphosisnectarpollinator

prescribeprogressionaudiencemanagementinjectvocabularyproposal

contractvocalejectCongressauditionobjectionextract

manufacturemanualimposeexposemanuscriptmanicure

character traitsmotivesanalyzeevaluatemisusesound effectspeaker

majesticfurysupportiveunaffecteddestiny

massiveprosperitytemperamentsembraceoutlying

endangeredhabitatinvertebratemigratespecies

pedalpedestaldentistvocalistmemorialmemorablemortal

peddlercentipededenturesvocationtripodmanagermortified

pedestriandentalvocalizememoirpodiummanifest

persuadegoalreasonsmonitorclarifyrootprefixpersonal narrative

eventuallyconditionswarilysensorsjeopardy

subsidedstimulusverticalintentlydata

barometerforecastmeteorologyprecipitationtroposphere

desertheartylayingpersonnelhealthyproceedimmigrate

dessertmorallyingformallyhealthfulconsciousemigrate

hardymoralepersonalformerlyprecedeconscience

text featuresgraphic featuresvisualizesuffixpersonal narrativesensory detaildescriptive detaildialogue

Word Lists • R13

Using Rubrics

A rubric is a tool a teacher can use to score a student’s work.

A rubric lists the criteria for evaluating the work, and it describes different levels of success in meeting those criteria.

Rubrics are useful assessment tools for teachers, but they can be just as useful for students. In fact, rubrics can be powerful teaching tools.

RUBRIC

Rubrics for Retelling and Summarizing• There is a separate rubric for narratives and for nonfiction. Before

students begin their retellings or summaries, ask them which rubric should be used. Then point out the criteria and discuss each one.

• Have students focus on the criteria for excellence listed on the rubric so that they have specific goals to aim for.

RUBRIC

Rubric for Presentations• Before students make a presentation, discuss the criteria listed on

the rubric. Have students focus on the criteria for excellence listed on the rubric so that they can aim for specific goals.

• Discuss the criteria for listening with students who will be in the audience. Point out the criteria for excellence listed on the rubric so that they can target specific goals.

RUBRIC

Rubrics for Writing• When you introduce students to a new kind of writing through a

writing model, discuss the criteria listed on the rubric, and ask students to decide how well the model meets each criterion.

• Before students attempt a new kind of writing, have them focus on the criteria for excellence listed on the rubric so that they have specific goals to aim for.

• During both the drafting and revising stages, remind students to check their writing against the rubric to keep their focus and to determine if there are any aspects of their writing they can improve.

• Students can use the rubrics to score their own writing. They can keep the marked rubrics in their portfolios with the corresponding piece of writing. The marked rubrics will help students see their progress throughout the school year. In conferences with students and family members, you can refer to the rubrics to point out both strengths and weaknesses in students’ writing.

• See Grab-and-Go™ Resources for a student writing rubric.

R14

Scoring for Retelling Narratives

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RUBRICS

core o

f

4S

core o

f

3S

core o

f

2S

core o

f

1The student:

• tells some details about the

story elements, including

characters, setting, and plot, w

ith some om

issions or errors.

• uses little language and vocabulary from

the story.

• shows m

inimal understanding

of the theme or m

eaning of the story.

• requires some prom

pting to retell the story.

The student:

• names and describes the m

ain characters.

• tells about the setting.

• retells most of the plot

accurately.

• describes some of the problem

s and resolutions in the story.

• uses some phrases, language,

vocabulary, or literary devices from

the story.

• relates some aspects of the

theme or m

eaning of the story.

• may require som

e prompting.

The student:

• names and describes the m

ain and supporting characters and tells how

they change or learn.

• tells about the setting.

• retells the plot in detail.

• describes the problems and

resolutions in the story.

• uses phrases, language, vocabulary, sentence structure, or literary devices from

the story.

• accurately describes the theme

or meaning of the story.

• requires little or no prompting.

The student:

• tells few, if any, details about

the story elements, w

ith errors.

• has little or no awareness of the

theme of the story.

• is unable to retell the story w

ithout prompting.

Rubrics • R15

Scoring©

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ublis

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Com

pany

. All

right

s re

serv

ed.

RUBRIC

Sco

re of

4S

core o

f

3S

core o

f

2S

core o

f

1

for Summarizing Nonfi ction

The student:

• minim

ally relates the topic of the text.

• shows m

inimal understanding

of the main idea and om

its m

any important details.

• provides some structure; m

ight stray from

topic.

• understands few, if any,

relationships in the text, such as chronological order, classifying, or grouping.

• uses little or no language and vocabulary from

the text.

• does not fully understand the conclusion or point of the text.

• shows som

e awareness of the

author’s purpose.

• provides limited text evidence.

• requires some prom

pting.

The student:

• tells the topic of the text.

• relates the main idea and

relevant details.

• creates a coherent structure and stays on topic.

• mostly understands

relationships in the text, such as cause-and-effect, chronological order, or classifying, grouping, or com

paring information.

• discriminates betw

een reality and fantasy.

• uses some phrases, language,

or vocabulary from the text.

• tells the conclusion or point of the text.

• identifies the author’s purpose.

• supports ideas with text

evidence.

• may require som

e prompting.

The student:

• provides a summ

arizing statem

ent.

• relates the main idea and

important supporting details.

• creates a focused, coherent, logical, and organized structure; stays on topic; and relates im

portant points to the text.

• understands relationships in the text such as cause-and-effect, chronological order, or classifying, grouping, com

paring, or contrasting inform

ation.

• discriminates betw

een reality and fantasy, fact and fiction.

• uses phrases, language, vocabulary, or sentence structure from

the text.

• clearly tells the conclusion or point of the text w

ith details.

• identifies the author’s purpose for recreating the text.

• supports ideas with am

ple text evidence.

• requires little or no prompting.

The student:

• shows little or no understanding

of the main idea and om

its im

portant details.

• provides a poorly organized or unclear structure.

• does not understand relationships in the text.

• does not understand the conclusion of the text.

• is unable to summ

arize the text w

ithout prompting.

R16

Scoring

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RUBRICS

core o

f

4S

core o

f

3S

core o

f

2S

core o

f

1HANDWRITING

The slant of the letters is the same

throughout the whole paper. The

letters are clearly formed and the

spacing between w

ords is equal, w

hich makes the text very easy to

read.

The slant of the letters is usually the sam

e. The letters are clearly formed

most of the tim

e. The spacing between

words is usually equal.

The handwriting is readable. There are

some differences in letter shape and

form, slant, and spacing that m

ake som

e words easier to read than others.

The letters are not formed correctly.

The slant spacing is not the same

throughout the paper, or there is no regular space betw

een words. The

paper is very difficult to read.

TECHNOLOGY

Fonts and sizes are used very well,

which helps the reader enjoy reading

the text. Multim

edia components are

very effective.

Fonts and sizes are used fairly well, but

could be improved upon. M

ultimedia

components are effective.

Fonts and sizes are used well in som

e places, but m

ake the paper look cluttered in others. M

ultimedia

components are som

ewhat effective.

The writer has used too m

any different fonts and sizes. It is very distracting to the reader. M

ultimedia com

ponents are not effective.

MARKERS

The title, subheads, page numbers, and

bullets are used very well. They m

ake it easy for the reader to find inform

ation in the text. These m

arkers clearly show

organized information.

The title, subheads, page numbers, and

bullets are used fairly well. They usually

help the reader find information.

The writer uses som

e markers such as a

title, page numbers, or bullets. How

ever, the use of m

arkers could be improved

upon to help the reader get more

meaning from

the text.

There are no markers such as title,

page numbers, bullets, or subheads.

VISUALS

The writer uses visuals such as

illustrations, charts, graphs, maps,

and tables very well. The text and

visuals clearly relate to each other.

The writer uses visuals fairly w

ell.The w

riter uses visuals with the text,

but the reader may not understand how

they are related.

The visuals do not make sense w

ith the text.

SPEAKING

The speaker uses very effective pace, volum

e, intonation, and expression.The speaker uses effective pace, volum

e, intonation, and expression.

The speaker uses somew

hat effective pace, volum

e, intonation, and expression.

The speaker’s techniques are unclear or distracting to the listener.

for Presentations

Rubrics • R17

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.RUBRIC

Sco

re of

Sco

re of

Sco

re of

Sco

re of

Sco

re of

Sco

re of

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43

21

• FOCUS• SUPPORT

The writer develops

topic or events with

relevant facts or details.

The writer m

ostly develops topic or events w

ith relevant facts or details.

The writer adequately

develops topic or events w


The writer develops


some relevant facts or

details.

The writer develops


few relevant facts or

details.

The writer m

ay not develop topic or events w


ORGANIZATION

The writer introduces

topic or situation clearly, organizes ideas to support purpose, has relevant conclusion.


topic or situation, m

ostly organizes ideas to support purpose, has m

ostly relevant conclusion.


topic or situation, adequately organizes ideas to support purpose, has adequate conclusion.


topic or situation, organizes som

e ideas to support purpose, has som

ewhat relevant

conclusion.

The writer m

ay introduce topic or situation, organizes few

ideas to support purpose, m

ay have som

ewhat relevant

conclusion.

The writer m

ay attempt

to introduce topic or situation, m

ay not organize ideas to support purpose, m

ay not have relevant conclusion.

• WORD CHOICE• VOICE

The writer links ideas

with w

ords, phrases. U

ses specific language. Connects w

ith reader in unique w

ay.

The writer links m

ost ideas w

ith words,

phrases. Uses specific

language. Connects w

ith reader.

The writer links som

e ideas w

ith words,

phrases. Uses som

e specific language. Connects w

ith reader.


e ideas w

ith words,

phrases. May use som

e specific language. M

ay connect w

ith reader.

The writer attem

pts to link ideas w

ith words.

Rarely uses specific language. M

ay not connect w

ith reader.

The writer m

ay not link ideas w

ith words. Does

not use specific language or connect w

ith reader.

• CONVENTIONS• SENTENCE FLUENCY

The writer

demonstrates

exemplary com

mand of

conventions of standard w

ritten English. Includes variety of com

plete sentences that flow

sm

oothly, naturally.

The writer

demonstrates good

comm

and of conventions of standard w

ritten English. Includes som

e variety of com


sm

oothly, naturally.

The writer

demonstrates adequate

comm



e variety of com

plete sentences. Som

e flow

smoothly, naturally.

The writer

demonstrates

comm

and of some


ritten English. Includes little variety of com

plete sentences. Few

flow


The writer

demonstrates grow

ing attem

pted comm


ritten English. Includes little sentence variety. Incom

plete sentences hinder m

eaning.

The writer

demonstrates little or

no comm


ritten English. Sentences do not vary. Incom


eaning.

Multipurpose Writing

R18

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RUBRICS

core o

fS

core o

fS

core o

fS

core o

fS

core o

fS

core o

f

65

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21


The writer supports

viewpoint w


The writer m

ostly supports view

point w



supports viewpoint

with relevant facts or

details.

The writer supports

viewpoint w

ith some


The writer supports

viewpoint w

ith few


The writer m

ay not support view

point with


ORGANIZATION


topic or text clearly, organizes reasons and facts to support view

point, has relevant conclusion.


topic or text, mostly

organizes reasons and facts to support view

point, has mostly

relevant conclusion.


topic or text, adequately organizes reasons and facts to support view

point, has adequate conclusion.


topic or text, organizes som

e reasons and facts to support view

point, has som

ewhat relevant

conclusion.

The writer m

ay introduce topic or text, organizes few

reasons and facts to support view

point, may have

somew

hat relevant conclusion.

The writer m

ay attempt

to introduce topic or text, m

ay not organize reasons and facts to support view

point, may

not have relevant conclusion.


The writer links

opinions and reasons w

ith words, phrases.

Uses specific language.

Connects with reader in

unique way.

The writer links m

ost opinions and reasons w

ith words, phrases.

Uses specific language.

Connects with reader.


e opinions and reasons w

ith words, phrases.

Uses som


ith reader.


e opinions and reasons w

ith words, phrases.

May use som


ay connect w

ith reader.

The writer attem

pts to link opinions and reasons w

ith words.


ay not connect w

ith reader.

The writer m

ay not link opinions and reasons w

ith words. Does not

use specific language or connect w

ith reader.


The writer

demonstrates

exemplary com

mand of




sm

oothly, naturally.

The writer

demonstrates good

comm



e variety of com


sm

oothly, naturally.

The writer


comm



e variety of com


e flow


The writer

demonstrates

comm

and of some




flow


The writer

demonstrates grow

ing attem

pted comm




eaning.

The writer


no comm




eaning.

Argument Writing

Rubrics • R19

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RUBRICNarrative Writing


The writer fully

develops experiences and events w

ith dialogue and description.

The writer develops

experiences and events w



develops experiences and events w


The writer develops


ith some dialogue or

description.

The writer develops


ith little dialogue or description.

The writer m

ay not develop experiences and events w

ith dialogue or description.

ORGANIZATION


situation and characters/narrator clearly, organizes events to unfold naturally.


situation and characters/narrator, organizes events to unfold m

ostly naturally.


situation and characters/narrator, adequately organizes events.


some aspects of

situation and characters/narrator, organizes som

e events.

The writer m

ay introduce situation or characters/narrator, m

ay use some

organization of events.

The writer m

ay attempt

to introduce characters/narrator or situation, m

ay not organize events.


The writer frequently

uses concrete words

and phrases and sensory details. Connects w


ay.

The writer often uses

concrete words and

phrases and sensory details. Connects w

ith reader.

The writer uses

concrete words and

phrases and sensory details. Connects w

ith reader.

The writer uses som

e concrete w

ords and phrases and sensory details. M

ay connect w

ith reader.

The writer attem

pts to use concrete w

ords and phrases and sensory details. M

ay not connect w

ith reader.

The writer m

ay not use concrete w

ords and phrases and sensory details or connect w

ith reader.


The writer

demonstrates

exemplary com

mand of




sm

oothly, naturally.

The writer

demonstrates good

comm



e variety of com


sm

oothly, naturally.

The writer


comm



e variety of com


e flow


The writer

demonstrates

comm

and of some




flow


The writer

demonstrates grow

ing attem

pted comm




eaning.

The writer


no comm




eaning.

R20

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RUBRIC


The writer develops the

topic with am

ple inform

ation and exam

ples.


topic with inform

ation and exam

ples.


develops the topic with

information and

examples.


topic with som

e inform

ation and exam

ples.


topic with little

information, few

exam

ples.

The writer m

ay not develop the topic w

ith inform

ation or exam

ples.

ORGANIZATION


topic clearly, organizes related inform

ation together, has relevant conclusion.


topic clearly, mostly

organizes related inform

ation together, has relevant conclusion.


introduces topic and organizes related inform

ation, has relevant conclusion.


topic, organizes some

information, has

somew


The writer m

ay introduce topic, organizes little inform

ation, may have

somew


The writer m

ay attempt

to introduce topic, may

not organize inform

ation, may not

have relevant conclusion.


The writer links ideas

with w

ords, phrases. U

ses specific language. Connects w


ay.

The writer links m

ost ideas w

ith words,

phrases. Uses specific

language. Connects w

ith reader.


e ideas w

ith words,

phrases. Uses som


ith reader.


e ideas w

ith words,

phrases. May use som


ay connect w

ith reader.

The writer attem

pts to link ideas w

ith words.


ay not connect w

ith reader.

The writer m

ay not link ideas w

ith words. Does

not use specific language or connect w

ith reader.


The writer

demonstrates

exemplary com

mand of




sm

oothly, naturally.

The writer

demonstrates good

comm



e variety of com


sm

oothly, naturally.

The writer


comm



e variety of com


e flow


The writer

demonstrates

comm

and of some




flow


The writer

demonstrates grow

ing attem

pted comm




eaning.

The writer


no comm




eaning.

Informative Writing

Rubrics • R21

Handwriting

Individual students have various levels of handwriting skills, but they all have the desire to communicate effectively. To write correctly, they must be familiar with the following concepts:

• size (tall, short)

• open and closed

• capital and lowercase letters

• manuscript vs. cursive letters

• letter and word spacing

• punctuation

To assess students’ handwriting skills, review samples of their written work. Note whether they use correct letter formation and appropriate size and spacing. Note whether students follow the conventions of print, such as correct capitalization and punctuation. Encourage students to edit and proofread their work and to use editing marks. When writing messages, notes, and letters, or when publishing their writing, students should leave adequate margins and indent new paragraphs to help make their work more readable for their audience.

Stroke and Letter FormationMost manuscript letters are formed with a continuous stroke, so students do not often pick up their pencils when writing a single letter. When students begin to use cursive handwriting, they will have to lift their pencils from the paper less frequently and will be able to write more fl uently. Models for manuscript and D’Nealian handwriting are provided on pages R24–R27.

Position for WritingEstablishing the correct posture, pen or pencil grip, and paper position for writing will help prevent handwriting problems.

Posture Students should sit with both feet on the fl oor and with hips to the back of the chair. They can lean forward slightly but should not slouch. The writing surface should be smooth, fl at, and at a height that allows the upper arms to be perpendicular to the surface and the elbows to be under the shoulders.

Writing Instrument An adult-sized number-two lead pencil is a satisfactory writing tool for most students. As students become profi cient in the use of cursive handwriting, have them use pens for writing fi nal drafts. Use your judgment in determining what type of instrument is most suitable.

Paper Position and Pencil Grip The paper is slanted along the line of the student’s writing arm, and the student uses his or her nonwriting hand to hold the paper in place. The student holds the pencil or pen slightly above the paint line—about one inch from the lead tip.

R22

Developing HandwritingThe best instruction builds on what students already know and can do. Given the wide range in students’ handwriting abilities, a variety of approaches may be needed.

Writing for Different Purposes For students who need more practice keeping their handwriting legible, one of the most important understandings is that legible writing is important for clear communication. Provide as many opportunities for classroom writing as possible. For example, students can:

• Make a class directory listing the names of their classmates.

• Draw and label graphic organizers, pictures, and maps.

• Contribute entries weekly to their vocabulary journals.

• Write and post messages about class assignments or group activities.

• Record observations during activities.

Meaningful Print Experiences Students should participate in meaningful print experiences. They can:

• Write signs, labels for centers, and other messages.

• Label graphic organizers and drawings.

• Contribute in group writing activities.

• Write independently in notebooks.

You may also want to have students practice handwriting skills in their fi rst language.

Writing Fluently To ensure continued rapid advancement of students who come to sixth grade writing fl uently, provide the following:

• A wide range of writing assignments

• Opportunities for independent writing on self-selected and assigned topics

Handwriting • R23

Cursive AlphabetHandwriting

R24

ABCDEFGHIJKLMNOPQRSTUVW

XYZ

ab c d e f g hi j k l m n o pq r s t u v w

x y z

Manuscript AlphabetHandwriting

Handwriting • R25

Cursive AlphabetD’Nealian Handwriting

R26

ABCDEFGHI JKLMNOPQRSTUVW

XYZ

a b c d e f g hi j k lmn o pq r s t u v w

x y z

Manuscript AlphabetD’Nealian Handwriting

Handwriting • R27

a rat / A pay / â care / ä father / e pet / E be / i pit / I pie / î fierce / o pot / O go / ô paw, for / oi oil / B book

abandon • array

abundance

Aa•ban•don (S ban´ dSn) v. To leave and not intend to return: Derek will abandon his old car at the junkyard and buy a new one.

a•brupt (S brupt´) adj. Unexpected; sudden: The television show came to an abrupt end when the thunderstorm caused the TV to lose its signal.

a•bun•dance (S bun´ dSns) n. A great amount or quantity; a plentiful supply: The heavy spring rains gave us an abundance of water for the summer.

ac•cus•tomed (S kus´ tSmd) adj. Used to; in the habit of: Farmers are accustomed to working long days.

af•firm (S fûrm´) v. To give approval or validity to; con� rm: The appeals court af� rmed the lower court’s ruling.

aim (Am) n. Purpose; goal: My aim is to be a writer when I grow up.

al•le•vi•ate (S lE´vE At) v. To relieve or make less: The heavy rains should alleviate the threat of more forest � res.

al•ter (ôl´ tSr) v. To change or make different: We altered our plans for the weekend after checking the weather.

am•ble (am´bSl) v. To walk or move along at a slow pace: The horses ambled out of the corral.

an•ces•tral (an ses´ trSl) adj. Of, relating to, or inherited from an ancestor or ancestors: Every living thing has an ancestral trait.

a•non•y•mous (S non´ S mSs) adj. Nameless or unnamed: The prize was awarded by a panel of anonymous judges.

ap•peal (S pEl´) v. To be attractive or interesting: That game is very appealing to me.

ap•pro•pri•ate (S prO´ prE it) adj. Suitable, as for a particular occasion; proper: White shorts are appropriate for playing tennis.

apt•ly (apt´ lE) adv. In a way that is exactly suitable; appropriately: The boa constrictor, aptly named Squeeze, rested comfortably, awaiting his next meal.

ar•chae•ol•o•gist (är´ kE ol´ S jist) n. A person who is an expert in archaeology: Archaeologists use different tools to study cultures from the past.

a•rise (S rIz´) v. To come into being; appear: We took advantage of opportunities as they arose.

ar•ray (S rA´) n. An impressively large number or group: The cast for the play shows an impressive array of talents.

G2

6_RNAESE887777_EMGL.indd 2 5/18/12 10:10 AM

GlossaryGlossaryGlossaryGlossaryGlossaryGlossary

Stress Marks

Consonant Sounds

Vowel Sounds

Full Pronunciation Key

This glossary contains meanings and pronunciations for some of the words in this book. The Full Pronunciation Key shows how to pronounce each consonant and vowel in a special spelling. At the bottom of the glossary pages is a shortened form of the full key.

a pat, laughA ape, aid, payâ air, care, wearä father, koala, yarde pet, pleasure, anyE be, bee, easy, pianoi if, pit, busyI ride, by, pie, highî dear, deer, fierce, mereo sock, potO go, row, toe, thoughô all, caught, for, paw

oi boy, noise, oilou cow, outB full, book, wolfM boot, rude, fruit,

flew

u cut, flood, rough, someû circle, fur, heard, term,

turn, urge, wordyB cureyM abuse, useS ago, silent, pencil,

lemon, circus

Primary Stress ´: bi•ol•o•gy [bI ol´ S jE]Secondary Stress ´: bi•o•log•i•cal [bI´ S loj´ i kSl]

Pronunciation key and definitions © 2003 by Houghton Mifflin Company. Adapted and reprinted by permission from The American Heritage Children’s Dictionary.

b bib, cabbagech church, stitchd deed, mailed,

puddlef fast, fife, off, phrase,

roughg gag, get, fingerh hat, whohw which, wherej judge, gemk cat, kick, schoolkw choir, quickl lid, needle, tall

m am, man, dumbn no, suddenng thing, inkp pop, happyr roar, rhymes miss, sauce, scene, seesh dish, ship, sugar,

tissuet tight, stoppedth bath, thinth bathe, thisv cave, valve, vinew with, wolf

y yes, yolk, onionz rose, size, xylophone,

zebrazh garage, pleasure, vision

G1


M boot / ou out / u cut / û fur / hw which / th thin / th this / zh vision / S ago, silent, pencil, lemon, circus

artificial • ceremony

barren

brainwashBrainwash is a literal translation of a Chinese word meaning “to wash the brain.” It rst came into English as a military term during the Korean War.

ar•ti•fi•cial (är´ tS fi sh´ Sl) adj. 1. Made by humans rather than occurring in nature. 2. Not genuine or natural: The � owers on the tables are made to look real, but they are arti� cial.

art•is•try (är´ ti strE) n. 1. Artistic quality or workmanship. 2. Artistic ability: Visitors to the museum observed the artistry of different paintings.

as•cent (S sent´) n. The act of moving, going, or growing upward: The climbers planned their ascent of the peak for a clear day so they could enjoy the views from the top.

as•pect (as´ pekt) n. The way in which something can be viewed by the mind; an element or facet: In prescribing a treatment, the doctor considered every aspect of the patient´s history.

Bbar•ren (bar´ Sn) adj. 1. Lacking plants or crops: The drought left our farm with barren � elds. 2. Empty; bare: The volunteers worked to help make the neighborhood streets barren of litter and other trash.

be•rate (bi rAt´) v. To scold severely; upbraid: No one should berate a friend for something that isn´t the friend´s fault.

bit•ter (bit´ Sr) adj. 1. Showing or proceeding from strong dis-like or animosity: The soldiers fought bitterly to win the war. 2. Resulting from grief, anguish, or disappointment: Fans wept bitterly when the team lost the � nal match.

bland (bland) adj. Lacking distinctive character; dull; � at: The politician´s bland speech did not present any interesting ideas.

blurt (blûrt) v. To say something suddenly without thinking: The teacher accidentally blurted out the answer to the test question.

brain•wash (brAn´ wosh´) v. To persuade (a person) by intense means, such as repeated suggestions, to adopt a belief or behave in a certain way: The TV commercials brainwashed me into buying the junk food.

Cca•reen (kS rEn´) v. To lurch or swerve while in motion: As it moved down the icy road, the car was careening out of control.

ce•re•mo•ny (ser´ S mO nE) n.; ceremonial adj. A formal act or series of acts performed in honor of an event or special occasion: The graduating students walked down the aisle in a ceremonial procession.

G3


Glossary

R28


clamor • consequence

complex

clam•or (klam´ Sr) n. A loud, continuous, and usually confused noise: A clamor arose from the crowd as the rock star emerged onstage.

clus•tered (klus´ tSrd) adj. Gathered in groups: Clustered around the � re, they held out their hands to get warm.

coax (kOks) v. To persuade or try to persuade by gently urging: The trainer coaxed the lion into the cage.

col•lab•o•rate (kS lab´ S rAt´) v. To work with another or others on a project: When people collaborateon a project, they work together.

com•ple•ment (kom´ plS mSnt)

n. Something that completes or makes perfect: Homework is a necessary complement to classroom study.

com•plex (kSm pleks´) adj. Consisting of many connected or interrelated parts or factors; intricate: The complex wiring of a computer is hard to understand unless one is an expert.

com•pre•hen•sion (kom´ pri hen´ shSn) n. 1. The act or fact of understanding. 2. The ability to understand something: The tutor helped him improve his comprehension in English class through writing and reading lessons.

com•pro•mise (kom´ prS mIz´) n. A settlement of differences between opposing sides in which each side gives up some claims and agrees to some demands of the other: By agreeing to share the cost, our neighbors reached a compromise over rebuilding the fence.

con•cept (kon´ sept´) n. A general idea or understanding, especially one based on known facts or observation: The concept that all matter is made up of atoms is well accepted.

con•di•tion (kSn dish´ Sn) n. 1. A state of being or existence. 2. The existing circumstances: Paul bundled up in his coat and hat before going out into the harsh conditions of the winter weather.

con•front (kSn frunt´) v. To come face to face with, especially in opposition: He did not have an easy time confronting his fear of � ying, but once he sat down in the airplane he started to relax.

con•se•quence (kon´ si kwens´) n. Something that follows from an action or condition; an effect; a result: Having a large vocabulary was one of the consequences of so much reading.

G4



destination • editorial

des•ti•na•tion (des´ tS nA´shSn)

n. A place to which someone is going or to which something is sent: The girl was walking, and her destination was school.

des•ti•ny (des´ tS nE) n. The fortune, fate, or lot of a person or thing that is considered to be unavoidable: Because Karen loved animals, she believed that growing up to be a veterinarian was her destiny.

de•tached (di tacht´) adj. Marked by absence of emotional involvement: She tried to ignore her emotions and keep a detached view of the problem.

dig•ni•fied (dig´ nS fId´) adj. Worthy of esteem or respect: The volunteers helped clean the park in a digni� ed and polite manner.

dis•close (dis klOz´) v. To make known (something previously kept secret): The child promised not to disclose where the gifts were hidden.

dis•tinct (di stingkt´) adj. Different from all others; separate: Everybody in the talent show had a distinct talent.

dis•tin•guish (di sting´gwish) v. To recognize as being different; tell apart: Counting their legs is one way to distinguish spiders from ants.

di•vine (di vIn´) adj. Of, from, or like God or a god; being in the worship or service of God: Ancient civilizations often relied on divine advice to help them make decisions.

dole•ful (dOl´ fSl) adj. Filled with or expressing grief; mournful: The cat´s doleful cry in the rain was pitiful.

do•mes•tic (dS mes´ tik) adj. Of or relating to the family or household: Gathering in the living room to watch a movie together is one example of a domestic activity for families.

dor•mant (dôr´ mSnt) adj. 1. In an inactive state in which growth and development stop for a time. 2. Not active but capable of renewed activity: When the wind stilled, the windmill sat dormant.

du•ra•ble (dBr´ S bSl) adj. Capable of withstanding wear and tear; sturdy: Denim is a durable fabric used for work clothes.

Eed•i•to•ri•al (ed´ i tôr´ E Sl) adj. Of or relating to making (written material) ready for publication by correcting, revising, or marking directions for a printer: The editorial department made numerous corrections to early drafts of the textbook.

dormantThe word dormant means to “lie asleep, or as if asleep.” It comes from the Latin word dormire, meaning “sleep.” Two related words are dormitory, “a room or building designed as sleep-ing quarters for a number of people,” and dormer, from a French word meaning “sleeping room.” Since sleep-ing rooms were usu-ally on the top � oor of a house, dormergradually came to refer to a gable or window projecting from a sloping roof.

domestic

G6



contempt • deprive

culpritThe word culprit is from Norman French, thelanguage of English law courts from 1066 to 1362. In court, the prosecu-tor would say of the defendant, “Guilty (culpable); ready (prit) to proceed.” The court clerkabbreviated the phrase as cul. prit, and the term came to indicate the defendant.

con•tempt (kSn tempt´) n. A feeling that a person or thing is inferior or worthless: The two lawyers looked at each other with contempt in the courtroom because each thought the other´s argument was worthless.

con•test (kSn test´) v. To dispute; challenge: Because the parking ticket had been given unfairly, he contested it in court.

cor•re•spond (kôr´ i spond´) v. To be very similar: The eyelids correspond to the shutter of a camera.

cred•it (kred´ it) n. Recognition or approval for an act, ability, or quality: The two authors share credit for the book’s success.

cul•mi•nation (kul´ mS nA´ shSn) n. The highest point or degree, often just before the end; climax: The culmination of the celebration was a huge display of � reworks.

cul•prit (kul´ prit) n. A person or thing guilty of a fault or crime: The culprit who took the basketball net should put it back.

cul•tur•al (kul´ chSr Sl) adj. Of or relating to the arts, beliefs, customs, institutions, and all other products of human work and thought at a particular time and place: Paris is the cultural center of France.

Dda•ta (dA´ tS) pl. n. Information, usually in numerical form, suitable for processing by computer: His job is to compile lists of information and input thedata into a computer to be sorted.

de•com•po•si•tion (dE kom pS zish´ Sn) n. The act or process of rotting or decaying: Microbes caused the decomposition of dead plants on the forest � oor.

de•crep•it (di krep´ it) adj. Weakened, worn-out, or broken down because of old age or long use: Tony’s motorcycle grew decrepit over the years, so he could no longer use it.

de•duce (di dMs´) v. To reach (a conclusion) by reasoning, especially from a general principle: The engineers deduced from the laws of physics that the new airplane would � y.

de•fy (di fI´) v. To oppose or resist openly or boldly: There is no good reason to defy school rules on the � eld trip.

de•pict (di pikt´) v. To represent in or as if in a painting or words: The artist depicted his subject in an accurate way, rather than create an abstract portrait.

de•prive (di prIv´) v. To prevent from having or enjoying; deny: Heavy snow deprived the deer of food.

G5



elaborate • exasperate

e•lab•o•rate (i lab´S rit) adj. Having many details or parts: The Great Wall of China was an elaborate building project.

el•e•gant (el´ i gSnt) adj. Marked by or showing re� nement, grace, and beauty in appearance or behavior: The dancers moved in an elegant waltz across the stage.

e•lu•sive (i lM´ siv) or (i lM´ ziv) adj. 1. Tending to escape: The elusive wren kept � ying away from our bird feeder. 2. Dif� cult to de� ne or describe: The idea seemed elusive when she tried to write it down on paper. It was hard for her to grasp.

em•bod•y (em bod´ E) v. 1. To give a bodily form to. 2. To make part of a system or whole: The team leaders embodied the spirit of teamwork.

em•brace (em brAs´) v. To take up willingly or eagerly: We knew that the mayor would embrace our idea to clean up the community center playground.

e•merge (i mûrj´) v. To come into existence, arise; to become known for or as: Both women and men would emerge as strong voices for change during the civil rights era.

em•ploy (em ploi´) v. To put to use or service: In order to � nish the project, the girl employed a strategy of working on it for one hour each night.

em•u•late (em´ yS lAt´) v. To strive to equal or excel, especially through imitation: My mentor was an experienced pianist whose style I tried to emulate.

en•gulf (en gulf´) v. To swallow up or overwhelm by or as if by over� owing and enclosing: The residents feared the � oodwaters would engulf the land near the river.

e•qua•tion (i kwA´ zhSn) n. A mathematical statement asserting that two expressions are equal: The math teacher wrote several equations on the blackboard for the students to learn.

e•quiv•a•lent (i kwiv´ S lSnt) adj. Equal, as in value, meaning, or force: The wish of a king is equivalent to a command.

e•rect (i rekt´) v. To build; construct: Six volunteers erected the heavy tent before we set up the rest of our camp.

e•ven•tu•al (i ven´ chM Sl) adj.; eventually adv. Occurring at an unspeci� ed future time; at last: He did not worry about his missing keys because he knew that he would � nd them eventually.

ex•as•per•ate (ig zas´ pS rAt´) v. To make angry or impatient; irritate greatly: The dog’s constant barking exasperatedthe neighbors.

equation

G7


Glossary • R29


excavate • frustrate

frayed

flairIn the Middle Ages, the French used the word � air to mean “odor or scent.” The modern English meaning of “showi-ness” or “a special aptitude” may come from a hound’s spe-cial ability to track a scent.

ex•ca•vate (ek´ skS vAt´) v. 1. To make a hole in; hollow out. 2. To remove by digging or scooping out: Luisa decided to excavate the soil in her backyard before beginning her garden.

ex•hil•a•rate (ig zil´ S rAt´) v. To cause to feel happy: The young man felt a burst of exhilaration after helping to rebuild an abandoned house in his community.

ex•panse (ik spans´) n. A wide and open extent, as of surface, land, or sky: Gazing out at the vast expanse of desert, the explorer wondered if he would be able to cross it.

ex•plode (ik splOd´) v. To burst forth: We exploded with shouts and laughter during the show.

Ffal•ter (fôl´ tSr) v. 1. To lose con dence or purpose; hesitate: As the work became more dif� cult, she knew her determination would falter. 2. To move haltingly: I might falter on this slippery path.

fa•nat•ic (fS nat´ ik) n. A person who is excessively or unreasonably devoted to a cause or belief: The football fanatic covered his walls with posters of his favorite players.

flair (fl âr) n. Distinctive elegance or style: The dancer had a certain air that set her apart from everyone else.

flare (fl âr) v. To burn with a sudden or unsteady � ame: The candles ared brie� y.

forge (fôrj) v. To give form or shape to, especially by means of careful effort: Common goals can be used to forge a new friendship.

frag•ment (frag´ mSnt) n. A piece or part broken off from a whole: I dropped the plate, and it shattered into fragments.

frail (frAl) adj. Physically weak; not robust: The frail child was at constant risk of getting injured.

fray•ed (frAd) adj. Worn away or tattered along the edges: Because the cuffs of his jeans dragged on the ground as he walked, they quickly became worn and frayed.

frig•id (frij´ id) adj. Extremely cold: The house was frigid because they never turned on the heat.

frus•trate (frus´ trAt) v.; frustration n. 1. To prevent from accomplishing something. 2. To bring to nothing: The long wait at the airport brought frustration to many of the travelers, who were anxious to get to their destinations.

G8



impair • jeopardy

im•pair (im pâr´) v. To weaken in strength, quality, or quantity: Fatigue impaired their judgment.

im•pend (im pend´) v. To be about to occur: Her retirement is impending, so she may not be with the company next year.

im•plore (im plôr´) v. 1. To appeal to (a person) earnestly or anxiously. 2. To plead or beg: The kids implored their mother to buy them several new toys at the mall.

im•pres•sive (im pres´ iv)

adj. Making a strong, lasting impression: A cathedral is often a very impressive building.

im•print (im´ print) n. A marked in� uence or effect; an impression: The Mayan imprints on the wall showed signs of early civilization.

in•ac•ces•si•ble (in ak ses´ S bSl) adj. Not accessible; unable to approach: The toys on the shelf were inaccessible to the little girl because they were too high for her to reach.

in•con•sol•a•ble (in kSn sO´ lS bSl) adj. Not able to be consoled or helped with grief, loss, or trouble: The crying child with the broken toy seemed inconsolable.

in•ex•plic•a•ble (in ek splik´ S bSl) adj. Not able to be explained: The theft of jewelry from the locked safe remains inexplicable to this day.

in•no•va•tion (in´ S vA´ shSn) n. Something newly introduced: Automatic transmission was a major innovation in automobiles.

in•stinct (in´ stingkt´) n. A natural talent or ability: Parents usually have a natural instinct to protect their offspring.

in•tense (in tens´) adj. Existing in an extreme degree; very strong: The wall was painted an intense blue; it overwhelmed every other color in the room.

in•ten•tion (in ten´ shSn) n. An aim, purpose, or plan: It is not my intention to fool you.

in•tent•ly (in tent´ lE) adv. In a way that shows concentration or � rm purpose: The girl searched her room intently, determined to � nd the missing book.

in•ter•act (in´ tSr akt´) v.; interaction n. To act on or affect each other: Tennis is an example of an interaction between two or more people.

in•trig•uing (in trEg´ ing) adj. Catching the interest or arousing the curiosity of: The witnesses’ comments about a ashing light were intriguing.

Jjeop•ard•y (jep´ Sr dE) n. Risk of loss or injury; danger: He would be in jeopardy of getting hurt if he didn´t wear his helmet while riding his bike.

G10



fundamental • immaculately

hover

fun•da•men•tal (fun´ dS men´ tSl) adj. Of, relating to, or forming a foundation; elemental; basic; primary: A fundamental knowledge of mathematics should be part of every student´s education.

fu•ry (fyBr´ E) n. 1. Violent anger; rage: The batter threw his hat down in fury after striking out. 2. Violent and uncontrolled action: The blizzard’s fury caused roadways to be shut down to prevent car accidents.

Ggen•u•ine•ly (jen´ yM in lE) adv. Not falsely; truly or purely: Oliver is not exaggerating; he genuinely believes every word of the book.

gi•gan•tic (jI gAn´ tik) adj. Being like a giant in size, strength, or power: Some of the dinosaurs were gigantic creatures.

gloat (glOt) v. To feel or express great, often spiteful pleasure: Because she would gloat after each victory, the runner was disliked by her opponents.

gnarled (närld) adj. Thick, twisted, and full of knots: The orchard was full of gnarled old apple and peach trees.

grim•ly (grim´ lE) adv. Unrelentingly; rigidly: Despite his injury, the runner was grimly determined to nish the marathon.

gut•tur•al (gut´ S rSl) adj. Throaty; low; unpleasant: The nervous watchdog let out a guttural sound.

Hharsh (härsh) adj. 1. Unpleasant; rough. 2. Extremely severe: The rainstorm´s harsh downpours and severe winds caused � ooding in the city.

haz•ard (hAz´ Srd) n. Something that may cause injury or harm: A pile of oily rags can be a re hazard.

her•i•tage (her´ i tij) n. Something passed down from preceding generations; a tradition: Our country has a great heritage of folk music.

hoard (hôrd) v. To save and store away, often secretly or greedily: The townspeople accused the miser of hoarding all the rewood.

hov•er (huv´ Sr) v. To stay � oating, suspended, or � uttering in the air: The hummingbirds were hovering over the � owers in our backyard.

Iim•mac•u•late•ly (i mak´ yS lit lE) adv. In a way that is perfectly clean: The operating room was cleaned immaculately between procedures.

G9



jostle • luxurious

jostleThis word comes from the word joust, a sport that was popular in medieval times. In these con-tests, each mounted knight attempted to knock his opponent off of his horse us-ing a weapon such as a lance.

jos•tle (jos´ Sl) v. To push and come into rough contact with while moving; bump: The couple was jostled as they attempted to move across the crowded dance � oor.

Llab•y•rinth (lab´ S rinth´) n. 1. A maze. 2. Something complicated or confusing in design or construction: The inside of the cave was built to look like a labyrinth of secret pathways.

le•git•i•mate (lS jit´ S mit) adj. Having rights or being legal under the law: The ring proved that the prince was the legitimate heir to the throne.

like•li•hood (lIk´ lE hBd´) n. The chance of a thing happening; probability: The likelihood of snow is very remote in July.

lin•ger (ling´ gSr) v. To be slow in leaving: The children lingered in the toy shop until closing.

lit•er•al•ly (lit´ Sr S lE) adv. Really; actually: Literally millions of lives were saved by the vaccine.

lit•er•ar•y (lit´ Sr er´ E) adj. Of or relating to writers or the writing profession: The literary magazine published short stories, poems, and book reviews.

loom (lMm) v. To come into view, often with a threatening appearance: We turn a corner and, suddenly, the dark castle looms before us.

lore (lôr) n. The accumulated facts, traditions, or beliefs about something: Achilles is a famous godlike warrior in Greek lore.

lu•nar (lM´ nSr) adj. Of or relating to the moon: The lunar mission was designed to send people to the moon.

lurch (lûrch) v. To move suddenly and unsteadily; stagger: The bumper cars lurched forward at the amusement park, steered by excited drivers of all ages.

lush (lush) adj. Having or covered in thick plant growth: The homeowner worked hard to maintain a lush green lawn.

lus•trous (lus´ trSs) adj. Having luster; shining; gleaming: Nancy wore a lustrous gown to her aunt’s wedding.

lux•ur•i•ous (lug zhBr´ E Ss) or

(luk shBr´ E Ss) adj. 1. Fond of luxury. 2. Costly; extravagant: The luxurious apartment building she lived in offered an outdoor swimming pool, a garage, and a tennis court.

lush

G11


Glossary

R30


majestic • negotiation

maze

Mma•jes•tic (mS jes´ tik) adj. Having or showing majesty: The king and queen lived in a majestic palace surrounded by waterfalls and trees.

man•u•script (man´ yS skript´) n. The form of a book, paper, or article as it is submitted for publication in print: The author sent the manuscript to the publisher after completing it.

mas•sive (mas´ iv) adj. 1. Bulky, heavy, and solid. 2. Unusually large or impressive: The sea animals at the aquarium are housed in massive tanks that give them enough room to move around.

maze (mAz) n. A complicated and often confusing network of pathways: The mouse worked his way through the maze to get to the piece of cheese at the � nish.

mea•ger (mE´ gSr) adj. Lacking in quantity or richness; very little: There was only a meager amount of popcorn left at the theater, so some people were not able to buy any for the movie.

men•tor (men´ tôr) n. A wise and trusted advisor: Katherine serves as a mentor to a number of the younger students in her school.

mi•rac•u•lous (mi rak´ yS lSs) adj. Having the nature of a person, thing, or event that causes great

admiration, awe, or wonder: In one miraculous year, Albert Einstein revolutionized the way we think about physics.

miss•ion (mish´ Sn) n. A group of people sent to carry out an assignment: My parents joined an international rescue mission.

mo•tion (mO´ shSn) v. To signal or direct by a motion, such as a wave of the hand: The police of� cer motioned to the driver to proceed.

mo•tive (mO´ tiv) n. An emotion or need that causes a person to act in a certain way: Our motive in writing the book was to make people aware of the issue.

mute (myMt) v. To muf� e or soften the sound of: The additional insulation muted the sound of the people living next door.

myth•i•cal (mith´ i kSl) adj. 1. Of or existing only in myths. 2. Imaginary: The new science � ction movie takes place in a mythical town.

Nne•go•ti•a•tion (ni gO´shE A´ shSn) n. A discussion with another in order to reach an agreement: The renters and the landlord began negotiations over a new contract.

G12



phony • rash

pressureThe word root press- in English words and the English word pressitself come from the past participle pressus of the Latin verb premere, “to squeeze, press.” Thus, we have the noun pressure from the Latin noun meaning “a squeez-ing, as of the juice from grapes or of the oil from olives.” We also have the verbs compress, “to squeeze together”; depress, “to squeeze down”; express, “to extract by pressure, expel, force”; and impress, “to press on or against, drive in, imprint.”

pho•ny (fO´ nE) adj. Not genuine; fake: This is a phony diamond!

poise (poiz) v. To balance or hold in equilibrium: The statue was poised on the pedestal.

pon•der (pon´ dSr) v. To think about carefully; consider: I pondered the meaning of my dream.

pre•cede (pri sEd´) v. To come, exist, or occur before in time, order, position, or rank: The host´s introduction will precede the awards ceremony.

pre•dom•i•nant (pri dom´ S

nSnt) adj. Greater than all others in strength, authority, or importance; dominant: The team is predominantly made up of players from Guilford; there are only two players from other towns.

pres•sure (presh´ Sr) v. To force, as by in� uencing or persuading: The lineman broke through, pressuring the quarterback and forcing him to throw the ball away.

pre•sum•a•bly (pri zM´ mS

blE) adv. In a way that can be taken for granted; by reasonable assumption: Presumably, he missed the train since we did not see him on the platform.

prime (prIm) v. To make ready; prepare: She described the questions he might be asked in order to prime the celebrity for the interview.

prin•ci•ple (prin´ sS pSl) n. A statement or set of statements describing natural phenomena or mechanical processes: Scienti� c principles help us understand how the world works.

pro•claim (prS klAm´) v. To announce publicly; declare: The mayor proclaimed a holiday.

pro•sper•i•ty (pro sper´ i tE) n. The condition of being successful, especially in money matters: When the weather is good and soil conditions are right, farmers can enjoy times of great prosperity.

pub•lish•ing (pub´ lish ing) adj. Related to preparing and issuing something, such as a book, for public distribution, or sale: The publishing company produced novels, textbooks, and notebooks.

pur•suit (pSr sMt´) n. The act or an instance of pursuing or chasing: The cat ran quickly in pursuit of the mouse that ed.

Rran•dom (ran´ dSm) adj. Having no speci� c pattern, purpose, or objective: Although the numbers appeared to be random, there was a hidden pattern to them.

rash (rash) adj. Too bold or hasty; reckless: The driver made a rash decision to run the red traf� c light.

G14



observe • phenomenal

Oob•serve (Sb zurv´) v. To see and pay attention to; watch: Did you observe that bird´s behavior on the ledge?

oc•cu•py (ok´ yS pI´) v. To seize possession of and maintain control over by force: The soldiers patrolled the streets day and night, observing and occupying the land they had seized.

op•tion (op´ shSn) n. The act of choosing; choice: The � ight attendant offered each passenger the option of chicken or beef.

op•u•lent (op´ yS lSnt) adj. 1. Having or showing great wealth; rich. 2. Abundant; plentiful: The queen’s opulent out� ts always included jewelry, fancy hats, and expensive shoes.

or•a•cle (ôr´ S kSl) n. A shrine in ancient Greece for the worship and consultation of a god who revealed knowledge or revealed the future: In ancient civilization, people depended on oracles to tell about the future.

or•nate•ly (ôr nAt´ lE) adv. Elaborately or excessively decorated: The last � oat in the parade was an ornately painted pirate ship.

out•ly•ing (out´ lI´ ing) adj. Lying outside the limits or boundaries of a certain area: Kent visits his grandfather, who lives in an outlying suburb several miles from the city.

Ppain•stak•ing (pAn´stA king) adj. Taking pains; showing great care and effort: Stitching the � fty stars onto the � ag was a painstaking task.

par•al•lel (par´ S lel´) adj. Matching feature for feature; corresponding: The two companies are similar and have parallel business plans.

par•tic•i•pant (pär tis´ S pSnt) n. A person who joins with others in doing something or taking part: All of the participants in the card game received ten cards from the deck.

per•il•ous (per´ S lSs) adj. Full of danger; hazardous: The spy was sent off on a perilous mission, during which her life would be in grave danger.

per•me•ate (pûr´ mE At´) v. To spread or ow throughout: The smell of baking cookies permeated the house.

phe•nom•e•nal (fi nom´ S nSl) adj. Extraordinary; outstanding: Jon has a phenomenal memory and remembers almost everything he has read.

G13



raucous • rudimentary

replicarau•cous (rô´ kSs) adj. Wild; disorderly: The raucous crowd made everyone on the stage feel nervous.

re•cep•tion (ri sep´ shSn) n. 1. A social gathering, especially one honoring or introducing someone: The wedding reception took place in the hotel’s ballroom. 2. A welcome, greeting, or acceptance: The newcomer was given a friendly reception.

rec•re•a•tion (rek´ rE A´ shSn) n.; recreational adj. Refreshment of one’s mind or body after work through some activity: Reading a book is a great recreational activity.

rel•ish (rel´ ish) v. To take pleasure in; enjoy: As Andrea happily arose from bed, she was relishing the idea of going to the beach at dawn.

re•luc•tant (ri luk´ tSnt) adj. Unwilling; averse: Because they were having such a good time, the couple was reluctant to leave the party.

re•pet•i•tive (ri pet´ St iv) adj. Characterized by saying or stating again: The speaker then listed the same, tiresome complaints in a repetitive and boring manner.

rep•li•ca (rep´ li kS) n. 1. A copy or reproduction of a work of art, especially one made by an original artist. 2. A copy or reproduction, especially one smaller than the original: Sean’s toy airplanes are replicas of real airplanes.

re•serve (ri zûrv´) adj. Kept back or saved for future use or a special purpose: The family kept a reserve supply of food in case of emergencies.

re•tain (ri tAn´) v. To keep possession of; continue to have: The new premier retains his post as minister of � nance.

re•tort (ri tôrt´) v. To reply; to answer back sharply: After hearing about the theft, the accused man retorted that he knew nothing about it.

re•vi•sion (ri vizh´ Sn) n. Changes or modi cations made after reconsidering: After the revisions had been made, the story was much more enjoyable to read.

rig•id (rij´ id) adj. Not changing shape or bending; stiff; in� exible: The rigid iron frame provided the building with a solid structure.

ru•di•men•ta•ry (rM´ dS men´ tS rE) adj. Of or relating to the basic principles or facts; elementary: Before taking the class, he had only a rudimentary knowledge of economics.

G15


Glossary • R31


ruthless • smolder

scholastic

ruth•less (rMth´ lis) adj. Showing no pity; cruel: The robbers were ruthless.

Ssac•ri•fice (sak´ rS fIs´) v. To give up one thing for another considered to be of greater value: The brave soldier sacri� ced his own life to save his comrades.

sa•ga (sä´ gS) n. 1. A long adventure story written during the Middle Ages that deals with historical or legendary heroes, families, deeds, and events. 2. A modern story that resembles a saga: Troy’s comic book series is a � ctional saga about war in the seventeenth century.

sal•vage (sal´ vij) v. To save endangered property from loss: The brothers hoped to salvage their parents’ old home because they did not want it to be torn down. — n. Goods or property saved from destruction.

sa•vor (sA´ vSr) v. To taste or smell, especially with pleasure: The hungry family planned to savor each morsel of the feast.

scho•las•tic (skS las´ tik) adj. Of or relating to schools or education; academic: The student was very proud of her scholastic achievement and studied hard in order to maintain it.

scorn•ful (skôrn´ fSl) adj.; scornfully adv. Full of or expressing scorn or contempt: In a serious competition, people often speak scornfully about their opponents to challenge them or express their dislike.

scrounge (skrounj) v. To obtain by rummaging or searching: She was running late for school so she scrounged together an out� t as quickly as she could.

sen•sor (sen´ sSr) or (sen´ sôr) n. A device that responds to a particular type of change in its condition or environment: The sensors in the porch lamp cause the lamp to light up every time someone steps onto the porch.

show•down (shO´ doun) n. An event, especially a confrontation, that forces an issue to a conclusion: Superman readied himself for the showdown with his archenemy, Lex Luthor.

shriv•eled (shriv´ Sld) adj. Shrunken or wrinkled: Because they did not receive water, the plants in the desert became shriveled and died.

skep•ti•cal (skep´ ti kSl) adj. Of, relating to, or characterized by a doubting or questioning attitude: As she listened to her friend´s tall tale, a skeptical expression formed on her face.

smol•der (smOl´ dSr) v. To burn slowly with smoke and no ame: An underground � re might smolder for days before erupting.

G16



subside • ultimate

swivel

sub•side (sSb sId´) v. To become less agitated or active: The shouting between the two teams subsided when they came to an agreement over when to use the soccer � eld.

sup•ple (sup´ Sl) adj. Easily bent or folded: The wallet was made of supple leather, so it opened and closed easily.

sup•por•tive (sS pôrt´ iv) adj. Giving support, sympathy, or encouragement: My friends were supportive when I told them about my goals for this year.

swiv•el (swiv´ Sl) v. To turn or rotate on or as if on a pivot: The child swiveled on his stool while sitting at the counter.

Ttaut (tôt) adj. Pulled or drawn tight: The sails were taut with wind as the ship entered the harbor.

teem (tEm) v. To be full of things; swarm or abound: The pond water was teeming with microbes.

tem•per•a•ment (tem´ prS mSnt) or (tem´ pSr S mSnt) n. The manner of thinking, behaving, or reacting in a way that is characteristic of a speci� c person: The two best friends share different temperaments simply because they are different people.

ten•den•cy (ten´ dSn sE) n. A characteristic likelihood: Linen has a tendency to wrinkle.

ten•sion (ten´ shSn) n. Unfriendliness or hostility between persons or groups: The tension in the room kept building until � nally an argument erupted.

tor•rent (tôr´ Snt) n. A swift � owing stream: Every spring, the torrent � ows down the mountain as the snow melts.

trans•mis•sion (trans mish´ Sn) n. Something, such as a message, that is sent from one person, place, or thing to another: The codebreaker deciphered each of the transmissions as it was intercepted.

tre•mor (trem´ Sr) n. A shaking or vibrating movement, as of the earth: The volcano’s explosion could be felt through the tremors in the ground.

tu•mult (tM´ mult´) n. A disorderly commotion or disturbance: The � re in the theater created a tumult as everyone scrambled to get outside as quickly as possible.

Uul•ti•mate (ul´ tS mit) adj. The greatest extreme; the maximum: The new camera model has more features than others, which makes it an ultimate leader in picture technology.

G18



somber • submit

stableStable comes from an old French word related to the Latin word meaning “to stand.” Something that is stable stands � rm.

sparsely

som•ber (som´ bSr) adj. Dark; gloomy: The heavy thunderstorm made the neighborhood look gray and somber.

so•phis•ti•cat•ed (sS fi s´ ti kA´

tid) adj. Elaborate, complex, or complicated: The highly sophisticated technology was understood by only a few people in the world.

sparse•ly (spärs´ lE) adv. In a way that is not dense or crowded: The sparsely vegetated tundra of the Arctic has few plants.

spec•i•men (spes´ S mSn) n. A sample, as of blood, tissue, or urine, used for analysis: The doctor collected specimens of blood from each of the subjects in the research study.

spite•ful (spIt´ fSl) adj. Filled with, caused by, or showing spite; cruel: The best friends were sorry that they had shared spiteful words with each other during an argument.

sta•ble (stA´ bSl) adj. 1. Not likely to change, change position, or change condition; � rm: Our house has a stable foundation. 2. Not likely to be affected or overthrown: After years of civil war, the country was � nally able to establish a stable government. 3. Firm or steady, as in purpose or character: His friends knew they could always rely on him because he was so stable. 4. Mentally or emotionally sound; sane or rational: Because of the professor’s erratic behavior,

some of his students wondered if he was stable. 5. Not known to decay; existing for an inde� nitely long time, as an atomic particle: Plutonium is not a stable element, and the energy from its decay can be used in nuclear reactors.

stead•fast (sted´ fast´) adj. 1. Not moving; � xed; steady. 2. Firmly loyal or constant; faithful: The runner stayed steadfast in his effort to win the race.

sti•fling (stI´ fl ing) adj. Smothering; lacking oxygen: When the logs in the � replace started roaring, the living room became sti� ing.

stim•u•lus (stim´ yS lSs) n. Something causing or regarded as causing a response: Many hope the road repairs will be a stimulus to the state’s economy.

stri•dent (strId´ Snt) adj. Loud; harsh: In the locker room, the coach talked to his players in a � rm, strident tone to show that he was upset with the way they had played.

sub•ject (sSb jekt´) v. To cause to undergo: The workers were subjected to the harsh rules of the workplace.

sub•mit (sSb mit´) v. To put forward for someone else´s consideration, judgment, or approval: I submitted my outline to the teacher.

G17



unaffected • wary

under statementThe pre� x under- has essentially the same meaning as the preposition un-der. For example, in words such as underbelly, under-current, underlie, and undershirt, under- denotes a position beneath or below. Under- also frequently conveys incompleteness or falling below a certain standard. Some examples are undercharge, underdeveloped, underestimate, and underfeed. Note that in this sense, words beginning with under- often have counterparts beginning with over-: overcharge, overestimate, overstate.

un•af•fect•ed (un´ S fek´ tid) adj. Not changed, modi� ed, or affected: The dinner party went as planned. It was unaffected by the people who showed up late.

un•can•ny (un kan´ E) adj. Arousing wonder and fear, as if supernatural: The computer-generated characters in the fantasy � lm had uncanny personalities that matched their supernatural abilities.

un•der•state•ment (un´ dSr stAt´

mSnt) n. Lack of emphasis in expression, especially for rhetorical effect: He often uses understatement, as in saying “not bad” to mean “very good.”

un•du•late (un´ jS lAt´) v. To move in waves or with a smooth, wavy motion: The � elds of wheat were undulating in the breeze.

un•earth (un ûrth´) v. 1. To bring up out of the earth; dig up. 2. To bring to public notice; uncover: Research scientists unearthed Mayan artifacts.

un•pre•dict•a•bil•i•ty (un´ pri

dik´ tS bil´ i tE) n. The quality of being dif� cult to foretell or foresee: Forming a plan to defend this team is dif� cult due to its unpredictability.

un•ra•vel (un rav´ Sl) v. 1. To be separated, as thread: The kite string unravels as the kite ies away. 2. To separate, as a problem or mystery: Every day the author unravels a new clue in his detective novel.

un•re•lent•ing (un´ ri lent´ ing) adj. Not softening or yielding; not letting up: The hurricane’s winds pounded the walls with unrelenting force.

ur•gent (ûr´ jSnt) adj. Calling for immediate action or attention; pressing: The urgent situation demanded immediate action.

Vveer (vîr) v. To turn aside from a course, direction, or purpose; swerve: The plane veered east to avoid the oncoming storm.

ven•ture (ven´ chSr) v. To brave the dangers of: The sailor was brave enough to venture the high seas in a light boat.

ver•ti•cal (vûr´ ti kSl) adj. Being or situated at right angles to the horizon; upright: Most apartment buildings in New York City are tall and vertical, built this way to accommodate the many people who live there.

void (void) n. An empty space; a vacuum: The shuttle raced through the void of outer space.

Wwar•y (wâr´ E) adj.; warily adv. On guard; watchful: The lifeguard stood near the pool, looking warily at the swimmers to make sure they stayed safe in the water.

G19


Glossary

R32

The School Story by Andrew Clements and Brian Selznick. Text copyright © 2001 by Andrew Clements. Reprinted by permission of Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division.

“Song” by the Makah, translated by Frances Densmore in “Nookta and Quileute Music” from Bureau of American Ethnology, Bulletin 124. Reprinted by permission of Smithsonian Institution Libraries.

“A Song of Greatness,” traditional Chippewa, translated by Mary Austin, from The Children Sing in the Far West by Mary Austin. Copyright © 1928 by Mary Austin. Copyright renewed 1956 by Kenneth M. Chapman & Mary C. Wheelwright. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

“Super Samson Simpson” from Something BIG Has Been Here by Jack Prelutsky. Text copyright © 1990 by Jack Prelutsky. Reprinted by permission of HarperCollins Publishers.

Team Moon: How 400,000 People Landed Apollo 11 on the Moon by Catherine Thimmesh. Copyright © 2006 by Catherine Thimmesh. All rights reserved. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

“We Have Our Moments” from Sports Pages by Arnold Adoff. Text copyright © 1986 by Arnold Adoff. Reprinted by permission of HarperCollins Publishers.

“Who Could Tell?” from César: ¡Sí, Se Puede! by Carmen T. Bernier-Grand. Copyright © 2004 by Carmen T. Bernier-Grand. Reprinted by permission of Marshall Cavendish Corporation.

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welfare • zany

wel•fare (wel´ fâr´) n. Health, happiness, and good fortune; well-being: The government should promote the general welfare.

wry (rI) adj. 1. Twisted in an expression of displeasure or regret: Tom shook his head with a wry half-smile when his dog dropped the torn newspaper in his lap. 2. Funny in an understated or ironic way; dry: Because she had a wry sense of humor, it took her friends a few moments to realize she was joking.

Zzan•y (zA´ nE) adj. Comical in an absurd or ridiculous way; like a clown: My aunt’s zany antics made everyone at the party laugh.

zany

G20


Acknowledgments“The ACES Phone” by Jeanne DuPrau. Text copyright ©

2005 by Jeanne DuPrau. Reprinted by permission of the author.

Airborn by Kenneth Oppel. Text copyright © 2004 by Kenneth Oppel. All rights reserved. Reprinted by permission of HarperCollins Publishers and the author.

All Alone in the Universe by Lynne Rae Perkins. Text and illustrations copyright © 1999 by Lynne Rae Perkins. Reprinted by permission of HarperCollins Publishers.

Adapted from Any Small Goodness: A Novel of the Barrio by Tony Johnston. Text copyright © 2001 by Roger D. Johnston and Susan T. Johnston as Trustees of the Johnston Family Trust. All rights reserved. Reprinted by permission of Blue Sky Press/Scholastic, Inc.

Bodies from the Ash: Life and Death in Ancient Pompeii by James M. Deem. Text copyright © 2005 by James M. Deem. All rights reserved. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

The Boy Who Saved Baseball by John Ritter. Copyright © 2003 by John H. Ritter. Reprinted by permission of Philomel Books, a division of Penguin Young Readers Group, a member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014, and Curtis Brown, Ltd. All rights reserved.

Children of the Midnight Sun: Young Native Voices of Alaska by Tricia Brown, photography by Roy Corral. Text copyright © 1998 by Tricia Brown. Photographs copyright © 1998 by Roy Corral. Reprinted by permission of Alaska Northwest Books, an imprint of Graphic Arts Center Publishing Company.

“Do Knot Enter” from Math Trek: Adventures in the Math Zone by Ivars Peterson and Nancy Henderson. Copyright © 2000 by Ivars Peterson and Nancy Henderson. Reprinted by permission of John Wiley & Sons, Inc.

The Emperor’s Silent Army: Terracotta Warriors of Ancient China by Jane O’Connor. Copyright © 2002 by Jane O’Connor. Reprinted by permission of Viking Penguin, A Division of Penguin Young Readers Group, a Member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All rights reserved.

“Eleven” from Woman Hollering Creek by Sandra Cisneros. Text copyright © 1991 by Sandra Cisneros. Published by Vintage Books, a division of Random House, Inc., and originally in hardcover by Random House, Inc. Reprinted by permission by Susan Bergholz Literary Services, New York, NY and Lamy, NM. All rights reserved.

First to Fly: How Wilbur and Orville Wright Invented the Airplane by Peter Busby, paintings by David Craig. Text, design, and compilation copyright © 2002 by Madison Press Books. Paintings copyright © 2002 by David Craig. Reprinted by permission of Madison Press Books. Cover illustartion from Freedom Walkers: The Story of the Montgomery Bus Boycott by Russell Freedman. Reprinted by permission of Holiday House.

Excerpt from The Great Fire by Jim Murphy. Copyright © 1995 by Jim Murphy. Reprinted by permission of Scholastic Inc. SCHOLASTIC’S Material shall not be published, retransmitted, broadcast, downloaded, modified or adapted (rewritten), manipulated, reproduced or otherwise distributed and/or exploited in anyway without the prior written authorization of Scholastic Inc.

Excerpt from Harriet Tubman: Conductor of the Underground Railroad” by Ann Petry. Copyright © 1955 by Ann Petry,

renewed 1983. Reprinted by the permission of Russell & Volkening as agents for the author.

The Hero and the Minotaur by Robert Byrd. Copyright © 2005 by Robert Byrd. Reprinted by permission of Dutton Children’s Books, a Division of Penguin Young Readers Group, a Member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All rights reserved.

“I, Too” from The Dream Keeper and Other Poems by Langston Hughes. Text copyright © 1994 by the Estate of Langston Hughes. Reprinted by permission of Alfred A. Knopf, a division of Random House, Inc. and Harold Ober Associates Incorporated.

Kensuke’s Kingdom by Michael Morpurgo. Copyright © 1999 by Michael Morpurgo. Reprinted by permission of Scholastic, Inc. and Adams Literary.

Knots in My Yo-yo String by Jerry Spinelli. Copyright © 1998 by Jerry Spinelli. Cover photograph copyright © 1998 by Penny Gentieu. Map copyright © 1998 by Jenny Pavlovitz. Reprinted by permission of Alfred A. Knopf, a division of Random House Children’s Books, a division of Random House, Inc.

“Lesson in Fire” by Linda Noel from The Dirt is Red Here: Art and Poetry from Native California, edited by Margaret Dubin. Text copyright © 2002 by Linda Noel. Reprinted by permission of Linda Noel.

“A Mighty Fine Fella” from Nathaniel Talking by Eloise Greenfield. Text copyright © 1988 by Eloise Greenfield. Reprinted by permission of the author.

“The Myers Family” from Pass It Down: Five Picture-Book Families Make Their Mark. Copyright © 2007 by Leonard S. Marcus. All rights reserved. Reprinted by permission of Walker & Company and Sterling Lord Literistic, Inc.

Number the Stars by Lois Lowry. Copyright © 1989 by Lois Lowry. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company.

Onward: A Photobiography of African-American Explorer Matthew Henson by Dolores Johnson. Copyright © 2006 National Geographic Society. All rights reserved. Reprinted by permission of the National Geographic Society.

“The Princess Who Became a King” from African Princess: The Amazing Lives of Africa’s Royal Women by Joyce Hansen. Text copyright © 2004 by Joyce Hansen. Painting copyright © 2004 by Laurie McGaw. Reprinted by permission of Hyperion Books for Children.

“Quitter” from A Suitcase of Seaweed and Other Poems by Janet S. Wong. Copyright © 1996 by Janet S. Wong. Reprinted by permission of Margaret K. McElderry Books, an imprint of Simon & Schuster Children’s Publishing Division, and the author.

The Real Vikings: Craftsmen, Traders, and Fearsome Raiders by Melvin Berger and Gilda Berger. Copyright © 2003 by Melvin Berger. Reprinted by permission of The National Geographic Society.

Robotics by Helena Domaine. Copyright © 2006 by Helena Domaine. All rights reserved. Reprinted by permission of Lerner Publications Company, a division of Lerner Publishing Group, Inc.

“Science Friction” by David Lubar from Tripping Over the Lunch Lady and Other Stories edited by Nancy Mercado. Copyright © 2004 by David Lubar. Reprinted by permission of Dial Books for Young Readers, a Division of Penguin Young Readers Group, a Member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All rights reserved.

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IllustrationTOC 12 ©Margaret Lee. 22–33 ©C.F. Payne. 38 Eric Sturdevant. 41 Jan Bryan-Hunt. 58–61 Chris Lensch. 62 Eric Sturdevant. 65 Jan Bryan-Hunt. 90 Eric Sturdevant. 96–111 ©Suling Wang. 113 Bill Melvin. 115 Ken Bowser. 116 Eric Sturdevant. 134–137 (bkgd) Andi Butler. 135–136 (props) Pam Thomson. 137 Ken Bowser. 139 Eric Studevant. 141 Ken Bowser. 150–163 ©Robin Eley. 165–166 Jeff Mangiat. 167 ©Robin Eley. 168 Eric Sturdevant. 171 Ken Bowser. 192 Eric Sturdevant. 195 Jan Bryan-Hunt. 200–217 Macky Pamintuan. 218 Eric Sturdevant. 221 Sally Vitsky. 226–237 ©William Low. 239 Robert Schuster. 241 (tr) William Low. (br) Ken Bowser. 242 Ken Bowser. 265–266 Ken Bowser. 297 Sally Vitsky. 316–317 ©Greg Newbold. 320 Robert Schuster. 321 (br) Ken Bowser. (tr) Rob Schuster. 322 (tl) Ken Bowser. 325 Jan Bryan-Hunt. 339 David Fuller. 346, 349 Ken Bowser. 354–265 David Diaz. 369 (tr) David Diaz. (br) Ken Bowser. 370 Ken Bowser. 390–393 Heli Hieta. 393 (br), 394 Ken Bowser. 397 Jan Bryan-Hunt. 408–415 (border) Patrick Gnan. 410, 412 Mike Jaroszko. 416–419 Jo Lynn Alcorn. 419 (tr) Mike Jaroszko. 420 Ken Bowser. 423 Chris Lensch. 446 Ken Bowser. 449 Sally Vitsky. 494–495 Ortelius Design, Inc. 494–497 (web browser) Robert Schuster. 499 Ken Bowser. 501 Jan Bryan-Hunt. 507 (border) Patrick Gnan. 519 Bill Melvin. 520 Ortelius Design, Inc. 521 Ken Bowser. 522 Eric Sturdevant. 525 Jan Bryan-Hunt. 534–545 ©Margaret Lee. 549 (t) Margaret Lee. (b) Ken Bowser. 550 Ken Bowser. 553 Jan Bryan-Hunt. 575, 577, 579 Ken Bowser. 584–595, 599 ©James Bentley. 600 Ken Bowser. 603 Sally Vitsky. 623–624 Ken Bowser. 646–649 David Klug. 649 (tr), 650 Ken Bowser. 653 Sally Vitsky.

All other photos: Houghton Mifflin Harcourt Photo Libraries and Photographers.

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Index

AAccuracy. See Fluency.

Activity Cards. See Literacy Centers.

Adjectives. See Grammar.

Adjust Reading Rate. See Fluency, Adjust Rate to Purpose.

Advanced Learners, activities for. See Differentiated Instruction.

Adverbs. See Grammar.

Advertisement. See Genre.

Affixes. See Vocabulary Strategies, Latin Roots and Affixes.

Analogies. See Vocabulary Strategies.

Analyze/Evaluate. See Comprehension Strategies.

Analyze the Text, 6-1: T18, T21, T23, T30–T31, T94, T97, T99, T103, T106–T107, T168, T169, T171, T173, T175, T177, T179, T180–T181, T242, T245, T251, T253, T256–T257, T318, T321, T323, T327, T328–T329; 6-2: T18, T25, T27, T31, T32–T33, T94, T97, T99, T101, T104–T105, T166, T169, T171, T175, T180–T181, T242, T247, T251, T253, T254–T255, T316, T319, T325, T327, T328–T329; 6-3: T18, T21, T27, T31, T32–T33, T96, T103, T105, T111, T112–T113, T174, T186–T187, T250, T255, T257, T259, T262–T263, T327, T329, T333, T336–T337; 6-4: T18, T23, T25, T27, T28–T29, T90, T93, T99, T101, T104–T105, T166–T167, T169, T171, T173, T175, T180–T181, T242, T249, T253, T255, T256–T257, T318, T323, T325, T329, T330–T331; 6-5: T18, T23, T25, T29, T30–T31, T92, T97, T99, T101, T106–T107, T168, T171, T173, T179, T180–T181, T242, T247, T249, T257, T258–T259, T320, T323, T329, T333, T334–T335; 6-6: T19, T20–T21, T63, T67, T68–T69, T111, T115, T116–T117, T159, T161, T163, T164–T165, T207. See also Comprehension Skills; Dig Deeper.

Anchor Text. See Magazine, Anchor Texts; Student Book, Anchor Texts.

Answer Questions. See Comprehension Strategies.

Antonyms. See Vocabulary Strategies.

Ask Questions. See Comprehension Strategies.

AssessmentBenchmark and Unit Tests, 6-1: xxii–xxiii; 6-2:

xxii–xxiii; 6-3: xxii–xxiii; 6-4: xxii–xxiii; 6-5: xxii–xxiii; 6-6: xxii–xxiii

Daily Assessment, 6-1: T15, T20, T26, T31, T43, T47, T91, T96, T100, T107, T117, T120, T165, T172, T178, T181, T191, T195, T239, T244, T250, T257, T267, T271, T315, T322, T326, T329, T339, T343; 6-2: T15, T20, T28, T33, T43, T47, T87, T91, T96, T100, T105, T115, T117, T119, T163, T170, T172, T181, T191, T193, T239, T244, T248, T255, T265, T269, T313, T329, T339, T343; 6-3: T15, T22, T28, T33, T45, T49, T93, T98, T106, T113, T123, T127, T171, T178, T182, T187, T199, T203, T247, T252, T258, T265, T273, T277, T321, T326, T330, T337, T347, T351; 6-4: T15, T20, T24, T29, T39, T43, T87, T94, T102, T105, T115, T119, T163, T168, T172, T181, T191, T195, T239, T244, T252, T257, T267, T271, T315, T320, T324, T331, T341, T345; 6-5: T15, T20, T28, T31, T41, T45, T89, T94, T100, T107, T117, T121, T165, T172, T174, T181, T191, T195, T239, T244, T248, T259, T269, T273, T317, T322, T326, T335, T345, T349; 6-6: T21, T31, T35, T62, T69, T79, T83, T112, T117, T127, T131, T160, T165, T175, T179, T208, T211, T221, T225

Fluency Tests, 6-1: T59, T133, T207, T283, T355;6-2: T59, T131, T207, T281, T355; 6-3: T61, T139, T215, T289, T363; 6-4: T55, T131, T207, T283, T357; 6-5: T57, T133, T207, T285, T361; 6-6: T45, T93, T141, T189, T235. See also Cold Reads.

Formal Assessment, 6-1: xxii–xxiii, T58–T59, T132–T133, T206–T207, T282–T283, T354–T355; 6-2: xxii–xxiii, T58–T59, T130–T131, T206–T207, T282–T283, T354–T355; 6-3: xxii–xxiii, T46, T58–T59, T120, T132–T133, T194, T206–T207, T270, T280–T281, T342, T354–T355; 6-4: xxii–xxiii, T54–T55, T130–T131, T206–T207, T282–T283, T356–T357; 6-5: xxii–xxiii, T46, T56–T57, T120, T132–T133, T194, T206–T207, T270, T282–T283, T342, T360–T361; 6-6: xxii–xxiii, T34, T44–T45, T82, T92–T93, T130, T140–141, T178, T188–T189, T224, T234–T235

Informal Assessment, 6-1: xxii–xxiii, T15, T20, T26, T31, T43, T47, T91, T96, T100, T107, T117, T120, T165, T172, T178, T181, T191, T195, T239, T244, T250, T257, T267, T271, T315, T322, T326, T329, T339, T343; 6-2: xxii–xxiii, T15, T20, T28, T33, T43, T47, T87, T91, T96, T100, T105, T115, T117, T119, T163, T170, T172, T181, T191, T193, T239, T244, T248, T255, T265, T267, T315, T329, T339, T341; 6-3: xxii–xxiii, T15, T22, T28, T33, T45, T49, T93, T98, T106, T113, T123, T127, T171, T178, T182, T187, T199, T203, T247, T252, T258, T265, T273, T277, T321,

T326, T330, T337, T347, T351; 6-4: xxii–xxiii, T15, T20, T24, T29, T39, T43, T87, T94, T102, T105, T115, T119, T163, T168, T172, T181, T191, T195, T239, T244, T252, T257, T267, T271, T315, T320, T324, T331, T341, T345; 6-5: xxii–xxiii, T15, T20, T28, T31, T41, T45, T89, T94, T100, T107, T117, T121, T165, T172, T174, T181, T191, T195, T239, T244, T248, T259, T269, T273, T317, T322, T326, T335, T345, T349; 6-6: xxii–xxiii, T21, T31, T35, T62, T69, T79, T83, T112, T117, T127, T131, T160, T165, T175, T179, T208, T211, T221, T225

Online Assessment System, 6-1: T58–T59, T132–T133, T206–T207, T282–T283, T354–T355; 6-2: T58–T59, T130–T131, T206–T207, T280–T281, T354–T355; 6-3: T60–T61, T138–T139, T214–T215, T288–T289, T362–T363; 6-4: T54–T55, T130–T131, T206–T207, T282–T283, T356–T357; 6-5: T56–T57, T132–T133, T206–T207, T284–T285, T360–T361; 6-6: T44–T45, T92–T93, T140–T141, T188–T189, T234–T235

Performance AssessmentAssessment to Inform Instruction, 6-1: xxii–

xxiii; 6-2: xxii–xxiii; 6-3: xxii–xxiii; 6-4: xxii–xxiii; 6-5: xxii–xxiii; 6-6: xxii–xxiii

Compare Texts, 6-1: T41, T115, T189, T265, T337; 6-2: T41, T113, T189, T263, T337; 6-3: T43, T121, T197, T271, T345; 6-4: T37, T113, T189, T265, T339; 6-5: T39, T115, T189, T267, T343

Your Turn: Write About Reading, 6-1: T33, T109, T183, T259, T331; 6-2: T35, T54–T57, T107, T183, T257, T331; 6-3: T35, T115, T189, T265, T339; 6-4: T31, T107, T183, T259, T333; 6-5: T33, T109, T183, T261, T337; 6-6: T29, T77, T125, T173, T219

Performance Tasks, 6-1: xvi–xvii, xxiv–xxv, T32, T54–T57, T108, T128–T131, T182, T202–T205, T258, T278–T281, T330, T350–T353, T358 (Blind); 6-2: xvi–xvii, xxiv–xxv, T34, T54–T57, T106, T126–T129, T182, T202–T205, T256, T276–T279, T330, T350–T353, T356 (Blind); 6-3: xvi–xvii, xxiv–xxv, T34, T56–T59, T114, T134–T137, T188, T210–T213, T264, T284–T287, T338, T358–T361, T364 (Blind); 6-4: xvi–xvii, xxiv–xxv, T30, T50–T53, T106, T126–T129, T182, T202–T205, T258, T278–T281, T332, T352–T355, T358 (Blind); 6-5: xvi–xvii, xxiv–xxv, T32, T52–T55, T108, T128–T131, T182, T202–T205, T260, T280–T283, T336, T356–T359, T362 (Blind); 6-6: xvi–xvii, xxviii–xxix, T28, T40–T43, T76, T88–T89, T124, T136–T139,

R44

T172, T184–T187, T218, T230–T233, T236 (Blind)

Progress Monitoring. See Assessment, Daily Assessment.

RubricRetelling, 6-1: R15; 6-2: R15; 6-3: R15;

6-4: R15; 6-5: R15Summarizing, 6-1: R16; 6-2: R16; 6-3: R16;

6-4: R16; 6-5: R16;Summative Assessment, 6-1: xxii–xxiii; 6-2:

xxii–xxiii; 6-3: xxii–xxiii; 6-4: xxii–xxiii; 6-5: xxii–xxiii; 6-6: xxii–xxiii

Test Power, 6-1: T357–T360; 6-2: T357–T360; 6-3: T365–T368; 6-4: T359–T362; 6-5: T363–T366

Writing, 6-1: T57, T131, T205, T281, T353; 6-2: T57, T129, T205, T279, T353; 6-3: T59, T137, T213, T287, T361: 6-4: T53, T129, T205, T281, T355; 6-5: T55, T131, T205, T283, T359; 6-6: T43, T91, T139, T187, T233

Weekly Tests, 6-1: T58–T59, T132–T133, T206–T207, T282–T283, T354–355; 6-2: T58–T59, T130–T131, T206–T207, T280–T281, T354–T355; 6-3: T60–T61, T138–T139, T214–T215, T288–T289, T362–T363; 6-4: T54–T55, T130–T131, T206–T207, T282–T283, T356–T357; 6-5: T56–T57, T132–T133, T206–T207, T284–T285, T360–T361; 6-6: T44–T45, T92–T93, T140–T141, T188–T189, T234–T235

Audio Book. See Digital Resources, Student eBook; Digital Resources, Write-in Reader eBook.

AuthorsProgram, 6-1: ii; 6-2: ii; 6-3: ii; 6-4: ii; 6-5: ii;

6-6: iiStudent Book Literature, 6-1: T18, T94, T168,

T242, T318; 6-2: T18, T94, T166, T242, T316; 6-3: T18, T96, T174, T250, T324; 6-4: T18, T90, T166, T242, T318; 6-5: T18, T92, T168, T242, T320; 6-6: T14, T60, T108, T156, T204

Author’s Craft Hyperbole, 6-3: T255Metaphor, 6-2: T25Personification, 6-3: T103; 6-5: T101Point of View, 6-1: T103; 6-2: T13; T253, 6-3:

T105; 6-5: T23Simile, 6-1: T21Word Choice, 6-3: T257See also Comprehension Skills.

Author’s Point of View. See Comprehension Skills, Author’s Craft.

Author’s Purpose. See Comprehension Skills.

BBackground Knowledge. See Preview the Topic.

Base Words. See Decoding.

Benchmark Tests. See Assessment, Benchmark and Unit Tests.

Bibliography, 6-1: R36–R43; 6-2: R36–R43; 6-3: R36–R43; 6-4: R36–R43; 6-5: R36–R43; 6-6: R12–R13

Biography. See Student Book, Anchor Texts.

Brainstorming. See Research; Writing, Process, Generate Ideas.

CCapitalization. See Grammar; Writing, Capitalization.

Cause and Effect. See Comprehension Skills.

Characters. See Comprehension Skills.

Charts. See Graphic Organizers.

Civics. See Cross-Curricular Connections.

Classroom Management. See Independent Activities; Literacy Centers.

Cognates,Spanish, 6-1: T48, T122, T196, T272, T344; 6-2:

T48, T120, T196, T270, T344; 6-3: T50, T128, T204, T278, T352; 6-4: T44, T120, T196, T272, T346; 6-5: T46, T122, T196, T274, T350; 6-6: T36, T84, T132, T180, T226

Cold Reads, 6-1: T46, T120, T194, T270, T342; 6-2: T46, T118, T194, T268, T342; 6-3: T48, T126, T202, T276, T350; 6-4: T42, T118, T194, T270, T344; 6-5: T44, T120, T194, T272, T348; 6-6: T34, T82, T130, T178, T224

Commas. See Grammar, Punctuation.

Common Core State Standards. See Weekly Planner.

Journeys and, 6-1: iv–ix; 6-2: iv–ix; 6-3: iv–ix; 6-4: iv–ix; 6-5: iv–ix; 6-6: iv–ix

Compare and Contrast. See Compare Texts; Comprehension Skills.

Compare Texts, 6-1: T41, T115, T189, T265, T337; 6-2: T41, T113, T189, T263, T337; 6-3: T43, T121, T197, T271, T345; 6-4: T37, T113, T189, T265, T339; 6-5: T39, T115, T189, T267, T343; 6-6: T25, T73, T121, T169, T215

Complete Sentences. See Grammar.

Comprehension. See Analyze the Text; Essential Question; Listening Comprehension; Read and Comprehend.

Comprehension Skills Alliteration, 6-1: T245Arguments and Claims, 6-2: T325; 6-3: T27Analyze Events, 6-1: T323; 6-4: T325; 6-5: T257Analyze Historical Characters, 6-4: T253Analyze Setting, 6-4: T171Analyze Story Structure, 6-2: T161; 6-5: T13Author’s Craft, 6-3: T91, T245; 6-4: T161; 6-5:

T13, T237Author’s Perspective, 6-1: T13; 6-2: T13, T311;Author’s Purpose, 6-1: T92, T94, T102, T142,

T148, T163, T237; 6-2: T89, T319; 6-3: T298; 6-4: T27, T85, T237; 6-5: T240, T242, T292–T293, T300

Author’s Word Choice, 6-4: T173Cause and Effect, 6-1: T237; 6-2: T13, T240,

T242, T247, T288–T289, T290, T296, T311; 6-4: T240, T242, T290–T291, T292, T298, T313; 6-5: T166, T168, T179, T214–T215, T216, T222, T315

Character Actions, 6-1: T237; 6-3: T91Character Motivation, 6-1: T89; 6-2: T175;

6-3: T169; 6-4: T13; 6-5: T25, T237, T315Character Traits, 6-2: T161; 6-3: T169Cite Text Evidence, 6-2: T237; 6-5: T163Compare and Contrast, 6-1: T13; 6-2: T314,

T316, T327, T366–T367, T368, T374; 6-3: T169, T319; 6-4: T16, T18, T23, T62–T63, T64, T70; 6-5: T16, T18, T29, T64–T65, T66, T72, T87

Conclusions and Generalizations, 6-2: T68, T164, T166, T169, T214–T215, T222; 6-4: T249; 6-5: T90, T92, T99, T140–T141, T142, T148; 6-6: T59, T60, T63, T67, T68–T69

Connotation, 6-3: T177Connotation and Denotation, 6-2: T171Context Clues, 6-2: T89; 6-4: T85Diagrams, 6-1: T179Dialogue, 6-1: T23Domain-Specific Vocabulary, 6-2: T192; 6-3:

T179, T329; 6-5: T329Draw Conclusions, 6-1: T89; 6-2: T161, T237;

6-3: T91; 6-4: T237, T313; 6-5: T13, T237Fact and Opinion, 6-1: T316, T318, T321, T368,

T374; 6-4: T13, T88, T90, T101, T138–T139, T140, T146

Figurative Language, 6-1: T99; 6-2: T97; 6-3: T21; 6-4: T93; 6-5: T171

Hyperbole, 6-3: T255Identify Story Structure, 6-1: T237, T242; 6-4:

T161, T166; 6-5: T315Interpret Tone, 6-1: T313; 6-2: T311

Index • R45

Index

Main Ideas and Details, 6-2: T311; 6-3: T172, T174, T181, T222–T223, T224, T230, T319; 6-4: T13, T25, T237, T316, T318, T329, T368–T369, T370, T376; 6-5: T87, T163, T237, T333; 6-6: T13, T14, T19, T20–T21

Make Connections, 6-1: T163; 6-2: T89, T237; 6-3: T169

Make Inferences, 6-1: T89, T163; 6-2: T13; 6-3: T13, T91, T245, T319; 6-4: T313; 6-5: T163

Metaphor, 6-2: T25Paraphrase, 6-1: T163Personification, 6-3: T103; 6-5: T101Persuasion, 6-6: T155, T156, T159, T163, T164–

T165Point of View, 6-1: T103; 6-2: T13, T253, T315;

6-3: T105; 6-5: T23Sequence of Events, 6-1: T166, T177, T214–

T215, T222; 6-2: T161, T216, T311; 6-3: T13, T16, T18, T31, T68–T69, T76; 6-5: T87, T318, T320, T323, T372–T373, T374, T380

Simile, 6-1: T21Story Structure, 6-1: T240, T253, T290–T291,

T292, T298; 6-3: T94, T96, T111, T146–T147, T148, T154; 6-4: T161, T164, T169, T214–T215, T216, T222

Style and Tone, 6-1: T251; 6-2: T251; 6-3: T333; 6-4: T323

Summarize, 6-1: T313; 6-2: T89; 6-4: T161; 6-5: T87

Supporting Details, 6-1: T13; 6-2: T89; 6-4: T13, T85; 6-5: T163

Text and Graphic Features, 6-2: T92, T94, T99, T138–T139, T146; 6-3: T322, T324, T327, T374–T375, T376, T382; 6-6: T203, T204, T207, T210–T211

Text Structure, 6-1: T313; 6-2: T101; 6-4: T99; 6-5: T97

Theme, 6-2: T16, T18, T31, T66–T67, T74; 6-3: T245, T248, T250, T259, T296–T297, T304; 6-4: T161

Understanding Characters, 6-1: T16, T18, T27, T66–T67, T68, T74, T89; 6-2: T27, T237; 6-3: T13, T245; 6-5: T13, T173; 6-6: T107, T108, T111, T115, T116–T117

Variations of English, 6-5: T247Word Choice, 6-3: T257

Comprehension Strategies Analyze/Evaluate, 6-1: T167, T171, T178, T214–

T215; 6-2: T17, T20, T28, T66–T67, T68; 6-3: T323, T326, T330, T374–T375, T376; 6-5: T167, T172, T174, T214–T215, T216; 6-6: T107, T112, T116

Infer/Predict, 6-1: T93, T96, T100, T140–T141, T142; 6-2: T165, T170, T172, T214–T215, T216; 6-3: T95, T98, T106, T146–T147, T148;

6-4: T164, T168, T172, T214–T215, T216; 6-5: T17, T20, T28, T64–T65, T66

Monitor/Clarify, 6-1: T241, T244, T250, T290–T291, T292; 6-3: T173, T178, T182, T222–T223, T224; 6-4: T241, T244, T252, T290–T291, T292; 6-5: T91, T94, T100, T140–T141, T142; 6-6: T155, T160, T164–T165

Question, 6-1: T17, T20, T26, T66–T67, T68; 6-2: T315, T318, T324, T366–T367, T368; 6-4: T89, T94, T102, T138–T139, T140; 6-5: T241, T244, T248, T292–T293, T294; 6-6: T13, T16, T20–T21

Summarize, 6-1: T317, T322, T326, T368; 6-2: T93, T96, T100, T138–T139; 6-3: T17, T22, T28, T68–T69; 6-4: T17, T20, T24, T62–T63, T64; 6-6: T59, T68–T69

Visualize, 6-2: T241, T244, T248, T288–T289, T290; 6-3: T249, T252, T258, T296–T297, T298; 6-4: T317, T320, T324, T368–T369, T370; 6-5: T319, T322, T326, T372–T373, T374; 6-6: T203, T208, T210–T211

Comprehensive Language and Literacy Guide, 6-1: T5, T81, T155, T229, T305; 6-2: T5, T81, T153, T229, T303; 6-3: T5, T83, T161, T237, T311; 6-4: T5, T77, T153, T229, T305; 6-5: T5, T79, T155, T229, T307

Conjunctions. See Grammar, Coordinating Conjunctions, Subordinating Conjunctions.

Connect to the Topic. See Student Book, Connect to the Topic.

Connect to Writing. See Grammar.

Connections. See Comprehension Skills, Make Connections; Grammar, Connect to Writing.

Content-Area Vocabulary. See Academic Vocabulary; Domain-Specific Words.

Context Clues. See Vocabulary Strategies, Using Context.

Contractions. See Grammar.

Conventions. See Grammar, Connect to Writing; Grammar, Conventions.

Critical Thinking. See Analyze the Text; Compare Texts; Think Through the Text; Your Turn.

Cross-Curricular ConnectionsAmerican History: Civil Rights, Exploration, 6-3:

T177, T181, T185, T193, T195; 6-5: T245, T249, T251, T253, T255, T265

Civics: Community Helpers, 6-3: T253, T257, T261

Communication: Animal Signals, Books, Personal Expression, 6-1: T25, T27, T29, T37, T173, T175, T179, T187, T245, T247, T249, T255, T263; 6-5: T21, T25, T27

Cultures: Ancient China, Myths, Traditions, 6-2: T321, T323, T327, T335; 6-4: T93, T97, T99, T103, T111, T171, T175, T177, T179, T187

Earth Science: The Milky Way, Volcanoes, Weather, 6-4: T321, T325–T329, T336–T338; 6-6: T213, T215

Health and Safety: Fire, Sports, 6-1: T99, T101, T105, T113; 6-3: T23, T25, T29, T31, T39, T41

Life Science: Animals, Arctic and Desert Ecosystems, Experiments, Insects, Island Ecosystems, 6-2: T173, T179, T187, T245, T249, T253, T261; 6-6: T71, T73, T119, T121, T167, T169

Math: Critical Thinking, 6-2: T99, T103, T111Physical Science: Air Travel, 6-3: T99, T101,

T103, T107, T109, T119; 6-5: T113Social Relationships: Working Together, 6-5:

T36–T38Technology and Innovation: Flight, Moon

Exploration, Robots, 6-3: T331, T333, T335, T343; 6-5: T97, T99, T103, T105, T113, T341; 6-6: T23, T25

The Arts: Performance and Visual Arts, 6-1: T321, T325, T335

Values: The Media, 6-2: T21, T25, T27, T29, T39World History: Ancient Egypt, Fact and Legend,

World War II, 6-4: T21, T25, T35, T245, T247, T251, T253, T263; 6-5: T171, T175, T179See also Domains; Lesson Topic.

DDeclarative Sentences. See Grammar, Sentences.

Decoding Base Words, Inflectional Endings, 6-2: T269,

T297Common Final Syllables, 6-2: T195, T223; 6-3:

T351, T383Common Word Parts, 6-5: T349, T381Comparing Related Words, 6-4: T43, T71Confusing Words, 6-6: T225Consonant Alterations, 6-3: T203, T231Greek Word Parts, 6-6: T83Homophones, 6-1: T343, T375Latin Word Parts, 6-6: T131More Common Prefixes, 6-4: T345, T377More Common Suffixes, 6-4: T119, T147;Prefixes ad-, ob-, af-, ap-, and as-, 6-5: T121,

T149Prefixes and Word Roots, 6-3: T277, T305Recognizing Common Prefixes, 6-3: T127, T155;

6-5: T273, T301Recognizing Common Suffixes, 6-2: T343, T375Recognizing Common Word Parts, 6-3: T49, T77

R46

Recognizing More Suffixes, 6-5: T195, T223Recognizing Prefix Forms im-, ir-, and il-, 6-6:

T179Schwa in Unstressed Syllables, 6-2: T119, T147/sh/ and /zh/ in Final Syllables, 6-4: T195, T223Silent Consonants in Multisyllable Words, 6-2:

T47, T75Spelling Patterns in Words from Other

Languages, 6-6: T35Stressed and Unstressed Syllables, 6-1: T195,

T223The Prefixes per-, pre-, and pro-, 6-5: T45, T73,

T268VCCV Syllable Pattern, 6-1: T47, T75VCCCV Syllable Pattern, 6-1: T271, T299VCV Syllable Pattern, 6-1: T121, T149VV Syllable Pattern, 6-4: T269, T299

Destination Reading. See Digital Resources.

Details. See Comprehension Skills.

Differentiated InstructionAdvanced, 6-1: T67, T73, T141, T147, T215,

T221, T291, T297, T367, T373; 6-2: T67, T73, T139, T145, T215, T221, T289, T295, T367, T373; 6-3: T69, T75, T147, T153, T223, T229, T297, T303, T375, T381; 6-4: T63, T69, T139, T145, T215, T221, T291, T297, T369, T375; 6-5: T65, T71, T141, T147, T215, T221, T293, T299, T373, T379

Comprehension, 6-1: T66–T67, T140–T141, T214–T215, T290–T291, T366–T367; 6-2: T66–T67, T138–T139, T214–T215, T288–T289, T366–T367; 6-3: T68–T69, T146–T147, T222–T223, T296–T297, T374–T375; 6-4: T62–T63, T138–T139, T214–T215, T290–T291, T368–T369; 6-5: T64–T65, T140–T141, T214–T215, T292–T293, T372–T373

English Language Learners, 6-1: T36, T50, T67, T73, T141, T147, T215, T221, T291, T297, T367, T373, E1(blind)–E51; 6-2: T67, T73, T139, T145, T215, T221, T289, T295, T367, T373, E1(blind)–E51; 6-3: T69, T75, T147, T153, T223, T229, T297, T303, T375, T381, E1(blind)–E51; 6-4: T63, T69, T139, T145, T215, T221, T291, T297, T369, T375, E1(blind)–E51; 6-5: T65, T71, T141, T147, T215, T221, T293, T299, T373, T379, E1(blind)–E51; 6-6: E1(blind)–E51

Leveled Readers, 6-1: T68–T71, T142–T145, T216–TT219, T292–T295, T368–T371; 6-2: T68–T71, T140–T143, T216–T219, T290–T293, T368–T371; 6-3: T70–T73, T148–T151, T224–T227, T298–T301, T376–T379; 6-4: T64–T67, T140–T143, T216–T219, T292–T295, T370–T373; 6-5: T66–T69, T142–T143, T216–T219, T294–T297, T374–T377

On Level, 6-1: T66, T72, T140, T146, T214, T220, T290, T296, T366, T372; 6-2: T66, T72, T138, T144, T214, T220, T288, T294, T366, T372; 6-3: T68, T74, T146, T152, T222, T228, T296, T302, T374, T380; 6-4: T62, T68, T138, T144, T214, T220, T290, T296, T368, T374; 6-5: T64, T70, T140, T146, T214, T220, T292, T298, T372, T378

Options for ReteachingComprehension, 6-1: T74, T148, T222,

T298, T374; 6-2: T74, T146, T222, T296, T374; 6-3: T76, T154, T230, T304, T382; 6-4: T70, T146, T222, T298, T376; 6-5: T72, T148, T222, T300, T380

Decoding, 6-1: T75, T149, T223, T299, T375; 6-2: T75, T147, T223, T297, T375; 6-3: T77, T155, T231, T305, T383; 6-4: T71, T147, T223, T299, T377; 6-5: T73, T149, T223, T301, T381

Language Arts, 6-1: T75, T149, T223, T299, T375; 6-2: T75, T147, T223, T297, T375; 6-3: T77, T155, T231, T305, T383; 6-4: T71, T147, T223, T299, T377; 6-5: T73, T149, T223, T301, T381

Vocabulary Strategies, 6-1: T74, T148, T222, T298, T374; 6-2: T74, T146, T222, T296, T374; 6-3: T76, T154, T230, T304, T382; 6-4: T70, T146, T222, T298, T376; 6-5: T72, T148, T222, T300, T380

Struggling Readers, 6-1: T66, T72, T140, T146, T214, T220, T290, T296, T366, T372; 6-2: T66, T72, T74, T138, T144, T214, T220, T288, T294, T366, T372; 6-3: T68, T146, T152, T222, T228, T296, T302, T374, T380; 6-4: T62, T68, T138, T144, T214, T220, T290, T296, T368, T374; 6-5: T64, T70, T140, T146, T214, T220, T292, T298, T372, T378

Vocabulary Reader, 6-1: T64–T65, T138–T139, T212–T213, T288–T289, T364–T365; 6-2: T64–T65, T136–T137, T212–T213, T286–T287, T364–T365; 6-3: T66–T67, T144–T145, T220–T221, T294–T295, T372–T373; 6-4: T60–T61, T136–T137, T212–T213, T288–T289, T366–T367; 6-5: T62–T63, T138–T139, T212–T213, T290–T291, T370–T371

Vocabulary Strategies, 6-1: T72–T73, T146–T147, T220–T221, T296–T297, T372–T373; 6-2: T72–T73, T144–T145, T220–T221, T294–T295, T372–T373; 6-3: T74–T75, T152–T153, T228–T229, T302–T303, T380–T381; 6-4: T68–T69, T144–T145, T220–T221, T296–T297, T374– T375; 6-5: T70–T71, T146–T147, T220–T221, T298–T299, T378–T379

Dig Deeper, 6-1: T30–T31, T106–T107, T180–T181, T256–T257, T328–T329; 6-2: T32–T33, T104–T105, T180–T181, T254–T255,

T328–T329; 6-3: T32–T33, T112–T113, T186–T187, T262–T263, T336–T337; 6-4: T28–T29, T104–T105, T180–T181, T256–T257, T330–T331; 6-5: T30–T31, T106–T107, T180–T181, T258–T259, T334–T335; 6-6: T20–T21, T68–T69, T116–T117, T164–T165, T210–T211

Digital Resources Context Cards, 6-1: T15, T91, T165, T239, T315;

6-2: T15, T91, T163, T239, T313; 6-3: T15, T93, T171, T247, T321; 6-4: T15, T87, T163, T239, T315; 6-5: T15, T89, T165, T239, T317; 6-6: T12, T58, T106, T154

Destination Reading, 6-1: xiv, T3, T9, T11, T79, T85, T87, T153, T159, T161, T227, T233, T235, T303, T309, T311; 6-2: T3, T9, T11, T79, T85, T87, T151, T157, T159, T227, T233, T235, T301, T307, T309; 6-3: xiv, T3, T9, T11, T81, T87, T89, T159, T165, T167, T235, T241, T243, T309, T315, T317; 6-4: xiv, T3, T75, T81, T83, T151, T157, T159, T227, T233, T235, T303, T309, T311; 6-5: xiv, T3, T9, T11, T77, T83, T85, T153, T159, T161, T227, T233, T235, T305, T311, T313; 6-6: xiv, T3, T7, T48, T53, T96, T101, T144, T149, T192, T197

Go Online, 6-1: T9, T85, T159, T233, T309; 6-2: T9, T85, T157, T233, T307; 6-3: T9, T87, T165, T241, T315; 6-4: T9, T81, T157, T233, T309; 6-5: T9, T83, T159, T233, T311

Grammar Snap Videos, 6-1: T9, T85, T159, T233, T309; 6-2: T9, T85, T157, T233, T307; 6-3: T9, T87, T165, T241, T315; 6-4: T9, T81, T157, T233, T309; 6-5: T9, T83, T159, T233, T311

Interactive Whiteboard Activities, 6-1: T30, T42, T106, T116, T180, T190, T256, T266, T328, T338; 6-2: T32, T42, T104, T114, T180, T190, T254, T264, T328, T338; 6-3: T32, T44, T112, T122, T186, T198, T262, T272, T336, T346; 6-4: T28, T38, T104, T114, T180, T190, T256, T266, T330, T340; 6-5: T30, T40, T106, T116, T180, T190, T258, T268, T334, T344; 6-6: T20, T30, T68, T78, T116, T126, T164, T174, T210, T220

Leveled Readers Online, 6-1: T9, T85, T159, T233, T309; 6-2: T9, T85, T157, T233, T307; 6-3: T9, T87, T165, T241, T315; 6-4: T9, T81, T157, T233, T309; 6-5: T9, T83, T233, T311

Literacy and Language Guide, 6-1: xxi, xxiii, T8–T9, T35, T43, T49, T84–T85, T111, T117, T123, T158–T159, T185, T191, T197, T232–T233, T261, T276, T273, T308–T309, T333, T339, T345; 6-2: xxi, xxiii, T8–T9, T37, T43, T49, T84–T85, T109, T115, T121, T156–T157, T185, T191, T197, T232–T233, T259, T265, T271, T306–T307, T333, T345; 6-3: T8–T9, T37, T45, T51, T86–T87, T117, T123, T129,

Index • R47

Index

T164–T165, T191, T199, T205, T240–T241, T267, T273, T279, T314–T315, T341, T347, T353; 6-4: xxi, xxiii, T8–T9, T33, T37, T45, T80–T81, T109, T121, T185, T197, T232–T233, T261, T273, T308–T309, T335, T347; 6-5: xxi, xxiii, T8–T9, T35, T41, T47, T82–T83, T111, T117, T123, T158–T159, T185, T191, T197, T232–T233, T263, T269, T275, T310–T311, T339, T345, T351; 6-6: T31, T37, T79, T85, T127, T133, T175, T181, T221, T227

Online Worktext, 6-1: T9, T54, T85, T128, T159, T202, T233, T278, T309; 6-2: T9, T54, T85, T126, T157, T202, T233, T276, T307, T350; 6-3: T9, T56, T87, T134, T165, T210, T241, T315, T358; 6-4: T9, T50, T81, T126, T157, T202, T233, T278, T284, T309, T352; 6-5: T9, T52, T83, T128, T159, T202, T233, T280, T311, T356; 6-6: T40, T88, T136, T184, T230

Online TE & Planning Resources, 6-1: T3, T10–T11, T62–T63, T79, T86–T87, T136–T137, T153, T160–T161, T210–T211, T227, T234–T235, T286–T287, T303, T310–T311, T363–T363; 6-2: T3, T10–T11, T62–T63, T79, T86–T87, T134–T135, T151, T158–T159, T210–T211, T227, T234–T235, T284–T285, T301, T308–T309, T362–T363; 6-3: T3, T10–T11, T64–T65, T81, T88–T89, T142–T143, T159, T166–T167, T218–T219, T235, T242–T243, T292–T293, T309, T316–T317, T370–T371; 6-4: T3, T10–T11, T58–T59, T75, T82–T83, T134–T135, T151, T158–T159, T210–T211, T227, T234–T235, T286–T287, T303, T310–T311, T364–T365; 6-5: T3, T10–T11, T60–T61, T79, T84–T85, T136–T137, T153, T160–T161, T210–T211, T227, T234–T235, T288–T289, T305, T312–T313, T368–T369; 6-6: T3, T4–T5, T8–T9, T49, T52–T53, T54–T55, T97, T100–T101, T102–T103, T145, T148–T149, T150–T151, T193, T196–T197, T198–T199

Student eBook, 6-1: T9, T32, T54, T85, T108, T128, T159, T182, T202, T233, T258, T278, T309, T330; 6-2: T9, T34, T54, T85, T106, T126, T157, T182, T202, T233, T256, T276, T307, T330, T350; 6-3: T9, T34, T56, T87, T114, T134, T165, T188, T210, T241, T264, T284, T338, T358; 6-4: T9, T30, T50, T81, T106, T126, T157, T182, T202, T233, T258, T278, T309, T332, T352; 6-5: T9, T32, T52, T83, T108, T128, T159, T182, T202, T233, T260, T280, T311, T336, T356; 6-6: T14, T22, T24, T40, T70, T72, T60, T88, T108, T118, T120, T136, T156, T166, T168, T184, T204, T212, T214, T230

Vocabulary Reader, 6-1: T65, T139, T213, T289, T365; 6-2: T65, T137, T213, T287, T365; 6-3: T67, T145, T221, T295, T315, T373; 6-4: T61,

T137, T213, T289, T367; 6-5: T63, T139, T213, T291, T371

Write-In Reader eBook, 6-1: xxiii, T6, T82, T156, T230, T306; 6-2: xxiii, T6, T82, T154, T230, T304; 6-3: xxiii, T6, T84, T162, T238, T312; 6-4: xxiii, T6, T78, T154, T230, T306; 6-5: xxiii, T6, T80, T156, T230, T308; 6-6: xxiii, T4, T50, T98, T146, T194

DomainsAmerican History, 6-3: T177, T181, T185, T192–

T196; 6-5: T245, T249, T251, T253, T255, T264–T266

Communications, 6-1: T17, T25, T27, T29, T36–T40, T173, T175, T179, T186–T188, T245, T247, T249, T255, T262–T264; 6-5: T21, T25, T27

Civics, 6-3: T253, T257, T261, T268–T270Cultures, 6-2: T321, T323, T327, T334–T336;

6-4: T93, T97, T99, T103, T110–T112, T171, T175, T177, T179, T186–T188

Earth Science, 6-4: T321, T325, T327, T329, T336–T338; 6-6: T59, T63, T67, T80, T207, T213, T215, T222

Health and Safety, 6-1: T99, T101, T105, T112–T114; 6-3: T23, T25, T29, T31, T38–T42

Life Science, 6-2: T173, T179, T186–T188, T245, T249, T253, T260–T262; 6-6: T71, T73, T107, T111, T115, T119, T121, T128, T155, T159, T163, T167, T169, T176

Math, 6-2: T99, T103, T110–T112Physical Science, 6-3: T99, T101, T103, T107,

T109, T118–T120Social Relationships, 6-5: T36–T37Technology and Innovation, 6-3: T331, T333,

T335, T342–T344; 6-5: T97, T99, T103, T105, T112–T114, T323, T325, T327, T331, T340–T342; 6-6: T13, T17, T23, T25, T28, T32

The Arts, 6-1: T321, T325, T334–T336Values, 6-2: T21, T25, T27, T29, T38–T40World History, 6-4: T21, T25, T34–T36, T245,

T247, T251, T253, T262–T264; 6-5: T171, T175, T179, T186–T188

Drafting. See Writing, Process.

Draw Conclusions. See Comprehension Skills.

EeBook. See Digital Resources, Student eBook.

Editing. See Writing, Process.

English Language Development. See also Differentiated Instruction, English Language Learners.6-1: T12, T14, T16, T22, T24, T28, T30, T32, T36,

T40, T42, T47, T48, T50, T54, T56, T88, T90, T92, T98, T102, T106, T108, T112, T114, T116, T121, T122, T124, T128, T130, T162, T164, T166, T170, T174, T176, T181, T182, T186, T188, T190, T193, T196, T198, T202, T204, T236, T238, T240, T246, T248, T252, T254, T256, T262, T264, T266, T272, T274, T278, T312, T314, T316, T320, T324, T328, T330, T334, T336, T338, T343, T344, T346, T350, T352; 6-2: T12, T14, T16, T22, T24, T26, T30, T32, T34, T38, T40, T42, T47, T48, T50, T54, T56, T86, T88, T90, T92, T98, T102, T104, T106, T110, T112, T114, T117, T119, T120, T122, T126, T128, T160, T162, T164, T168, T174, T176, T178, T180, T182, T186, T188, T190, T193, T196, T198, T202, T204, T236, T238, T240, T246, T250, T252, T254, T256, T260, T262, T264, T267, T270, T272, T276, T278, T310, T314, T320, T322, T328, T330, T338, T343, T344, T346; 6-3: T12, T14, T16, T20, T24, T26, T30, T32, T34, T38, T42, T44, T49, T50, T52, T56, T58, T90, T92, T94, T100, T102, T104, T108, T110, T112, T114, T118, T120, T122, T127, T128, T130, T134, T136, T168, T170, T172, T176, T180, T184, T186, T188, T192, T196, T198, T203, T204, T206, T210, T212, T244, T246, T248, T254, T256, T260, T262, T264, T268, T270,T272, T277, T278, T280, T284, T320, T322, T328, T332, T334, T336, T338, T342, T344, T346, T351, T352, T354, T358, T360; 6-4: T12, T14, T16, T22, T26, T28, T30, T34, T36, T38, T43, T44, T46, T50, T52, T84, T86, T88, T92, T96, T98, T100, T104, T106, T110, T112, T114, T119, T120, T122, T126, T160, T162, T164, T170, T174, T176, T178, T180, T182, T186, T188, T190, T195, T196, T198, T202, T204, T236, T238, T240, T246, T248, T250, T254, T256, T258, T262, T264, T266, T271, T272, T274, T312, T314, T316, T322, T326, T328, T330, T332, T336, T338, T340, T345, T346, T348, T352 T354; 6-5: T12, T14, T16, T22, T24, T26, T30, T32, T36, T38, T40, T45, T46, T48, T52, T54, T86, T90, T96, T98, T102, T104, T106, T108, T112, T114, T116, T122, T162, T164, T86, T121, T124, T128, T130, T166, T170, T176. T178, T180, T182, T186, T188, T190, T195, T196, T198, T202, T204, T236, T238, T240, T246, T250, T252, T254, T256, T258, T260, T264, T266, T273, T274, T276, T280, T314, T316, T318, T324, T328, T330, T332, T334, T336 T340, T342, T344, T349, T350, T352, T356, T358; 6-6: T10, T12, T13, T18, T20, T22, T24, T28, T30, T36, T40, T42, T56, T58, T59, T64, T66, T68, T70, T72, T78, T86, T88, T90, T104, T106, T107, T110, T114, T116, T118, T120, T132, T136, T138, T152, T154, T155, T159, T162, T164, T166, T168, T174, T180, T182, T184, T186, T200, T202, T203, T206, T210, T212, T214, T220, T226, T228, T230, T232. See also Differentiated Instruction, English Language Learners.

R48

Lesson Plans, 6-1: E1–E51; 6-2: E1–E51; 6-3: E1–E51; 6-4: E1–E51; 6-5: E1–E51; 6-6: E1–E51

Materials for, 6-1: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 6-2: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 6-3: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 6-4: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 6-5: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50; 6-6: E2, E4, E6, E8, E10, E12, E14, E16, E18, E20, E22, E24, E26, E28, E30, E32, E34, E36, E38, E40, E42, E44, E46, E48, E50

Enrichment. See Differentiated Instruction, Advanced.

Essential Question, 6-1: T1 (Blind), T19, T77, T95, T151, T169, T243, T321; 6-2: T1 (Blind), T19, T77, T95, T149, T167, T225, T243, T299, T317; 6-3: T1 (Blind), T19, T79, T97, T157, T175, T233, T251, T307, T325; 6-4: T1 (Blind), T19, T73, T91, T149, T167, T225, T243, T301, T319; 6-5: T1 (Blind), T19, T75, T93, T151, T169, T225, T243, T303, T321; 6-6: T1 (Blind), T15, T47, T61, T95, T109, T143, T157, T191, T205

Evaluating Writing. See Writing, Rubric.

Exclamatory Sentences. See Grammar, Kinds of Sentences.

Expression. See Fluency, Expression.

FFamily Connections, 6-1: xxi, T3; 6-2: xxi, T3; 6-3: xxi, T3; 6-4: xxi, T3; 6-5: xxi, T3; 6-6: xxi, T3

Fantasy. See Student Book, Genre.

Fiction. See Student Book, Genre.

Figurative Language. See Comprehension Skills.

Flexible Grouping. See Literacy Centers.

Fluency Accuracy, 6-1: T25, T39, T46; 6-2: T245, T261,

T266; 6-3: T253, T269, T276; 6-4: T95, T111, T118; 6-5: T325, T341, T348; 6-6: 104, T113, T119, T121, T130

Adjust Rate to Purpose, 6-2: T23, T39, T46; 6-4: T247, T263, T270

Expression, 6-1: T325, T335, T342; 6-3: T109, T119, T126; 6-4: T175, T187, T194; 6-5: T255, T265, T272; 6-6: T152, T161, T167, T169, T178

Intonation, 6-1: T173, T187, T194; 6-2: T323, T340; 6-3: T331, T343, T350; 6-4: T327, T337, T342

Model, 6-1: T12, T88, T162, T236, T312; 6-2: T12, T88, T160, T236, T310; 6-3: T12, T90, T168, T244, T318; 6-4: T12, T84, T160, T236, T312; 6-5: T12, T86, T162, T236, T314

Phrasing: Pauses 6-1: T101, T113, T120; 6-2: T177; 6-3: T23, T39, T48; 6-4: T35; 6-5: T177, T187, T194; 6-6: T200, T209, T213, T215, T224

Phrasing: Punctuation, 6-2: T187, T194; 6-4: T21, T42; 6-5: T21, T37, T44

Rate, 6-1: T247, T263, T270; 6-6: T56, T65, T71, T73, T82

Stress, 6-2: T103, T111, T118; 6-3: T183, T193, T202; 6-5: T95, T113, T120; 6-6: T10, T17, T23, T25, T34

Fluency Tests. See Assessment; Cold Reads.

Focus Wall, 6-1: T1 (Blind), T77, T151, T225, T301; 6-2: T1 (Blind), T77, T149, T225, T299; 6-3: T1 (Blind), T79, T157, T233, T307; 6-4: T1 (Blind), T73, T149, T225, T301; 6-5: T1 (Blind), T75, T151, T225, T303; 6-6: T1 (Blind), T47, T95, T143, T191

Formal Assessment. See Assessment.

GGeneralizations. See Comprehension, Skills, Conclusions and Generalizations.

Generating Ideas. See Writing, Process; Writing, Traits, Ideas.

Generating Questions. See Comprehension, Strategies.

Genre. See Magazine, Genre; Student Book, Genre.

Gifted and Talented Students. See Differentiated Instruction, Advanced.

Glossary, Student Book, 6-1: R28–R33; 6-2: R28–R33; 6-3: R28–R33; 6-4: R28–R33; 6-5: R28–R34

Grab-and-Go!™, 6-1: T3, T79, T153, T227, T303; 6-2: T3, T79, T151, T227, T303; 6-3: T3, T81, T159, T235, T311; 6-4: T3, T75, T151, T227,

T303; 6-5: T3, T79, T153, T227, T305; 6-6: T3, T49, T97, T145, T193

GrammarActive/Passive Voice, 6-3: T280Adjectives,

Articles, 6-4: T199Demonstratives, 6-4: T199Kinds, 6-4: T198Proper, 6-4: T199

Adjectives and Adverbs, 6-1: T200; 6-4: T198; 6-5: T200

Adverbs, Kinds, 6-4: T198

Appositives, 6-1: T275Comparisons, 6-5: T276

With Adjectives, 6-5: T276–T277With Adverbs, 6-5: T277

Complete Sentences, 6-1: T50, T75; 6-2: T52Complex Sentences, 6-2: T273Compound-Complex Sentences, 6-2: T347Compound Direct Objects, 6-2: T122Compound Sentences, 6-2: T199Compound Subjects and Predicates, 6-1: T199Connect to Writing,

Argument, 6-2: T49, T121, T197, T271, T345; 6-5: T47, T123, T197, T275, T351

Conventions, 6-1: T126, T276, T348; 6-3: T132, T208, T282; 6-4: T48, T124, T200, T276, T350; 6-5: T50, T126, T200, T278, T354; 6-6: T39, T41, T85, T229

Ideas, 6-6: T185Informative, 6-3: T51, T129, T205, T279,

T353; 6-4: T45, T121, T197, T273, T347Narrative, 6-1: T49, T123, T197, T273,

T345; 6-6: T37Sentence Fluency, 6-1: T52, T200; 6-2:

T124, T200, T274, T348; 6-6: T135Word Choice, 6-2: T52; 6-3: T56

Contractions, 6-1: T52; 6-5: T198Common Errors, 6-5: T199With Not, 6-5: T199With Pronouns, 6-5: T198

Coordinating Conjunctions, 6-2: T198; 6-3: T208

Declarative and Interrogative Sentences, 6-1: T124

Dependent and Independent Clauses, 6-2: T273Direct Objects, 6-2: T122Easily Confused Verbs, 6-1: T126Fragments and Run-Ons, 6-1: T51Imperative and Exclamatory Sentences, 6-1:

T125Indirect Objects, 6-2: T123Kinds of Sentences, 6-1: T149Kinds of Verbs, 6-2: T50

Index • R49

Index

Longer Sentences, 6-2: T346; 6-3: T356Mechanics

Capitalization of Proper Adjectives, 6-5: T353

Capitalization of Proper Nouns, 6-5: T353Commas and Colons, 6-1: T348End Punctuation, 6-5: T352Interjections, 6-5: T353Proper, 6-5: T353Question Marks and Exclamation Points,

6-5: T352More Compound and Complex Sentences, 6-2:

T346Nouns,

Capitalizing Proper Nouns, 6-1: T275Common and Proper Nouns, 6-2: T274Common Errors, 6-1: T347Other Kinds of Nouns, 6-2: T348Plural, 6-1: T346Possessive, 6-1: T347Recognizing, 6-1: T274Singular, 6-1: T346

Phrases and Clauses, 6-2: T272Prepositional Phrases, 6-4: T349

Punctuation, 6-4: T349Prepositions, 6-4: T348; 6-5: T278Pronoun-Antecedent Agreement, 6-3: T131Pronouns

After Linking Verbs, 6-3: T53Demonstrative, 6-4: T122In Compounds, 6-3: T53Indefinite, 6-4: T122Intensive, 6-4: T123; 6-5: T50, T126Interrogative, 6-4: T123More Kinds, 6-4: T122Object, 6-3: T52; 6-4: T48Possessive, 6-3: T130; 6-4: T200Reflexive, 6-4: T123Subject, 6-3: T52; 6-4: T48; 6-5: T50Vague, 6-4: T48; 6-5: T126

Punctuation, 6-4: T274Commas and Parentheses to Set off

Nonrestrictive Elements, 6-4: T275; 6-5: T125, T354

Dashes to Set off Nonrestrictive Elements, 6-4: T275; 6-5: T125, T354

Dialogue, 6-5: T125Direct Quotations, 6-5: T124End Punctuation, 6-5: T352Interjections, 6-5: T353Question Marks and Exclamation Points,

6-5: T381Quotation Marks, 6-5: T149

Regular and Irregular Verbs, 6-3: T354–T355, T383

Simple and Perfect Verb Tenses, 6-3: T206–T207, T231

Simple Sentences, 6-2: T124Simple Subjects and Predicates, 6-1: T198Special Subject-Verb Agreement, 6-3: T281; 6-4:

T276Subject and Object Pronouns, 6-3: T52–T53Subject-Verb Agreement, 6-2: T199; 6-3: T280Subjects and Predicates, 6-2: T200Subjects in Imperatives and Interrogatives, 6-1:

T199Subordinating Conjunctions, 6-2: T272; 6-3:

T282Teach Common Errors, 6-3: T131Using and, but, and or, 6-2: T198Using be and have, 6-3: T281Using Consistent Tenses, 6-4: T47Using Pronouns Correctly, 6-3: T130Verbs,

Action, 6-2: T50Being, 6-2: T51Future Progressive, 6-5: T49Helping, 6-3: T54Intransitive, 6-2: T123Irregular, 6-3: T354, T355Irregular Past Tense Forms, 6-3: T355Linking, 6-2: T51; 6-3: T54Main, 6-2: T51; 6-3: T54Past Progressive, 6-5: T49Phrases, 6-1: T126Present Progressive, 6-5: T48Principal Parts, 6-4: T46Principal Parts of Irregular Verbs, 6-4: T47Progressive Forms, 6-5: T48 T77Regular, 6-3: T354Tenses, 6-3: T206–T207; 6-4: T124, T350Transitive, 6-2: T123

Verbs and Objects, 6-3: T132Writing Clear Sentences, 6-2: T347Writing Titles and Quotations, 6-1: T276Writing with Interjections, 6-1: T125

Grammar-Writing Connection. See Grammar, Connect to Writing.

Graphic Organizers Column Chart, 6-2: T92–T93, T164–T165; 6-3:

T322–T323Flow Chart, 6-3: T16–T17; 6-4: T240–T241;

6-5: T318–T319Four-Square Map, 6-2: T340 Idea-Support Map, 6-4: T316–T317Inference Map, 6-1: T16–T17, T92–T93; 6-2:

T16–T17; 6-3: T248–T249; 6-4: T90–T91; 6-5: T240–T241

Sequence Chart, 6-1: T166–T167

Story Map, 6-1: T240–T241; 6-3: T94–T95; 6-4: T168–T169

T-Map, 6-1: T316–T317; 6-2: T240–T241; 6-4: T88–T89; 6-5: T166–T167

Venn Diagram, 6-4: T16–T17; 6-5: T16–T17Web, 6-3: T172–T173

Greek and Latin Word Parts. See Vocabulary Strategies.

HHandwriting, 6-1: R22–R27; 6-2: R22–R27; 6-3: R22–R27; 6-4: R22–R27; 6-5: R22–R27

Historical Fiction. See Student Book, Genre.

Homework. See Family Connection; Grab-and-Go!(TM).

Homographs. See Vocabulary Strategies.

Homonyms. See Vocabulary Strategies.

Homophones. See Vocabulary Strategies.

IIdeas. See Writing, Traits.

Independent Activities. See Digital Resources; Independent Reading; Literacy Centers.

Independent Reading, 6-1: T34, T110, T184, T260, T332; 6-2: T36, T108, T184, T258, T332; 6-3: T36, T116, T190, T266, T340; 6-4: T32, T108, T184, T260, T334; 6-5: T34, T110, T184, T262, T338

Inferences, Make. See Comprehension Strategies.

Informal Assessment. See Assessment.

Informal Language. See Speaking and Listening.

Informational Text. See Student Book, Genre; Writing, Forms, Informational Essay; Writing, Forms, Research Report; Writing, Modes, Informative Writing.

Internet. See Digital Resources.

Interrogative Sentences. See Grammar, Declarative and Interrogative Sentences; Grammar, Questions.

Intervention. See Response to Intervention.

Intonation. See Fluency.

LLanguage Arts. See Grammar; Spelling; Writing.

R50

Language Development. See Differentiated Instruction, English Language Learners; English Language Development.

Lesson Planners. See Small Group Planner; Weekly Planner.

Lesson Topic, 6-1: T17, T25, T27, T29, T36–T40, T44–T45, T99, T101, T105, T112–T114, T118–T119, T173, T175, T179, T186–T188, T192–T193, T245, T247, T249, T255, T262–T264, T268–T269, T321, T325, T334–T336, T340–T341; 6-2: T21, T25, T27, T29, T38–T40, T99, T103, T110–T112, T173, T179, T186–T188, T245, T249, T253, T260–T262, , T321, T323, T327, T334–T336; 6-3: T23, T25, T29, T31, T38–T42, T99, T101, T103, T107, T109, T118–T120, T177, T181, T185, T192–T196, T253, T257, T261, T268–T270, T331, T333, T335, T342–T344; 6-4: T21, T25, T34–T36, T93, T97, T99, T103, T110–T112, T171, T175, T177, T179, T186–T188, T245, T247, T251, T253, T262–T264, T321, T325, T327, T329, T336–T338; 6-5: T21, T25, T27, T36–T38, , T97, T99, T103, T105, T112–T114, T171, T175, T179, T186–T188, T245, T249, T251, T253, T264–T266, T323, T325, T327, T331, T340–T342; 6-6: T13, T17, T23, T25, T28, T32, T59, T63, T71, T73, T80, T107, T111, T115, T128, T155, T159, T163, T167, T169, T176, T207, T212, T214, T222

See also Preview the Topic.

Leveled ReadersAdvanced,

Breaking the Code, 6-2: T142 Changing the Past, 6-1: T294Climate Change in the Past, 6-4: T372Explorer of the Gobi, 6-3: T226Follow the Leader, 6-3: T300Frederick Douglass: Voice for Freedom, 6-5:

T296 Gee’s Bend Quilts, The, 6-2: T370India’s Amazing Geography, 6-4: T66Innovations from Ancient China, 6-4: T142Life of Emily Johnson, The, 6-1: T144Megatunnels, 6-1: T218 Meteors, Comets, and Asteroids, 6-3: T378My Father, the Clown, 6-2: T70Mysteries of the Phoenicians, 6-4: T294Nanotechnology, 6-5: T376No More Cotton Blues, 6-5: T218Reunion in the Sky, 6-2: T218San Francisco Earthquake, The, 6-3: T72 Stolen Words, 6-1: T70Tales from the Odyssey, 6-4: T218Team Supper, The, 6-5: T68Timekeepers, The, 6-5: T144Trapp Family Singers, The, 6-1: T370True North, 6-3: T150

Way Home, A, 6-2: T292English Language Learners,

Ancient Romans, The, 6-4: T373Dog Control, 6-3: T301Explorers of Glaciers, 6-3: T227Fishing with Sam, 6-5: T69Galileo, 6-5: T145Girl Named Amira A, 6-2: T219Grimms’ Fairy Tales, 6-1: T371Inside the Volcano, 6-3: T151Just for the Fun of It, 6-1: T71Kings of Persia, The, 6-4: T295Life of Clara Barton, The, 6-5: T377 Living in Space, 6-3: T379Loans for the Poor, 6-2: T371Mobius Strips, Fractals, and Optical

Illusions, 6-2: T143 Monsoons of India, 6-4: T67My Search for My Father, 6-2: T293Pompeii, 6-3: T73 Proud Achilles, 6-4: T219Sea Turtle Family, The, 6-1: T295Skyscraper, 6-1: T219 Story of Anne and Maud, The, 6-1: T145Teacher Named Confucius, A, 6-4: T143Thankful for My Family, 6-5: T219What Is Green Technology?, 6-5: T377Winning Team, A, 6-2: T71

On Level,After the Crash, 6-5: T217Agent for the Stars, 6-1: T69Bound for Rock Bottom, 6-3: T149Brothers Grimm, The, 6-1: T369Confucius, Teacher for a Troubled Time,

6-4: T141Courage and Caring: The Life of Clara

Barton, 6-5: T295 Fate of Achilles, The, 6-4: T217Galileo’s Telescope, 6-5: T143Green Technology, 6-5: T375Her Name Is Amira, 6-2: T217Hero of the Poor, 6-2: T369India’s Monsoons, 6-4: T65Leader of the Pack, 6-3: T299Life on a Space Station, 6-3: T377Louise Arner Boyd and the Glaciers, 6-3:

T225Maud and Anne, 6-1: T143Pompeii, 6-3: T71 Remarkable Romans, 6-4: T371Rulers of Persia, 6-4: T293Saturdays with Sam, 6-5: T67Searching for My Father, 6-2: T291Skyscraper: Race to the Sky, 6-1: T217 Swimming Silently, 6-1: T293

Unbelievable! Mobius Strips, Fractals, and Optical Illusions, 6-2: T141

Winning Combination, A, 6-2: T69Struggling Readers,

Alexander the Great, 6-4: T292Anna’s Beetle Surprise, 6-2: T216Cherry Tree, The, 6-3: T148Ellie and the Steel Drum, 6-1: T368From Raider to Peacemaker, 6-4: T64Future of NASA, The, 6-3: T376Go Green, 6-2: T68How to Build a Robot, 6-5: T374Johnstown Flood, The, 6-3: T70Leonardo da Vinci, 6-5: T142Life of Jack London, The, 6-1; T142Outer Banks, The, 6-2: T368Play of the Day, 6-3: T298Read All About It, 6-1: T68Rome Is Burning, 6-4: T370Saving Planet Earth, 6-1: T292Shoeshine Girl, 6-5: T216Silk Road, The, 6-4: T140Sojourner Truth: Speak Up!, 6-5: T294 Story of Skateboards, The, 6-1: T216 Sylvia Earle and the Deep Ocean, 6-3: T224Tales of Hercules, 6-4: T216Three Friends or Two?, 6-5: T66Tied Up in Knots: The Story of Harry

Houdini, 6-2: T140 We Trust Gabriela, 6-2: T290

Vocabulary Readers,Alaska’s Natives, 6-2: T364Are You a Team Player?, 6-2: T64Athena, 6-4: T212Becoming Lincoln: A Biography of the

Sixteenth President, 6-5: T290 Before the First Flight, 6-5: T138City Buried in Time, A, 6-4: T366Escape from the Nazis, 6-5: T212First Emperor, The, 6-4: T136Foods of Mexico, 6-3: T294Great Molasses Disaster, The, 6-3: T66 Hidden World of Mold, The, 6-2: T212Life in Ancient Egypt, 6-4: T288Life in the 1950s, 6-1: T138Life in the Arctic, 6-3: T220Lighter Than Air, 6-3: T144Lights, Camera, Action!, 6-1: T212 Maori of New Zealand, The, 6-2: T286Maya Math, 6-2: T136 So, You Want to Work in Publishing?, 6-1:

T64Story of the Blues, The, 6-1: T364Viking Longship, The, 6-4: T60Vikings in North America, TheWho Are the Three Musketeers?, 6-5: T62

Index • R51

Index

Who Can Be An Astronaut?, 6-3: T372World of Robots, 6-5: T370Your Guide to Pet Care, 6-1: T288See also Small Group Instruction.

Listening Comprehension, 6-1: T13, T89, T163, T237, T313; 6-2: T13, T89, T161, T237, T311; 6-3: T13, T91, T169, T245, T319; 6-4: T13, T85, T161, T237, T313; 6-5: T13, T87, T163, T237, T315; 6-6: T11, T57, T105, T153, T201

Listening Log, 6-1: T3, T79, T153, T227, T303; 6-2: T3, T79, T151, T227, T301; 6-3: T3, T81, T159, T235, T309; 6-4: T3, T75, T151, T227, T303; 6-5: T3, T77, T153, T227, T305; 6-6: T3, T49, T97, T145, T193

Literacy and Language Guide, 6-1: xxi, xxiii, T8–T9, T35, T43, T49, T84–T85, T111, T117, T123, T158–T159, T185, T191, T197, T232–T233, T261, T273, T276, T308–T309, T333, T339, T345; 6-2: xxi, xxiii, T8–T9, T37, T43, T49, T84–T85, T109, T115, T121, T156–T157, T185, T191, T197, T232–T233, T259, T265, T271, T306–T307, T333, T345; 6-3: T8–T9, T37, T45, T51, T86–T87, T117, T123, T129, T164–T165, T191, T199, T205, T240–T241, T267, T273, T279, T314–T315, T341, T347, T353; 6-4: xxi, xxiii, T8–T9, T33, T37, T45, T80–T81, T109, T121, T185, T197, T232–T233, T261, T273, T308–T309, T335, T347; 6-5: xxi, xxiii, T8–T9, T35, T41, T47, T82–T83, T111, T117, T123, T158–T159, T185, T191, T197, T232–T233, T263, T269, T275, T310–T311, T339, T345, T351; 6-6: T31, T37, T79, T85, T127, T133, T175, T181, T221, T227

Literacy Centers, 6-1: T8–T9, T84–T85, T158–T159, T232–T233, T308–T309; 6-2: T8–T9, T84–T85, T156–T157, T232–T233, T306–T307; 6-3: T8–T9, T86–T87, T164–T165, T240–T241, T314–T315; 6-4: T8–T9, T80–T81, T156–T157, T232–T233, T308–T309; 6-5: T8–T9, T82–T83, T158–T159, T232–T233, T310–T311

Literary Nonfiction. See Student Book, Genre.

Literary Response. See Writing, Write About Reading.

Literature. See Leveled Readers; Magazine; Student Book; Teacher Read Aloud; Trade Books; Vocabulary Reader.

M Magazine

Activity Central, 6-6: T26–T27, T74–T75, T122–T123, T170–T171, T216–T217

Anchor Texts

Denali Dog Sled Journal, 6-6: T60–T67Elephants on the Savannah, 6-6: T156–

T163Space Trash, 6-6: T14–T19Storm Chasers, 6-6: T204–T209Vanishing Act, 6-6: T108–T115

Connect to the Topic“Bee, I’m Expecting You,” 6-6: T120Colossal Catch, A, 6-6: T166–T167“Desert Day,” 6-6: T73“Elephant, The,” 6-6: T168Elephants on the Savannah, 6-6: T156–

T157Harsh Land of Beauty, A, 6-6: T70–T71How the Milky Way Came To Be, 6-6: T22–

T23“In the Night,” 6-6: T214“Moon,” 6-6: T24“Satellites,” 6-6: T25Smart Swarm, The, 6-6: T118–T119“Snow,” 6-6: T215“Straight Talk,” 6-6: T120–T123“Twelve Below,” 6-6: T72–T75“Weather,” 6-6: T214“Whale,” 6-6: T169Whiteout! The Great Blizzard of 1888, 6-6:

T212–T213“Wind, The,” 6-6: T215

Genre Folktale, 6-6: T22–T23Informational Text, 6-6: T14–T19, T70–T71,

T118–T119, T166–T167, T204–T209, T212–T214

Mystery, 6-6: T108–T115Poetry, 6-6: T24–T27, T72–T75, T120–

T123, T168–T171, T214–T217Readers’ Theater, 6-6: T156Realistic Fiction, 6-6: T60, T67, T156–T163

Poetry Place“Bee, I’m Expecting You,” 6-6: T120“Desert Day,” 6-6: T73“Elephant, The,” 6-6: T168“In the Night,” 6-6: T214“Moon,” 6-6: T24“Satellites,” 6-6: T25“Snow,” 6-6: T215“Straight Talk,” 6-6: TT121“Twelve Below,” 6-6: T72“Weather,” 6-6: T214“Whale,” 6-6: T169“Wind, The,” 6-6: T215

Your Turn, 6-6: T28, T76, T124, T172, T218

Main Ideas. See Comprehension Skills.

Main Selections. See Student Book, Anchor Texts.

Mass Media. See Research and Media Literacy; Digital Resources.

Meeting Individual Needs. See Differentiated Instruction.

Media Literacy. See Research and Media Literacy.

Model Fluency. See Fluency, Model.

Modeling. See Think Aloud.

Monitor/Clarify. See Comprehension Strategies.

Monitor Comprehension. See Comprehension Strategies.

Multiple-Meaning Words. See Vocabulary Strategies.

Mystery. See Magazine, Genre.

Myth. See Student Book, Genre.

NNarrative Writing. See Writing, Forms.

Nonfiction. See Student Book, Anchor Texts, Genre; Writing Forms; Writing, Modes.

Notes. See Writing, Process, Prewrite.

Nouns. See Grammar.

OOngoing Assessment. See Assessment.

Online Teacher Book and Planning Resources. See Digital Resources.

Oral Grammar, 6-1: S2, S6, S12, S16, S22, S26, S32, S36, S42, S46; 6-2: S2, S6, S12; 6-3: S2, S6, S12, S16, S22, S26, S32, S36, S42; 6-4: S2, S6, S12, S16, S22, S26, S32, S36, S42, S46; 6-5: S2, S6, S12, S16, S22, S26, S32, S36, S42, S46; 6-6: S2, S6, S12, S16, S22, S26, S32, S36, S42, S46

Oral Language. See Speaking and Listening; Your Turn.

Oral Language Conventions. See Grammar; Speaking and Listening.

Organization. See Writing, Traits.

PParagraphs. See Writing, Forms.

Participles. See Grammar, Verbs, Progressive Forms.

R52

Performance AssessmentAssessment to Inform Instruction, 6-1: xxii–xxiii;

6-2: xxii–xxiii; 6-3: xxii–xxiii; 6-4: xxii–xxiii; 6-5: xxii–xxiii; 6-6: xii–xiii


Your Turn: Write About Reading, 6-1: T33, T109, T183, T259, T331; 6-2: T35, T54–T57, T107, T183, T257, T331; 6-3: T35, T115, T189, T265, T339; 6-4: T31, T107, T183, T259, T333; 6-4: T33, T109, T183, T261, T337

Performance Tasks. See Assessment.

Periodic Progress-Monitoring. See Assessment, Daily Assessment.

Periods. See Grammar, Punctuation, End Punctuation.

Personal Narrative. See Writing, Forms.

Persuasion. See Comprehension Skills; Speaking and Listening; Writing Forms.

Phonics. See Decoding.

Photo Cards. See English Language Development, Materials; Student Book, Vocabulary in Context.

Phrasing. See Fluency.

Planning. See Digital Resources; Suggested Small Group Plan; Week at a Glance; Weekly Planner.

Plot. See Comprehension Skills, Story Structure.

Plural Nouns. See Grammar, Nouns.

Poetry. See Magazine, Genre, Poetry Place; Writing, Forms.

Possessive Pronouns. See Grammar, Pronouns.

Predictions, Make. See Comprehension Strategies.

Predictive Writing, 6-1: T19, T95, T169, T243, T319; 6-2: T19, T95, T167, T243, T317; 6-3: T19, T97, T175, T251, T325; 6-4: T19, T91, T167, T243, T319; 6-5: T19, T93, T169, T243, T321; 6-6: T15, T61, T109, T157, T205

Prefixes. See Vocabulary Strategies.

Prepositions. See Grammar.

Prepositional Phrases. See Grammar.

Preview the Topic, 6-1: T17, T25, T27, T29, T36–T40, T44–T45, T99, T101, T105, T112–T114, T118–T119, T173, T175, T179, T186–T188, T192–T193, T245, T247, T249, T255, T262–T264, T268–

T269, T321, T325, T334–T336, T340–T341; 6-2: T21, T25, T27, T29, T38–T40, T99, T103, T110–T112, T173, T179, T186–T188, T245, T249, T253, T260–T262, , T321, T323, T327, T334–T336; 6-3: T23, T25, T29, T31, T38–T42, T99, T101, T103, T107, T109, T118–T120, T177, T181, T185, T192–T196, T253, T257, T261, T268–T270, T331, T333, T335, T342–T344; 6-4: T21, T25, T34–T36, T93, T97, T99, T103, T110–T112, T171, T175, T177, T179, T186–T188, T245, T247, T251, T253, T262–T264, T321, T325, T327, T329, T336–T338; 6-5: T21, T25, T27, T36–T38, , T97, T99, T103, T105, T112–T114, T171, T175, T179, T186–T188, T245, T249, T251, T253, T255, T264–T266, T323, T325, T327, T331, T340–T342; 6-6: T13, T17, T23, T25, T28, T32, T59, T63, T71, T73, T80, T107, T111, T115, T128, T155, T159, T163, T167, T169, T176, T207, T212, T214, T222

See also Lesson Topic.

Prewriting. See Writing, Process, Generate Ideas, Prewrite.

Prior Knowledge. See Differentiated Instruction, English Language Learners; Preview the Topic.

Progress Monitoring. See Assessment, Daily Assessment.

ProjectsResearch and Media Literacy

Create a Timeline, 6-5: T271Inquiry Project, 6-4: T117Integrate Visuals and Text, 6-5: T119Interpret Visuals, 6-1: T341; 6-2: T45Multimedia Presentation, 6-3: T125Present Findings, 6-1: T193Present Information in Various Formats,

6-4: T343Refocus an Inquiry, 6-2: T193; 6-3: T47

Research and Media Performance Task, 6-1: xxiv–xxv; 6-2: xxiv–xxv; 6-3: xxiv–xxv; 6-4: xxiv–xxv; 6-5: xxiv–xxv; 6-6: xxvi–xxvii

Pronouns. See Grammar.

Proofreading. See Writing, Process.

Proper Mechanics. See Grammar.

Proper Nouns. See Grammar.

Prosody. See Fluency.

Publishing. See Writing, Process.

Punctuation. See Fluency, Phrasing; Grammar.

Purposes for Listening, 6-1: T13, T89, T163, T237, T313; 6-2: T13, T89, T161, T237, T311; 6-3: T13, T91, T169, T245, T319; 6-4: T13, T85, T161, T237, T313; 6-5: T13, T87, T163, T237, T315; 6-6: T11, T57, T105, T153, T201

Purposes for Reading. See Set Purpose.

Purposes for Writing. See Writing, Process, Prewrite.

QQuestions. See Analyze the Text; Comprehension Strategies, Question; Dig Deeper; Essential Question; Grammar; Listening Comprehension; Think Through the Text; Writing, Forms, Research Report.

Quotation Marks. See Grammar, Punctuation.

RRate. See Fluency.

Read Aloud. See Fluency; Teacher Read Aloud.

Read and ComprehendPreview the Topic, 6-1: T17, T93, T167, T241,

T317; 6-2: T17, T93, T165, T241, T315; 6-3: T17, T95, T173, T249, T323; 6-4: T17, T89, T165, T241, T317; 6-5: T17, T91, T167, T241, 319

Target Skill. See Comprehension Skills.Target Strategy. See Comprehension Strategies.

Readers’ Theater. See Magazine, Genre.

ReadingAcross Texts. See Compare Texts; Think Through

the Text.Extended, 6-2: xxiii, Freedom Walkers, T377–

T388; 6-4: xxiii, A Wrinkle in Time, T379–T392

Independent, 6-1: T34, T110, T184, T260, T332; 6-2: T36, T108, T184, T258, T332; 6-3: T36, T116, T190, T266, T340; 6-4: T32, T108, T184, T260, T334; 6-5: T34, T110, T184, T262, T338; 6-6: T14, T60, T108, T156, T204

Log, 6-1: T63, T137, T211, T287, T363; 6-2: T63, T135, T211, T285, T363; 6-3: T65, T143, T219, T293, T371; 6-4: T59, T135, T211, T287, T365; 6-5: T61, T137, T211, T289, T369; 6-6: T9, T55, T103, T151, T199

Purpose Setting, 6-1: T19, T95, T169, T243, 319; 6-2: T19, T95, T167, T243, T317; 6-3: T19, T97, T175, T251, T 325; 6-4: T19, T91, T167, T243, T319; 6-5: T19, T93, T169, T243, T321; 6-6: T15, T61, T109, T157, T205

Scaffold Close, 6-1: T18, T94, T168, T242, T318; 6-2: T18, T94, T166, T242, T316; 6-3: T18, T96, T174, T250, T324; 6-4: T18, T90, T166, T242, T318; 6-5: T18, T92, T168, T242, T320; 6-6: T14, T60, T108, T156, T204

Index • R53

Index

Second Read, 6-1: T21, T23, T25, T27, T32, T97, T99, T101, T103, T108, T171, T173, T175, T177, T179, T182, T245, T247, T249, T251, T253, T256, T321, T323, T325, T327, T328, T330; 6-2: T21, T23, T25, T27, T29, T31, T34, T97, T99, T101, T103, T106, T169, T171, T173, T175, T177, T179, T182, T245, T247, T249, T251, T253, T256, T319, T321, T323, T325, T327, T330; 6-3: T21, T23, T27, T31, T34, T103, T105, T109, T111, T114, T177, T179, T181, T183, T188, T253, T255, T257, T259, T327, T329, T331, T333, T338; 6-4: T21, T23, T25, T27, T93, T95, T99, T101, T106, T169, T171, T173, T175, T182, T247, T249, T253, T255, T256, T258, T323, T325, T327, T329, T332; 6-5: T21, T23, T25, T27, T29, T30, T32, T95, T97, T99, T101, T103, T108, T171, T173, T175, T177, T179, T180, T182, T247, T249, T251, T253, T255, T257, T258, T260, T323, T325, T329, T331, T333, T334, T336; 6-6: T17, T19, T20–T21, T63, T65, T67, T68–T69, T111, T113, T115, T116–T117, T159, T161, T163, T164–T165, T207, T209, T210–T211

Self-Selected, 6-1: T34, T110, T184, T260, T332; 6-2: T36, T108, T184, T258, T332; 6-3: T36, T116, T190, T266, T340; 6-4: T32, T108, T184, T260, T334; 6-5: T34, T110, T184, T262, T338; 6-6: T14, T60, T108, T156, T204

Third Read. See Independent Reading.

Reader’s Notebook, 6-1: T43, T48–T49, T50–T52, T55, T117, T122–T123, T124–T126, T129, T191, T196–T197, T198–T200, T203, T267, T272–T273, T274–T276, T279, T339, T344–T345, T346–T348, T351; 6-2: T43, T48–T49, T50–T53, T55, T115, T120–T121, T122–T124, T127, T191, T196–T197, T198–T200, T203, T265, T270–T271, T272–T274, T277, T339, T344–T345, T346–T348, T351; 6-3: T45, T50–T51, T52–T54, T57, T123, T128–T129, T130–T132, T135, T199, T204–T205, T206–T208, T211, T273, T278–T279, T280–T282, T285, T347, T352–T353, T354–T356, T359; 6-4: T39, T44–T45, T46–T48, T51, T115, T120–T121, T122–T124, T127, T191, T196–T197, T198–T200, T203, T267, T272–T273, T274–T276, T279, T341, T346–T347, T348–T350, T353; 6-5: T41, T46–T47, T48–T50, T53, T117, T122–T123, T124–T126, T129, T191, T196–T197, T198–T200, T203, T269, T274–T275, T276–T278, T281, T345, T350–T351, T352–T354, T357; 6-6: T36–T37, T38–T39, T41, T84–T85, T86–T87, T129, T132–T133, T134–T135, T137, T177, T180–T181, T182–T183, T185, T223, T226–T227, T228–T229, T231

Response. See Compare Texts; Write About Reading; Your Turn.

Reading-Writing Connection. See Writing, Write About Reading.

Realistic Fiction. See Magazine, Genre; Student Book, Anchor Texts.

Research and Media Literacy Create a Timeline, 6-5: T271Inquiry Project, 6-4: T117Integrate Visuals and Text, 6-5: T119Interpret Visuals, 6-1: T341; 6-2: T45Multimedia Presentation, 6-3: T125Present Findings, 6-1: T193Present Information in Various Formats, 6-4:

T343Refocus an Inquiry, 6-2: T193; 6-3: T47

Research and Media Performance Task, 6-1: xxiv–xxv; 6-2: xxiv–xxv; 6-3: xxiv–xxv; 6-4: xxiv–xxv; 6-5: xxiv–xxv; 6-6: xxvi–xxvii

Research Bibliography, 6-1: R36–R43; 6-2: R36–R43; 6-3: R36–R43; 6-4: R36–R43; 6-5: R36–R43; 6-6: R12–R13

Responding. See Speaking and Listening; Write About Reading; Writing, Forms; Your Turn.

Response to InterventionDaily Assessment, 6-1: T6, T82, T156, T230,

T306; 6-2: T6, T82, T154, T230, T304; 6-3: T6, T84, T162, T238, T312; 6-4: T6, T78, T154, T230, T306; 6-5: T6, T80, T156, T230, T308; 6-6: T4, T50, T98, T146, T194

Intensive, 6-1: T6, T82, T156, T230, T306; 6-2: T6, T82, T154, T230, T304; 6-3: T6, T84, T162, T238, T312; 6-4: T4, T78, T154, T230, T306; 6-5: T6, T80, T156, T230, T308; 6-6: T6, T50, T98, T146, T194

Strategic, 6-1: T6, T82, T156, T230, T306, S1 (Blind)–S51; 6-2: T6, T82, T154, T230, T304, S1 (Blind)–S51; 6-3: T6, T84, T162, T238, T312, S1 (Blind)–S51; 6-4: T6, T78, T154, T230, T306, S1 (Blind)–S51; 6-5: T6, T80, T156, T230, T308, S1 (Blind)–S51; 6-6: T6, T50, T98, T146, T194, S1 (Blind)–S51

Write-in Reader, 6-1: T6, T82, T156, T230, T306; 6-2: T6, T82, T154, T230, T304; 6-3: T6, T84, T162, T238, T312; 6-4: T6, T78, T154, T230, T306; 6-5: T6, T80, T156, T230, T308; 6-6: T6, T50, T98, T146, T194

Reteaching. See Differentiated Instruction, Options for Reteaching.

Retelling Rubrics. See Rubrics.

Revising. See Writing, Process.

Root Words. See Decoding.

Rubrics

Retelling, 6-1: R15; 6-2: R15; 6-3: R15; 6-4: R15; 6-5: R15

Text-Complexity, 6-1: vi–vii, T2, T78, T152, T226, T302; 6-2: vi–vii, T2, T78, T150, T226, T300; 6-3: vi–vii, T2, T80, T158, T234, T308; 6-4: vi–vii, T2, T74, T150, T226, T302; 6-5: vi–vii, T2, T76, T152, T226, T304; 6-6: vi–vii

Writing, 6-1: T57, T131, T205, T281, T353; 6-2: T57, T129, T205, T279, T353; 6-3: T59, T137, T213, T287, T361; 6-4: T53, T129, T205, T281, T355; 6-5: T55, T131, T205, T283, T359; 6-6: T43, T91, T139, T187, T233

SScaffolded Support. See Differentiated Instruction, English Language Learners.

School-Home Connection. See Family Connections.

Science Fiction. See Student Book, Anchor Texts.

Second Language Support. See Differentiated Instruction, English Language Learners.

Second Read. See Analyze the Text; Dig Deeper.

Selection Vocabulary. See Student Book, Vocabulary in Context.

Self-Correction. See Fluency.

Sentence Fluency. See Writing, Traits.

Sentences. See Grammar.

Sentence Variety. See Writing, Traits, Sentence Fluency.

Sequence. See Comprehension Skills.

Set Purpose, 6-1: T19, T95, T169, T243, T319; 6-2: T19, T95, T167, T243, T217; 6-3: T19, T97, T175, T251, T325; 6-4: T19, T91, T167, T243, T319; 6-5: T19, T93, T169, T243, T321; 6-6: T15, T61, T109, T157, T205

Setting. See Comprehension Skills.

Short Response. See Writing, Write About Reading.

Small Group Instruction, 6-1: T61, T135, T209, T285, T361; 6-2: T61, T133, T209, T283, T361; 6-3: T63, T141, T217, T291, T369; 6-4: T57, T133, T209, T285, T363; 6-5: T59, T135, T209, T287, T367

Small Group Planner, 6-1: T62–T63, T136–T137, T210–T211, T286–T287, T362–T363; 6-2: T62–T63, T134–T135, T210–T211, T284–T285, T362–T363; 6-3: T64–T65, T141–T143, T218–T219, T292–T293, T370–T371; 6-4: T58–T59,

R54

T134–T135, T210–T211, T286–T287, T364–T365; 6-5: T60–T61, T136–T137, T210–T211, T288–T289, T368–T369; 6-6: T8–T9, T54–T55, T102–T103, T150–T151, T198–T199

Social Studies. See Cross-Curricular Connections.

Software. See Digital Resources.

Speaking. See Speaking and Listening.

Speaking and ListeningAdapt and Evaluate Presentations, 6-6: T81Compare and Contrast Experiences, 6-1: T269Compare and Contrast Media, 6-5: T347Compare Poetry, 6-2: T341Compare Presentations, 6-3: T349Compare Stories, 6-4: T41Creating a Storyboard, 6-6: T177Give a Speech, 6-1: T119 Hold a Debate, 6-6: T129Listen to a Folktale, 6-6: T33Literature Discussion, 6-1: T45, Make a Multimedia Presentation, 6-6: T223Participate in a Debate, 6-3: T275Persuasive Speech, 6-2: T267Present an Argument, 6-5: T43Present a Research Report, 6-1: T193 Tell a Pourquoi Tale, 6-4: T193

Spellingea for Short e, 6-1: T48–T49Endings and Suffixes, 6-2: T344–T345 Final / ı̄z/, / ı̆v/, /ı̆j/ Sounds, 6-3: T352–T353Final e /l/, 6-2: T196–T197Final e /n/, 6-2: T196–T197Final e /r/, 6-2: T120–T121, T196–T197 Greek and Latin Word Parts, 6-6: T180–T181Greek Word Parts, 6-6: T84–T85Homophones, 6-1: T344–345Latin Word Roots, 6-6: T132–T133Long Vowels, 6-1: T122–T123o-Consonant-e for Short u, 6-1: T48–T49/ou/, 6-1: T196–T197 /—oo/, 6-1: T196–T197/ô/, 6-1: T196–T197/oi/, 6-1: T196–T197More Words with -ion, 6-3: T204–T205Plurals, 6-4: T272–T273Prefixes de-, trans-, 6-5: T274–T275Prefixes dis-, ex-, inter-, 6-4: T346–T347Prefixes in-, im-, il-, or ir-, 6-3: T128–T129Prefixes pre-, pro-, 6-5: T46–T47Short Vowels, 6-1: T48–T49Spelling /sh/, 6-4: T196–T197Suffixes -able/-ible, -ate, 6-4: T120–T121Suffixes -ent, -ant, 6-4: T44–T45 Suffixes -ic, -ure, -ous, 6-5: T196–T197

Suffixes -ion, -ation, 6-3: T50–T51Words with -ed or -ing, 6-2: T270–T271Words with ie or ei, 6-2: T48–T49Vowel + r, 6-1: T272–T273y for Short i, 6-1: T48–T49Word Parts, 6-5: T350–T351Word Parts com-, con-, 6-3: T278–T279Words with Silent Letters, 6-5: T122–T123Words from Other Languages, 6-6: T36–T37Words Often Confused, 6-6: T226–T227

Story Elements. See Comprehension Skills.

Story Maps. See Graphic Organizers.

Story Response. See Writing, Write About Reading.

Story Structure. See Comprehension Skills.

Strategic Intervention. See Response to Intervention.

Stress. See Fluency.

Struggling Readers. See Differentiated Instruction; Response to Intervention.

Student BookAnchor Texts

GenreAutobiography, 6-1: T94 Biography, 6-1: T318; 6-3: T174Expository Nonfiction. See

Informational Text.Fantasy, 6-3: T96Historical Fiction, 6-5: T168Informational Text, 6-1: T168; 6-2:

T94; 6-4: T18, T90, T242, T318; 6-5: T320

Literary Nonfiction, 6-2: T316; 6-3: T18, T324; 6-5: T92, T240,

Myth, 6-4: T166Realistic Fiction, 6-1: T18; 6-2: T18,

T166, T242; 6-3: T250; 6-5: T18Science Fiction, 6-1: T242

Literature, ACES Phone, The, 6-1: T243–T255Airborn, 6-3: T97–T111All Alone in the Universe, 6-5: T19–

T29Any Small Goodness, 6-3: T251–T261Bodies from the Ash, 6-4: T319–T329Boy Who Saved Baseball, The, 6-2:

T19–T31Children of the Midnight Sun, 6-2:

T317–T327Do Knot Enter, 6-2: T95–T103Emperor’s Silent Army, The, 6-4: T91–

T103First to Fly, 6-5: T93–T105

Great Fire, The, 6-3: T19–T31Harriet Tubman, 6-5: T241–T257Hero and the Minotaur, The, 6-4:

T167–T179Kensuke’s Kingdom, 6-2: T243–T253Knots in My Yo-yo String, 6-1: T94–

T105Making of a Book, The, 6-1: T169–

T179Myers Family, The, 6-1: T319–T327Number the Stars, 6-5: T169–T179Onward, 6-3: T175–T185Princess Who Became a King, The, 6-4:

T243–T255Real Vikings, The, 6-4: T19–T27Robotics, 6-5: T321–T333School Story, The, 6-1: T19–T29Science Friction, 6-2: T167–T179Team Moon, 6-3: T325–T335


Connect to the Topic,Ancient China, 6-4: T110–T112Book Review, 6-5: T186–T188DNA Detectives, 6-5: T36–T38Dr. Sneed’s Best Friend, 6-5: T340–T342Eleven, 6-1: T36–T40,Exploring Islands, 6-2: T260–T262Fire: Friend or Enemy?, 6-3: T38–T42Growing Mold, 6-2: T186–T188History of the Book, 6-1: T186–T188Home of the Brave, 6-5: T264–T266Kush, 6-4: T262–T264Native American Poetry, 6-2: T334–T336Persuading the Public, 6-2: T38–T40Poems that Boast, 6-4: T34–T36Riding on Air, 6-3: T118–T120Silent Noise, 6-1: T262–T264Since Vesuvius, 6-4: T336–T338Sound Check, 6-1: T334–T336Sporty Poetry, 6-1: T112–T114The Ancient News, 6-4: T186–T188The Ball Is in Their Court, 6-3: T268–T270The Knot That Is Not, 6-2: T110–T112The Pole!, 6-3: T192–T196The Woman in the Moon, 6-3: T342–T344Young Pilot Sets Record, 6-5: T112–T114

GenreInformational Text, 6-1: T186–T188, T262–

T264; 6-2: T38–T40, T110–T112, T186–T188, T260–T262; 6-3: T38–T42, T118–T120; 6-4: T110–T112, T262–T264, T336–T338

Index • R55

Index

Literary Nonfiction, 6-3: T268–T270; 6-5: T36–T38, T112–T114

Memoir, 6-3: T192–T196Newspaper Article, 6-4: T186–T188Opinion Essay, 6-5: T186–T188Play, 6-3: T342–T344; 6-5: T340–T342

Glossary, 6-1: R28–R33; 6-2: R28–R33; 6-3: R28–R33; 6-4: R28–R33; 6-5: R28–R33

Grammar, 6-1: T50–T53, T124–T127, T198–T201, T274–T277, T346–T349; 6-2: T50–T53, T122–T125, T198–T201, T272–T275, T346–T349; 6-3: T52–T55, T130–T133, T206–T209, T280–T283, T354–T357; 6-4: T46–T49, T122–T125, T198–T201, T274–T277, T348–T351; 6-5: T48–T51, T124–T127, T198–T201, T276–T279, T352–T355; 6-6: T38–T39, T86–T87, T134–T135, T182–T183, T228–T229

Literature Selections. See Student Book, Anchor Texts; Connect to the Topic.

Paired Selections. See Compare Texts; Student Book, Connect to the Topic.

Read and Comprehend, 6-1: T16–T17, T92–T93, T166–T167, T240–T241, T316–T317; 6-2: T16–T17, T92–T93, T164–T165, T240–T241, T314–T315; 6-3: T16–T17, T94–T95, T172–T173, T248–T249, T322–T323; 6-4: T16–T17, T88–T89, T164–T165, T240–T241, T316–T317; 6-5: T16–T17, T90–T91, T166–T167, T240–T241, T318–T319

Vocabulary in Context, 6-1: T15, T91, T165, T239, T315; 6-2: T15, T91, T163, T239, T313; 6-3: T15, T93, T171, T247, T321; 6-4: T15, T87, T163, T239, T315; 6-5: T15, T89, T165, T239, T317; 6-6: T12, T58, T106, T154

Writing, 6-1: T54–T57, T128–T131, T202–T205, T278–T281, T350–T353; 6-2: T54–T57, T126–T129, T202–T205, T276–T279, T350–T353; 6-3: T56–T59, T134–T137, T210–T213, T284–T287, T358–T361; 6-4: T50–T53, T126–T129, T202–T205, T278–T281, T352–T355; 6-5: T52–T55, T128–T131, T202–T205, T280–T283, T356–T359; 6-6: T40–T43, T88–T91, T136–T139, T184–T187, T230–T233

Your Turn, 6-1: T32–T33, T108–T109, T182–T183, T258–T259, T330–T331; 6-2: T34–T35, T106–T107, T182–T183, T256–T257, T330–T331; 6-3: T34–T35, T114–T115, T188–T189, T264–T265, Y338–T339; 6-4: T30–T31, T106–T107, T182–T183, T258–T259, T332–T333; 6-5: T32–T33, T108–T109, T182–T183, T260–T261, T336–T337

Study Skills, 6-1: R2–R7; 6-2: R2–R7; 6-3: R2–R7; 6-4: R2–R7; 6-5: R2–R7; 6-6: R2–R5

Suffixes. See Vocabulary Strategies.

Suggested Small Group Plan, See Small Group Planner.

Summarize. See Comprehension Strategies, Summary; Writing, Write About Reading.

Summary, 6-1: T68–T71, T142–T145, T216–T219, T292–T295, T368–T371; 6-2: T68–T71, T140–T143, T216–T219, T290–T293, T368–T371; 6-3: T70–T73, T148–T151, T224–T227, T298–T301, T376–T379; 6-4: T64–T67, T140–T143, T216–T219, T292–T295, T370–T373; 6-5: T66–T69, T142–T145, T216–T219, T294–T297, T374–T377

Summative Assessment. See Assessment.

Syllable Patterns. See Decoding.

Synonyms. See Vocabulary Strategies.

TTeacher Read Aloud, 6-1: T12–T13, T88–T89, T162–T163, T236–T237, T312–T313; 6-2: T12–T13, T88–T89, T160–T161, T236–T237, T310–T311; 6-3: T12–T13, T90–T91, T168–T169, T244–T245, T318–T319; 6-4: T12–T13, T84–T85, T160–T161, T236–T237, T312–T313; 6-5: T12–T13, T86–T87, T162–T163, T236–T237, T314–T315; 6-6: T10–T11, T56–T57, T104–T105, T152–T153, T200–T201

Tenses. See Grammar, Verbs.

Text and Graphic Features. See Comprehension Skills.

Text-Based Comprehension. See Analyze the Text; Comprehension Skills; Comprehension Strategies; Dig Deeper; Listening Comprehension; Read and Comprehend; Think Through the Text; Your Turn.

Text Complexity, 6-1: vi–vii; 6-2: vi–vii; 6-3: vi–vii; 6-4: vi–vii; 6-5: vi–vii; 6-6: vi–vii

Text Evidence, Use. See Dig Deeper; Think Through the Text; Your Turn.

Theme. See Comprehension Skills.

Think Aloud, 6-1: T18–T19, T20, T26, T30, T42, T50–T51, T66–T67, T74–T75, T94–T95, T96, T100, T106, T116, T124–T125, T140–T141, T148–T149, T168–T169, T172, T180, T190, T198–T199, T203, T204, T214–T215, T222–T223, T242–T243, T244, T250, T256, T266, T274–T275, T279, T290–T291, T298–T299, T318–T319, T322, T326, T328, T338 T346–T347, T366–T367, T374–T375; 6-2: T18–T19, T20, T28, T32, T42, T50–T51, T66–T67, T74–T75, T94–T95, T96, T100, T104, T114, T122–T123,

T127, T138–T139, T146–T147, T166–T167, T170, T172, T180, T190, T198–T199, T203, T214–T215, T222–T223, T242–T243, T244, T248, T254, T264, T272–T273, T277, T278, T288–T289, T296–T297, T316–T317, T318, T324, T328, T338, T346–T347, T350, T352, T366–T367, T374–T375; 6-3: T18–T19, T22, T28, T32, T44, T52–T53, T57, T68–T69, T76–T77, T96–T97, T98, T106, T112, T122, T130–T131, T135, T146–T147, T154–T155, T174–T175, T178, T182, T186, T198, T206–T207, T222–T223, T230–T231, T250–T251, T252, T258, T262, T272, T280–T281, T285, T286, T296–T297, T298–T299, T304–T305, T324–T325, T326, T330, T336, T346, T354–T355, T374–T375, T382–T383; 6-4: T18–T19, T20, T24, T28, T38, T46–T47, T62–T63, T70–T71, T90–T91, T94, T100, T102, T104, T114, T122–T123, T138–T139, T146–T147, T166–T167, T168, T172, T180, T190, T198–T199, T203, T214–T215, T222–T223, T242–T243, T244, T252, T256, T266, T274–T275, T279, T290–T291, T298–T299, T318–T319, T320, T324, T330, T340, T348–T349, T368–T369, T376–T377; 6-5: T18–T19, T20, T28, T30, T40, T48–T49, T53, T64–T65, T72–T73, T92–T93, T106, T116, T140–T141, T124–T125, T129, T148–T149, T168–T169, T172, T174, T180, T190, T198–T199, T203, T214–T215, T222–T223, T242–T243, T244, T248, T258, T268, T276–T277, T281, T292–T293, T300–T301, T320–T321, T322, T326, T334, T344, T352–T353, T372–T373, T380–T381; 6-6: T14, T15, T16, T30, T38, T41, T60, T61, T62, T78, T86, T89, T108, T112, T126, T137, T157, T160, T174, T182, T185, T204, T205, T208, T220, T228

Think Critically. See Dig Deeper; Student Book, Your Turn; Think Through the Text.

Think Through the Text, 6-1: T18, T20, T22, T24, T26, T28, T94, T96, T98, T100, T102, T104, T168, T170, T172, T174, T176, T178, T242, T244, T246, T248, T250, T252, T254, T318, T320, T322, T324, T326; 6-2: T18, T20, T22, T24, T26, T28, T30, T94, T96, T98, T100, T102, T166, T168, T170, T172, T174, T176, T178, T242, T244, T246, T248, T250, T252, T316, T318, T320, T322, T324, T326; 6-3: T18, T20, T22, T24, T26, T28, T30, T96, T98, T100, T102, T104, T106, T108, T110, T174, T176, T178, T180, T182, T184, T250, T252, T254, T256, T258, T260, T324, T326, T328, T330, T332, T334; 6-4: T18, T20, T22, T24, T26, T90, T92, T94, T96, T98, T100, T102, T166, T168, T170, T172, T174, T176, T178, T242, T244, T246, T248, T250, T252, T254, T318, T320, T322, T324, T326, T328; 6-5: T18, T20, T22, T24, T26, T28, T92, T94, T96, T98, T100, T102, T104, T168, T170, T172, T174, T176, T178, T242, T244, T246, T248, T250, T252, T254, T256, T320, T322, T324, T326, T328, T330, T332;

R56

6-6: T16, T18, T22, T24, T62, T64, T66, T70, T72, T110, T112, T114, T118, T120, T158, T160, T162, T166, T168, T206, T208, T212, T214

Tier II. See Response to Intervention, Strategic.

Tier III. See Response to Intervention, Intensive.

Topic. See Lesson Topic.

Trade BooksInformational Text

Tracking Trash, 6-6: T350Realistic Fiction

Brian’s Winter, 6-6: T294Esperanza Rising, 6-6: T238

See also Reading, Extended.

Traits of Good Writing. See Writing, Traits.

Trickster Tales. See Magazine, Genre.

UUsage. See Grammar.

VVerbs. See Grammar.

Visualize. See Comprehension Strategies.

VocabularyDomain-Specific Words, 6-1: T30, T44, T50, T54,

T106, T118, T124, T128, T180, T192, T198, T202, T256, T268, T274, T278, T328, T340, T346, T350; 6-2: T32, T44, T50, T54, T104, T116, T122, T126, T180, T192, T198, T202, T254, T266, T272, T276, T328, T340, T346, T350; 6-3: T32, T46, T52, T56, T112, T124, T130, T134, T186, T200, T206, T210, T262, T274, T280, T284, T336, T348, T354, T358; 6-4: T28, T40, T46, T50, T104, T116, T122, T126, T180, T192, T198, T202, T256, T268, T274, T278, T330, T342, T348, T352; 6-5: T30, T42, T48, T52, T106, T118, T124, T128, T180, T192, T198, T202, T258, T270, T276, T280, T334, T346, T352, T356; 6-6: T12, T20, T30, T32, T38, T40, T68, T78, T80, T86, T88, T116, T126, T128, T134, T136, T164, T174, T176, T182, T184, T201, T210, T220, T222, T228, T230

Lists, 6-1: T13, T89, T163, T237, T313; 6-2: T13, T89, T161, T237, T311; 6-3: T13, T91, T169, T245, T319; 6-4: T13, T85, T161, T237, T313; 6-5: T13, T87, T163, T237, T315

Reader, 6-1: T64–T65, T138–T139, T212–T213, T288–T289, T364–T365; 6-2: T64–T65, T136–T137, T212–T213, T286–T287, T364–T365;

6-3: T66–T67, T144–T145, T220–T221, T294–T295, T372–T373; 6-4: T60–T61, T136–T137, T212–T213, T288–T289, T366–T367; 6-5: T62–T63, T138–T139, T212–T213, T290–T291, T370–T371

Review Target Vocabulary, 6-1: T35, T111, T185, T261, T333; 6-2: T37, T109, T185, T259, T333; 6-3: T37, T117, T191, T267, T341; 6-4: T33, T109, T185, T261, T335; 6-5: T35, T111, T185, T263, T339; 6-6: T12, T58, T106, T154, T202

Target VocabularyIntroduce, 6-1: T13, T89, T163, T237, T313;

6-2: T13, T89, T161, T237, T311; 6-3: T13, T91, T169, T245, T319; 6-4: T13, T85, T161, T237, T313; 6-5: T13, T88, T164, T238, T316

Review, 6-1: T35, T111, T185, T261, T333; 6-2: T37, T109, T185, T259, T333; 6-3: T37, T117, T191, T267, T341; 6-4: T33, T109, T185, T261, T335; 6-5: T35, T111, T185, T263, T339

Teacher Read Aloud, 6-1: T13, T89, T163, T237, T313; 6-2: T13, T89, T161, T237, T311; 6-3: T13, T91, T169, T245, T319; 6-4: T13, T85, T161, T237, T313; 6-5: T13, T87, T163, T237, T313

Vocabulary in Context, 6-1: T14, T90, T164, T238, T314; 6-2: T14, T90, T162, T238, T312; 6-3: T14, T92, T170, T246, T320; 6-4: T14, T86, T162, T238, T314; 6-5: T14, T88, T164, T238, T316; 6-6: T12, T58, T106, T154, T202

Vocabulary in Context Cards. See Student Book, Vocabulary in Context.

Vocabulary Reader. See Vocabulary, Reader.

Vocabulary StrategiesAnalogies, 6-6: T30Denotation and Connotation, 6-2: T264–T265,

T294–T295, T296; 6-5: T116–T117, T146–T147, T148

Figures of Speech, 6-3: T198–T199, T228–T229, T230

Greek and Latin Word Roots, 6-6: T174–T175Greek Roots, 6-4: T38–T39, T68–T69, T70Greek Roots and Affixes, 6-4: T266–T267,

T296–T297, T298Homographs, 6-6: T78Homonyms, 6-6: T78Homophones, 6-6: T78Latin Roots and Affixes, 6-2: T190–T191, T220–

T221, T222Multiple-Meaning Words, 6-1: T190–T191,

T220–T221, T222Prefixes com-, con-, pre-, pro-, 6-5: T268–T269,

T298–T299, T300

Prefixes de-, trans-, 6-1: T266–T267, T296–T297, T298

Prefixes dis-, ex-, inter-, non-, 6-1: T42–T43, T72–T73, T74

Prefixes en-, ad-, 6-3: T122–T123, T152–T153, T154

Prefixes un-, re-, in-, im-, ir-, il-, 6-4: T340–T341, T374–T375, T376

Reference Sources, 6-1: T338–T339, T372–T373, T374; 6-3: T346–T347, T380–T381, T382

Suffixes -able, -ible, 6-5: T344–T345, T378–T379, T380

Suffixes -er, -or, -ar, -ist, -ian, -ent, 6-1: T116–T117, T146–T147, T148

Suffixes -ful, -less, -ly, -ness, -ment, -ship, 6-4: T190–T191, T220–T221, T222

Suffixes -ion, -ation, -ism, 6-3: T44–T45, T74–T75, T76

Suffixes -ize, -ify, -ive, -ity, 6-6: T220–T221Synonyms, 6-2: T338–T339, T372–T373, T374Using Context, 6-2: T42–T43, T72–T73, T74;

6-5: T190–T191, T220–T221, T222Word Families, 6-1: T49, T123, T197, T273,

T345; 6-2: T49, T121, T197, T345; 6-3: T51, T129, T205, T279, T353; 6-4: T45, T121, T144–T145, T146, T197, T273, T347; 6-5: T47, T123, T197, T275, T351; 6-4: T114–T115

Word Relationships, 6-2: T114–T115, T144–T145, T146; 6-3: T272–T273, T302–T303, T304; 6-5: T40–T41, T70–T71, T72

Words Often Confused, 6-6: T126–T127

Voice. See Writing, Traits.

WWeek at a Glance, 6-1: T2–T5, T78–T81, T152–T155, T226–T229, T302–T305; 6-2: T2–T5, T78–T81, T150–T153, T226–T229, T300–T303; 6-3: T2–T5, T80–T83, T158–T161, T234–T237, T308–T309; 6-4: T2–T5, T74–T77, T150–T153, T226–T229, T302–T305; 6-5: T2–T5, T76–T79, T152–T155, T226–T229, T304–T307; 6-6: T2–T3, T48–T49, T96–T97, T144–T145, T192–T193

Weekly Planner, 6-1: T10–T11, T86–T87, T160–T161, T234–T235, T310–T311; 6-2: T10–T11, T86–T87, T158–T159, T234–T235, T308–T309; 6-3: T10–T11, T88–T89, T166–T167, T242–T243, T316–T317; 6-4: T10–T11, T82–T83, T158–T159, T234–T235, T310–T311; 6-5: T10–T11, T84–T85, T160–T161, T234–T235, T312–T313; 6-6: T6–T7, T52–T53, T100–T101, T148–T149, T196–T197

Whole Group Instruction. See Analyze the Text; Comprehension; Decoding; Grammar;

Index • R57

Index

Spelling; Teacher Read Aloud; Vocabulary; Vocabulary Strategies; Writing.

Word Choice. See Writing, Traits.

Word Lists, 6-1: R8–R13; 6-2: R8–R13; 6-3: R8–R13; 6-4: R8–R13; 6-5: R8–R13; 6-6: R6–R11

Word Origins. See Vocabulary Strategies.

Word Study. See Vocabulary Strategies.

Write About Reading, 6-1: T33, T109, T183, T259, T331; 6-2: T35, T54–T57, T107, T183, T257, T331; 6-3: T35, T115, T189, T265, T339; 6-4: T31, T107, T183, T259, T333; 6-5: T33, T109, T183, T261, T337,

Write-in Reader eBook, 6-1: T6, T82, T156, T230, T306; 6-2: T6, T82, T154, T230, 6-3: T6, T84, T162, T238, T312; 6-4: T6, T78, T154, T230, T306; 6-5: T6, T80, T156, T230, T308; 6-6: T4, T50, T98, T146, T194

Writer’s Craft. See Author’s Craft; Writing, Traits.

WritingForms

Argument, 6-2: T202–T205, T276–T279, T350–T353; 6-5: T280–T283, T356–T359

Argument Paragraph, 6-2: T126–T129Book Review, 6-2: T202–T205Cause-Effect Essay, 6-4: T202–T205Classification Essay, 6-3: T134–T137Compare-Contrast Essay, 6-4: T50–T53Definition Essay, 6-3: T210–T213Fictional Narrative, 6-1: T278–T281,

T350–T353,Field Notes, 6-6: T88–T91Informational Essay, 6-3: T284–T286,

T358–T361Narrative Poem, 6-6: T40–T43Opinion Essay, 6-5: T52–T55Personal Narrative Paragraph, 6-1: T54–

T57 Personal Narrative, 6-1: T128–T131; 6-6:

T184–T187, T230–T233Persuasive Letter, 6-5: T202–T205Problem-Solution Essay, 6-4: T126–T129;

6-5: T128–T131Procedural Essay, 6-3: T56–T59Radio Script, 6-6: T136–T139Research Report, 6-4: T278–T281,

T352–T355Response Paragraph. See Writing, Write

About Reading.

Story Scene, 6-1: T202–T205Modes

Argument Writing, 6-2: T54–T57, T75, T126–T129, T147, T202–T205, T223, T276–T279, T297, T350–T353, T375; 6-5: T52–T55, T77, T128–T131, T149, T202–T205, T223, T280–T283, T301, T356–T359, T381

Informative Writing, 6-3: T56–T59, T77, T134–T137, T155, T231, T284–T287, T305, T358–T361, T383; 6-4: T50–T53, T71, T126–T129, T147, T202–T205, T223, T278–T281, T299, T352–T355 T377

Narrative Writing, 6-1: T54–T57, T75, T128–T131, T149, T202–T205, T210–T213, T223, T278–T281, T299, T350–T353, T375; 6-6: T40–T43, T88–T91, T136–T139, T184–T187, T230–T233

Response. See Writing, Write About Reading.

ProcessAnalyze, 6-1: T54, T128, T202, T278; 6-2:

T54, T126, T202, T276; 6-3: T56, T58, T134, T136, T210, T284; 6-4: T50, T126, T202, T278; 6-5: T52, T128, T202, T280; 6-6: T40, T88, T136, T184

Draft, 6-1: T56, T130, T204, T350–T351; 6-2: T56, T128, T204, T350–T351; 6-3: T58, T136, T212, T358–T359; 6-4: T52, T128, T204, T352–T353; 6-5: T54, T130, T204, T357; 6-6: T42, T90, T138, T230

Edit, 6-1: T352; 6-2: T352; 6-3: T360; 6-4: T354; 6-5: T358; 6-6: T232

Generate Ideas, 6-2: T277Prewrite, 6-1: T55, T129, T203, T279–T280;

6-2: T55, T127, T203, T277–T278; 6-3: T57, T135, T211, T285–T286; 6-4: T51, T127, T203, T278–T281; 6-5: T53, T129, T203, T281–T282; 6-6: T41, T89, T137, T185–T186

Proofread, 6-6: T228Publish, 6-1: T352; 6-2: T352; 6-3: T360;

6-5: T358; 6-6: T232Revise, 6-1: T56, T130, T204, T352; 6-2:

T56, T128, T204, T352; 6-3: T212, T360; 6-4: T52, T128, T204, T354; 6-5: T54, T130, T204, T358; 6-6: T42, T90, T138, T232

Rubric, 6-1: T57, T131, T205, T281, T353; 6-2: T57, T129, T205, T279, T353; 6-3: T59, T137, T213, T287, T361; 6-4:

T53, T129, T205, T281, T355; 6-5: T55, T131, T205, T283, T359; 6-6: T43, T91, T139, T187, T233

Prompts. See Digital Resources, Online Worktext.

TraitsIdeas, 6-2: T202–T205, T276–T279; 6-3:

T284–T287; 6-4: T352–T355; 6-5: T202–T205, T280–T283; 6-6: T88–T91, T184–T187

Organization, 6-1: T278–T281; 6-2: T126–T129; 6-3: T210–T213; 6-4: T126–T129, T278–T281

Sentence Fluency, 6-2: T350–T353; 6-4: T202–T205

Voice, 6-1: T54–T57, T128–131; 6-2: T54–T57; 6-3: T134–T137, T358–T361; 6-5: T52–T55; 6-6: T136–T139

Word Choice, 6-1: T202–T205, T350–T353; 6-3: T56–T59; 6-4: T50–T53; 6-5: T128–T131, T356–T359

Write About Reading, 6-1: T33, T109, T183, T259, T331; 6-2: T35, T54–T57, T107, T183, T257, T331; 6-3: T35, T115, T189, T265, T339; 6-4: T31, T107, T183, T259, T333; 6-5: T33, T109, T183, T261, T337

Written Language Conventions. See Grammar; Writing, Traits, Conventions.

YYour Turn, 6-1: T32–T33, T108–T109, T182–T183, T258–T259, T330–T331; 6-2: T34–T35, T106–T107, T182–T183, T256–T257, T330–T331; 6-3: T34–T35, T114–T115, T188–T189, T264–T265, Y338–T339; 6-4: T30–T31, T106–T107, T182–T183, T258–T259, T332–T333; 6-5: T32–T33, T108–T109, T182–T183, T260–T261, T336–T337

See also Magazine, Your Turn.

R58

Acknowledgements

All photos from the HMH Photo Library or shot by Houghton Mifflin Harcourt Photographers.

T25 ©Getty Images; T35 ©Alamy Images; T40 ©Getty Images; T41 (br) ©Getty Images; T93 ©Getty Images; T116 (bl) Ablestock.com/Jupiterimages/Getty Images; T179 ©Getty Images; T187 ©Getty Images; T192 (bl) ©Alamy Images; T193 (br) ©AFP/Getty Images; T251 ©Getty Images; T261 ©Getty Images; T268 (bl) ©Getty Images; T269 ©Getty Images; T325 ©Getty Images; T335 ©Alamy Images; T342 (bl) ©Getty Images; T343 (br) ©Warren Faidley/Corbis

Acknowledgements • R59

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