B RIAN ÕS W INTER...a s a te a c h e r, tru c k d riv e r, sc u lp to r, fo lk sin g e r, a n d trap p er w h ile h e traveled th e w o rld . T o d ay, P au lsen is o n e o f th e

REPRODUCIBLES

BRIAN’S WINTERG A R Y P A U L S E N

Perfection Learning®

Reading Skills Through Literature

Gary Paulsen

Reproducible Activity Book

BRIAN’S WINTER

P O R T A L S T O R E A D I N G

The purchase of this book entitles an individual teacher to reproducepages for use in the classroom. This permitted use of copyrightedmaterial does not extend beyond the building level. Reproduction foruse in an entire school system or for commercial use is prohibited.Beyond the classroom use by an individual teacher, reproduction,transmittal, or retrieval of this work is prohibited without writtenpermission from the publisher.

© 2004 Perfection Learning® Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500

Tel: 1-800-831-4190 • Fax: 1-800-543-2745ISBN 0-7891-6132-x

perfectionlearning.comPrinted in the U.S.A.

1 2 3 4 5 6 PP 07 06 05 04 03

The Portals to Reading series accompanies literaturethat should be an important part of every school’sreading program. The activities will reinforce a widevariety of language and reading skills that are generallypart of the curriculum at the reading level of the novel.However, the Portals pick-and-choose format gives youthe final decision about which activities will enhanceyour students’ personal learning.

The activities in this book are based on sentences andparagraphs especially written to support the teachingobjective of each lesson. Clearly, such literary matters asstyle and flavor may be experienced only by reading thebook itself. Thus, the words of the author have been leftwhere they belong—in their pure form in the pages ofthe novel.

Table of Contents

Author! Author! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Story in Brief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Word Attack Skills

Using Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Finding Base Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Listening for Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Using Long Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Adding Endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Making Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Comprehension Skills

Classifying Word Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Remembering Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Determining Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Classifying Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Determining Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Matching Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Determining Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Using Cloze Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Discovering Meaning Through Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Making Inferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Sequencing Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Getting the Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Understanding Special Meanings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Evaluating What You Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Matching Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Study Skills

Determining Alphabetical Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Using a Pronunciation Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Choosing Correct Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Using Guide Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Creative Skills

Recalling an Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Writing a Journal Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Creating a Picture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Creating a Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Using Descriptive Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Writing a Book Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Explaining Feelings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Optional Spelling and Vocabulary Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Supplementary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Response Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

7© 2004 Perfection Learning Corporation

Author! Author!

Gary Paulsen

Gary Paulsen, born in 1939, has had a passion forreading since he was very young. Although he was nevera dedicated student, he got hooked on reading afterreceiving a library card.

After a real-life emergency plane landing, a dangerousbattle with moose, and harrowing spills during theIditarod dogsled race, Gary Paulsen could easily be acharacter in one of his own novels. In fact, his books arebased largely on true experiences—things that he orsomeone he knows lived through.

Before his writing career began, Paulsen found workas a teacher, truck driver, sculptor, folk singer, andtrapper while he traveled the world. Today, Paulsen isone of the most popular writers for young people withbooks such as Hatchet, The Winter Room, and Dogsong.

Paulsen and his wife divide their time between a homein New Mexico and a boat on the Pacific Ocean, off thecoast of California. He is currently preparing to sailsingle-handedly around Cape Horn.

BRIAN’S WINTER

8 © 2004 Perfection Learning Corporation

Brian’s Winter is the riveting sequel toGary Paulsen’s award-winning Hatchet.This novel answers the question “WouldBrian Robeson have been able to surviveCanada’s harsh winter if he had not beenrescued?” The book begins as fall ends.

Brian Robeson is a young boy trying tosurvive on his own in the Canadianwilderness. He has already survived a planecrash, managed to make fire, constructed abow and some arrows, and found theplane’s survival pack. However, histoughest challenge is on its way—winter.

One day when Brian is out hunting, henotices a cold chill on his cheek. At first, itregisters as unusual, but it is quicklyforgotten.

When Brian is almost killed by a bear, herealizes he needs something more than asmall arrow for protection. He decides tomake a spear.

The weather is becoming colder, andBrian knows that winter is near. The spearmay also help in the hunt for larger game.

A skunk decides to take up residencenear Brian’s campsite. It ends up savingBrian’s life when the bear once again

returns to the camp. After being hit with theskunk’s foul odor, the bear never returns.

Brian gets lucky on his first hunt with hisnew spear. He kills a moose cow during afierce battle. He is thankful for the meat aswinter suddenly arrives.

Brian cleverly uses the moose hide alongwith some rabbit skins to make himselfsome winter clothing and snowshoes. Hefeels better about his chances of making itthrough the winter.

One night, Brian is awakened by thepopping sound of a gun. He hopes huntersare nearby. The next day he goes out toinvestigate, only to learn that the soundwas trees exploding from the extreme cold.

Some time later, Brian is out hunting andhears the familiar sound of popping treesagain. But he soon realizes that theweather is too warm for the sound to bethe trees, so it must be a gun. Brian alsosees a strange track in the snow. He knowsthis cannot be a natural path, so he decidesto follow it. The path leads him to thecamp of a Native American trapper and hisfamily. Brian is safe at last.

BRIAN’S WINTER

The Story in Brief


Chapters 1–2

Using Short VowelsRead the words in the word box. Each

word contains a short vowel sound. Saythe words to yourself and listen for theshort vowel sounds. Then read eachsentence. Choose a word from the wordbox to complete each sentence. Write youranswer on the blank line.

Example: Brian’s logic surprised him.

1. Brian found it to ration the food.

2. Brian drank a hot every morning.

3. The number of rifle shells was .

4. Brian realized that there was a , or basic law, to nature.

5. Brian had seen people cook over fire on .

6. Brian’s was made of pine boughs.

7. Brian had made with the birds he heard each day.

8. The wolves seemed to the boundary Brian had set.

9. The bear had given Brian some minor .

10. Brian knew that the bear could have caused much more .

Name

BRIAN’S WINTER

impossible accept physicstelevision friends clinicalscratches limited liquidmattress damage

clinical


Chapters 1–2

Finding Base WordsEach word below has been made by adding an ending

such as -ly, -ed, or - ing to a base word. On the blankbeside each word, write the base word.

Example: relieved

1. survival 11. glorious

2. northern 12. rummaging

3. supplies 13. frighten

4. satisfied 14. rotten

5. terribly 15. wolves

6. worthless 16. location

7. calories 17. hesitation

8. initially 18. clawing

9. imaginary 19. bruises

10. warmth 20. dangerous

Name

BRIAN’S WINTER

relieve


Chapters 1–2

Listening for SyllablesSay each of the words below to yourself. The number

of vowel sounds you hear in each word will be the sameas the number of syllables. Decide how many syllablesare in each word. Then write the number on the blankline after each word.

Example: wilderness

1. emergency 16. loneliness

2. aluminum 17. significance

3. movement 18. filter

4. rabbit 19. territory

5. forever 20. circuit

6. target 21. female

7. brain 22. absolutely

8. windbreaker 23. leaves

9. arrows 24. understanding

10. afternoon 25. unprepared

11. initially 26. reality

12. shelter 27. mistake

13. eluded 28. ransacking

14. baby 29. animal

15. weather 30. summer

Name

BRIAN’S WINTER

3


Chapters 1–2

Using Long VowelsRead the words in the word box. Each

word contains a long vowel sound. Say thewords to yourself and listen for the longvowel sounds. Then read each sentence.Choose a word from the word box tocomplete each sentence. Write youranswer on the blank line.

Example: Brian for a moment before moving closer to therabbit.

1. Brian had found two lighters in the survival pack.

2. Brian had many times since the plane crash.

3. Brian sensed the weather change when he was hunting with

the .

4. The hot liquid made it for Brian to start his day.

5. Brian had learned it was best to move instead of directlytoward his prey.

6. Brian began the rabbit.

7. Brian set part of the rabbit aside for fish .

8. At first, Brian thought he might be going .

9. Brian had forgotten the rule.

10. Without , the bear turned to face the cave opening.

Name

BRIAN’S WINTER

sideways butane delaydreamed easier riflecleaning crazy baitprimary froze

froze


Chapters 1–2

Adding EndingsRead each sentence. Then look at the word shown in

parentheses at the end of the sentence. Add an endingsuch as -ed, -ing, -s, or -er to the word to make it fit inthe sentence. Remember, you may need to change theword when you add the ending. Write the new word inthe blank.

Example: The food had Brian’s dreams. (change)

1. Brian remembered eating too many gut . (cherry)

2. Brian was so angry that he spent a whole day things around.(slam)

3. The rifle made shooting game and easier. (quick)

4. The arrow killed the rabbit almost . (instant)

5. Brian couldn’t let even the very fish go. (small)

6. While at the fire, Brian thought about the wolf. (gaze)

7. Bears were totally to eating. (devote)

8. The bears didn’t understand about the with Brian. (agree)

9. The bear and ripped off the side of the shelter. (turn)

10. Brian could have been killed by the bear. (easy)

Name

BRIAN’S WINTER

changed


Example: One side of Brian’s shelter was not yet .

1. Brian did not have warm clothing or .

2. The clouds did not look like the of summer.

3. Brian spread out his sleeping bag in the .

4. Brian had to make the shelter .

Name

BRIAN’S WINTER

Chapters 3–5

Making CompoundsTwo words combined form a compound. Each word in

Box A forms the first part of a compound. Each word inBox B forms the second part. In the blank in eachsentence below, write the compound that best completesthe sentence. Use a word from each box to make yourcompounds.

Box A

thunder foot

arrow bow

super raw

night sun

lake air

rain

Box B

market tight

proof head

heads hide

string gear

shore fall

light

(continued)

airtight

5. By , the mud had dried.

6. Brian looked for stones on the .

7. Brian thought about an collection he had once seen.

8. Brian didn’t have any string except the original from his firstbow.

9. Brian used a strip to tie the arrowhead to the shaft.

10. The only place Brian had ever seen more meat was in the .

Name Making Compounds

Chapters 3–5



Chapters 3–5

Classifying Word GroupsRead the following sentences. Decide if the italicized

part of the sentence tells you where, when, or how.Underline the correct choice.

Example: Brian’s arrow bounced harmlessly off the side of the porcupine. where when how

1. Brian made a bow from a hardwood tree that he found by the lake. where when how

2. Brian suddenly realized that winter was coming just as he started to doze. where when how

3. Brian insulated his door by stuffing two woven frames full of leaves. where when how

4. Brian drew in the dirt next to the fire. where when how

5. Now I just need to figure out how to make stone arrowheads, Brian thought to himself. where when how

6. When Brian awoke in the morning, he was famished. where when how

7. The arrow had hit both animals almost perfectly. where when how

8. Brian looked for dead logs hanging up off the ground. where when how

9. The fire was blazing merrily. where when how

Name

BRIAN’S WINTER

(continued)

10. Brian set the door aside to dry. where when how

11. Brian cut his finger slightly. where when how

12. Just before sleep came, Brian heard the wolves singing to one another. where when how

13. The vest still had bits of dried flesh stuck to the hide. where when how

14. The wolf trotted off to the left. where when how

15. Brian knew he would have to work fast. where when how

16. Brian awoke in the middle of the night and ate some more venison. where when how

17. Early on, Brian learned that foolbird feathers worked best for the arrows. where when how

18. Brian attached the arrows with pieces of thread. where when how

19. By dark, Brian had finished all nine arrows. where when how

20. Brian carefully pulled the door over the opening. where when how

Name Classifying Word Groups

Chapters 3–5



Chapters 3–5

Remembering DetailsThe following questions are about the main character

and some of the events in the book. Write the answers onthe lines below the questions. Be sure to use completesentences.

1. What did Brian use to make his new bow? ______________________________________

____________________________________________________________________________

2. What was the only reason Brian could think of for using a larger arrowhead? ________

____________________________________________________________________________

3. What did Brian call his lucky arrow? ___________________________________________

____________________________________________________________________________

4. What type of stone did Brian need for the arrowheads? ___________________________

____________________________________________________________________________

5. What did Brian first make from the rabbit skins? _________________________________

____________________________________________________________________________

6. What had the wolves killed? __________________________________________________

____________________________________________________________________________

7. How many feathers did Brian select for each arrow? _____________________________

____________________________________________________________________________

Name

BRIAN’S WINTER


Chapters 3–5

Determining Fact and OpinionSome of the following sentences are statements of

fact. Some are statements of opinion. In the blank beforeeach sentence, write the letter F if that sentence is astatement of fact. Write O if that sentence is a statementof opinion.

Example: Brian did not have warm clothing.

1. It is difficult to survive a winter in the wilderness.

2. It is fun to hunt for arrowheads.

3. Brian thought about the collection of arrowheads.

4. Cave paintings had been discovered in France.

5. Brian made the best fires.

6. Sometimes in bad weather, game would not come out for a day or two.

7. The flint cut Brian’s finger.

8. Venison is delicious.

9. Brian ate venison for his evening meal.

10. Brian fed the skunk.

Name

BRIAN’S WINTER

F


Chapters 3–5

Classifying WordsIn each group of words below, one word does not

belong with the others. Draw a line through the wordthat does not belong. Then decide what the other threewords have in common. Write your answer on the blankline after the words.

Example: porcupine rabbit venison bear

They are all _________________________________________________.

1. gun knife spear smoke

They are all _________________________________________________.

2. windbreaker flint kindling wood

They are all _________________________________________________.

3. heart gizzard bones stomach

They are all _________________________________________________.

4. inches hours miles yards

They are all _________________________________________________.

5. dawn tents tipis caves

They are all _________________________________________________.

Name

BRIAN’S WINTER

animals

(continued)

6. first hundred fifth sixth

They are all _________________________________________________.

7. branches bark leaves grain

They are all _________________________________________________.

8. shoulders belt vest T-shirt

They are all _________________________________________________.

9. arrowhead shaft pin feather

They are all _________________________________________________.

10. oval point round rectangular

They are all _________________________________________________.

Name Classifying Words

Chapters 3–5



Cause

1. Brian didn’t want to meet the skunkoutside the cave.

2. Brian plucked the bowstring.

3. Brian lost the arrow as it sailed overthe lake.

4. Brian placed the pot next to the fire.

5. The meat had finally cooled.

1. Brian pushed his feet into his newwinter shoes.

2. Brian worked the leather with hisfingers.

3. The night grew unusually quiet.

4. The door of the cave would not open.

5. The animals left tracks in the freshsnow.

Effect

Brian was able to eat the cookedmeat.

Brian changed the angle he wasshooting.

The venison stew began to cook.

Brian pushed the door opencarefully and looked both ways.

Brian heard a humming noise.

The leather softened.

Brian’s feet felt warm.

Brian lowered his shoulder andran into the door.

Hunting was easier for Brian.

The silence woke Brian up.

Name

BRIAN’S WINTER

Chapters 6–8

Determining Cause and EffectTo determine a cause, ask “What is the reason?” To

determine an effect, ask “What is the result?” Match thecauses and effects below. Write the number of the causein front of its effect.


Chapters 6–8

Matching SynonymsA synonym is a word having the same or

nearly the same meaning as another word.Read each sentence. Choose a synonymfrom the word box to replace the italicizedword. Write your answer on the blank line.

Example: Brian’s and the skunk’s routine was established inonly four days.

1. Gingerly, Brian pushed the door open.

2. Brian looked up at the enormous bear.

3. The bear hesitated and raised its head.

4. Brian had to hit the bear somewhere vital.

5. Brian picked up the lance.

6. The lance gave Brian a feeling of security.

7. Brian looked out at the dismal rain.

8. Brian kindled the morning fire.

9. Brian made the moccasins large enough to fit over histattered shoes.

10. All Brian could do was stare at the white snow.

Name

BRIAN’S WINTER

important paused largecarefully stirred gazeraggedy safety setgloomy spear

set


1. Brian slowly and carefully pushed the door to the side andlooked right and left.

2. Brian had no idea how bad winter would be, and he wasn’tsure he would be ready for it.

3. “You’re living here?” Brian’s eyes widened at the sight of theskunk.

4. Brian smiled when he saw the skunk. He named it Betty.

5. Brian saw the bear looking down at him. Its eyes were full ofthreat. Brian thought he was going to die.

6. Brian was tangled in the zipped bag, and he couldn’t moveout of the bear’s way. He tried and tried to get out of the bagbut couldn’t.

7. The stink of skunk was everywhere, but Brian didn’t care. Hedecided to give Betty extra food that night for saving his life.

8. As Brian fell asleep, he began to feel he had a chance for afuture.

9. Brian looked out at the bright white snow. The world lookedincredibly beautiful. All Brian did was stare.

10. Brian decided he would make sure he didn’t freeze to death.He worked the skins and made warm clothes.

Name

BRIAN’S WINTER

Chapters 6–8

Determining FeelingsA person does not always express

feelings directly in words. Sometimesfeelings are shown through other clues aswell. Each of the sentences below providesclues to Brian’s feelings in Brian’s Winter.

First study the clues. Then choose theword from the box that best describesBrian’s feelings. Write the word in theblank in front of the sentence.

determined frightened surprised hopeful amazedfrustrated hesitant nervous thankful happy


Chapters 6–8

Using Cloze ReadingRead the paragraph below. Use the

words in the word box to fill in the blanks.The first one is done for you.

Brian studied the (1) from which he’d been chipping

(2) . The flakes he chipped off were too small for a

(3) . He would need something (4) and

longer. Brian noticed some other black stones. He (5) at them

with the back of the hatchet, (6) off flakes. Finally he hit one that

had a bigger (7) . He hit it three times and took off flakes that

were irregular or broken in the (8) . On his (9)

try, he came away with a piece almost as wide as the palm of his hand. It was about seven

(10) long and tapered to a sharp point with two

(11) like razors.

Name

BRIAN’S WINTER

arrowheads tapped stoneknocking middle spearpattern fourth widerinches edges

stone


Chapters 9–11

Discovering MeaningThrough Context

Read the following sentences. Three meanings aregiven for each italicized word. Use the context of thesentence to figure out which meaning is best. Underlinethe best meaning.

Example: Brian shook his head and in the same instant saw a rabbit.

nightmare dream moment

1. Brian saw seven rabbits scattered throughout the brush. They were all at varyingranges.

odd similar different

2. The rabbit vanished in the underbrush. Brian could no longer see it.

leaped disappeared slept

3. Brian moved into a large stand of vegetation made up of evergreens and brambles.

rocks animals shrubs

4. Brian thought the brush would slow the moose down, but he was mistaken. Themoose crashed right through.

wrong confused relieved

Name

BRIAN’S WINTER

(continued)

5. Brian saw one fleeting image of a wall of brown hair before he blacked out.

picture scream spear

6. The arrow did not hamper the moose’s momentum as she raced faster and fastertoward Brian.

wound speed death

7. Brian was surprised that he could feel elated and sad at the same time.

hungry sleepy excited

8. Because the cow was so immense, it was hard for Brian to handle.

simple thin huge

9. Dragging the heavy hide back to the camp exhausted Brian. He didn’t think he wouldhave the energy to go back for the rest.

bored freed tired

10. By midafternoon, Brian was starving and needed to eat.

clean hungry sleepy

Name Discovering Meaning Through Context

Chapters 9–11



Chapters 9–11

Making InferencesRead each of the questions below. Then read the three

possible answers. Think about what happened inchapters 9 through 11 of Brian’s Winter. Use what youknow to choose the best answer for each question.Circle the number next to the answer you choose.

a. How did Brian feel as he prepared to shoot the moose?

1. Brian was excited.2. Brian was determined.3. Brian was amused.

b. Why did Brian crave the moose fat?

1. Moose fat had always been one of Brian’s favoritefoods.

2. Brian had not eaten in a long time.3. Brian’s body needed the fat.

c. Why was the carcass easier to handle with the rump andlegs gone?

1. The carcass was not as heavy.2. The carcass no longer made Brian sick to his stomach.3. Brian no longer feared the wolves would try to steal the

meat.

Name

BRIAN’S WINTER

(continued)

d. Why did Brian’s body ache?

1. The moose meat had made him sick.2. Brian had not had enough to eat.3. Brian’s muscles were sore from the hard work.

e. Why did Brian use charcoal to draw on the hide?

1. Charcoal easily washed off.2. Charcoal was his only writing utensil.3. The charcoal warmed his fingers as he worked.

Name Making Inferences

Chapters 9–11



Chapters 9–11

Sequencing EventsThe two sets of events listed below are arranged in

incorrect sequence. Number each set of events in orderfrom 1 to 5 by writing a 1 in the blank before the eventthat happened first, a 2 before the event that happenednext, and so on.

Set 1

Brian hit the moose with his arrow.

Brian heard the distant limbs break.

Brian raised the bow and aimed his arrow.

The dead moose fell on top of Brian.

Brian turned at the sound and saw a moose charging toward him through thebrush.

Set 2

Brian decided to make a shirt from the moose hide.

Brian put on the new shirt.

Brian felt his body warming.

Brian cut a rectangle out of the hide.

Brian stitched the sides of the rectangle.

Name

BRIAN’S WINTER


Chapters 9–11

Getting the Main IdeaRead each of the following paragraphs. Then read the

four sentences below each paragraph. Choose thesentence that best states the main idea of the paragraph.Then neatly copy that sentence on the line provided.

a. Brian saw the feathers fly away from him as the arrowjumped from the string. It slammed into the moose’s neckjust above the center of its chest. The wounded moosecharged Brian.

1. The arrow hit the moose in the neck.2. The moose charged Brian.3. Brian shot the moose.4. The moose saw the arrow coming.

b. Before Brian tried to get up, he examined his situation.He was surprised to find that he had not broken any bones.He was able to move his arms and legs and squirm out frombeneath the moose.

1. Brian had not been hurt.2. Brian was lying beneath the moose.3. Brian could move his arms and legs.4. Brian was able to get out from under the moose.

Name

BRIAN’S WINTER

(continued)


c. Brian thought that the moose was ugly and beautiful atthe same time. He looked at her lying in the snow smearedin blood. He thought her to be an ugly, beautiful animal.After killing her, he felt almost as bad as he did good.

1. Brian thought the moose was ugly.2. Brian thought the moose was beautiful.3. Brian had killed the moose.4. Brian was confused about his feelings toward the

moose.

d. Brian began to brush the snow off the stacked moosemeat. He quickly changed his mind. He figured that themeat would be protected under the ice and snow. It wasnot safe for it to be out in the open.

1. Brian’s meat was protected under the snow.2. Brian began to brush the snow off the meat.3. Snow covered the meat.4. Brian often changed his mind.

Getting the Main Idea

Chapters 9–11

Name


Chapters 9–11

UnderstandingSpecial Meanings

Read the following sentences. Explain in your ownwords the meaning of the italicized word or group ofwords. Write your response on the line below eachsentence.

Example: Brian felt the hair stand up on the back of his neck.

______________________________________________________________________

1. Brian feasted his eyes on the wintery scenes around him.

____________________________________________________________________________

2. The rabbits were dead meat without their protective coloring.

____________________________________________________________________________

3. The brown rabbits were standing out like sore thumbs against the white snow.

____________________________________________________________________________

4. The arrow missed the rabbit by a hair.

____________________________________________________________________________

5. Brian gave all moose a wide berth since being attacked by one the previous summer.

____________________________________________________________________________

6. Brian felt his stomach tighten as he looked at the moose.

____________________________________________________________________________

Name

BRIAN’S WINTER

(continued)

frightened


7. Brian could see everything that had happened in his mind’s eye.

____________________________________________________________________________

8. Brian crawled into the sleeping bag and thought about the great day as his brainclosed down.

____________________________________________________________________________

9. Brian’s body felt as if he had slept in a cement mixer.

____________________________________________________________________________

10. By the third day of the blizzard, Brian was going stir-crazy.

____________________________________________________________________________

Understanding Special Meanings

Chapters 9–11

Name


Chapters 12–14

Evaluating What You ReadRead each of the story situations below. Decide

whether you agree or disagree with what the charactersaid, did, or thought about the situation. Then explainwhy you feel as you do.

1. Brian had about 400 pounds of moose meat. He figured it would last him more thanthree months. He decided that he no longer needed to hunt, because he had plenty offood. Do you agree or disagree with Brian’s decision to quit hunting for a while?

I ______________ with Brian because _________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Brian had heard gunshots in the night. The next day he decided to hike to where hethought the shots had come from. Do you agree or disagree with Brian’s decision toleave his shelter and search for the gunman?


___________________________________________________________________________

___________________________________________________________________________

3. Brian had not rationed the moose meat. He had been eating like a wolf. Soon he wouldbe out of meat and need to hunt once again. Do you agree or disagree with how Brianhandled his meat supply?


___________________________________________________________________________

___________________________________________________________________________

Name

BRIAN’S WINTER


Chapters 12–14

Matching AntonymsAn antonym is a word that means the

opposite or nearly the opposite of anotherword. Read each sentence. Choose anantonym from the word box to replace theitalicized word. Write your answer on theblank line.

Example: Winter was much harder than Brian had imagined.

1. Brian thought it was odd to see the brightly colored frozenberries.

2. The berries looked delicious.

3. Brian could not taste the berries at first because they werefrozen.

4. Brian decided to look for tracks in the daylight.

5. The rabbits’ path looked like a narrow highway.

6. The sliver brushed violently past Brian’s ear.

7. Brian remembered his teacher telling him that when liquidfreezes, it expands.

8. Brian sat in the dark and thought about his problem.

9. By afternoon, Brian had finished webbing the second shoe.

10. Brian tied the straps as tightly as possible.

Name

BRIAN’S WINTER

disgusting loosely easiercontracts thawed broaddarkness normal begunsolution gently

easier


Example: A. B.snow bark winter

summer bullet woods

sauce bulky willow

shelter bows wide

sharp branches weight

shattered breakfast white

C. D. E.force meal camp

freeze mind cold

front mother crack

fatal milk crazy

firewood meat coals

frozen moose crystal

F. G. H.rabbit prayer lacing

relief pine long

remembered piece laughed

rough pictures lifted

racket powdery lakeshore

reason poplar limbs

Name

BRIAN’S WINTER

Chapters 12–14

DeterminingAlphabetical Order

Words are listed in a dictionary inalphabetical order. Number the six wordsin each list below to show the order in

which they would appear in the dictionary.Write a 1 in the blank before the word thatcomes first alphabetically, and so on.

561423


Chapters 15–17

Using a Pronunciation KeyUse the key at the bottom of the page to help

pronounce the respelled words. Write the word correctlyspelled on the line beside the Respelled Word. Use theWord List to help figure out the Respelled Word.

Respelled Word Word List

Example: (kär: kEs) explode

1. (mE sket: o) intention

2. (kon: fE dEnts) carcass

3. (kwiv: Er) toboggan

4. (kEn surn:) dozen

5. (in ten: shEn) surface

6. (lunj) mosquito

7. (ik splod:) concern

8. (sur: fEs) skis

9. (skez) ridge

10. (du: zEn) certain

11. (hE rı: zEn) quiver

12. (rij) lunge

13. (tE bog: En) confidence

14. (sur: tEn) horizon

Name

BRIAN’S WINTER

pat / cake/ cär/ pet / me/ it / nıce/ pot/ cold/ nôrth/

book/ fool/ boil / out/ cup/ mule/ burn/ sing/ thin/

this/ hw in white/ zh in pleasure/ E in about

The :: mark indicates an accented syllable.

carcass


Chapters 15–17

Choosing Correct MeaningsThe italicized word in each of the sentences below has

several meanings. Some of the meanings are listed in theGlossary. Decide which meaning the word has in thesentence. Then write the number of your choice on theblank.

Glossaryclose 1. to shut; 2. near; 3. end; 4. decided by a narrow marginfire 1. combustion of light, flame, and heat; 2. rapidly delivered series; 3. to shoothide 1. to put out of sight; 2. skin of an animal; 3. to turn away in shame or anger;

4. to keep secretlight 1. source of illumination; 2. to set on fire; 3. slight or moderate; 4. not heavytrail 1. to lag behind; 2. trace or mark left by something that has passed; 3. path

through the wilderness; 4. to track game

Example: Brian did not open the shelter until close to ten.

1. Brian began to light the fire.

2. Brian boiled the deer meat over the fire.

3. Brian had experienced several close calls in the wild.

4. Brian wrapped the meat in a hanging pouch of deer hide.

5. Brian began to trail the moose.

6. A light snow began to fall.

Name

BRIAN’S WINTER

(continued)

2


7. Brian closed the door to his shelter.

8. Brian followed the trail left by the deer.

9. Brian tried to hide his fears.

10. Brian left camp after he had good light.

11. The rabbits could not hide from Brian.

12. The deer was much lighter than the moose.

13. Brian heard someone fire a gun.

14. Brian knew that what he saw was not a natural trail.

15. Brian’s time in the wilderness had finally come to a close.

Choosing Correct Meanings

Chapters 15–17

Name


act—fin final—march mare—tongue

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

Name

BRIAN’S WINTER

Chapters 15–17

Using Guide WordsAt the top of each dictionary page are guide words.

These words are the first and last words on a dictionarypage. The other words on the page fall in alphabeticalorder between the guide words.

Put the words in the word box in alphabetical orderunder the correct guide words. The first one has beendone for you.

breath ears distance

muscles dodge inches

fresh nature path

hours knife strange

charge gear believe

snowshoe lakes mouth

believe


Chapters 15–17

Recalling an EventThink about Brian seeing the straight line in the snow.

Then describe this event to someone who has not readthe book. Remember to include details about the setting,why Brian was curious about the line, how Brian felt,and what he decided to do.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Name

BRIAN’S WINTER


Chapter 15–17

Writing a Journal SampleImagine that you are Brian. In the sample journal

below, write about what it was like to come upon thecamp of the Native Americans.

Name

BRIAN’S WINTER


Creating a PictureDraw one of the scenes the author describes in

Brian’s Winter. Then write your own description of whatyou have drawn.

Name

BRIAN’S WINTER


Creating a CharacterImagine that you are David Smallhorn. You have just

returned to your summer home, and you’re talking to afriend. Write your answers to your friend’s questions onthe lines provided.

Friend: How did you feel when you learned that Brian had been lost in the woods?

Your Answer: _________________________________________________________________

_________________________________________________________________

Friend: What was it like having Brian live with you and your family for threeweeks?

Your Answer: _________________________________________________________________

_________________________________________________________________

Friend: Why didn’t you go find Brian when you smelled his smoke?

Your Answer: _________________________________________________________________

_________________________________________________________________

Friend: How did you feel when you put Brian on the plane to go home?

Your Answer: _________________________________________________________________

_________________________________________________________________

Friend: What have you learned from your experience with Brian?

Your Answer: _________________________________________________________________

_________________________________________________________________

Name

BRIAN’S WINTER


Using Descriptive WordsList four words that can be used to describe each of

the italicized words below. Write your words on theblanks. Be creative.

Example: ghost

1. _________________________

2. ____________________

3. ____________________

4. ____________________

A. woods B. Brian

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

4. _________________________ 4. __________________________

C. wolf D. moose

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

4. _________________________ 4. __________________________

E. skunk F. winter

1. _________________________ 1. __________________________

2. _________________________ 2. __________________________

3. _________________________ 3. __________________________

4. _________________________ 4. __________________________

Name

BRIAN’S WINTER

palespooky

mischievousfloating


Writing a Book RecommendationDo you think other students would enjoy reading

Brian’s Winter? On the lines below, explain why youwould recommend reading the book. Mention specificthings you liked about the story. For example, did youthink the story seemed believable? Did you think thecharacters were realistic? Did the descriptions of thesetting seem accurate? If you didn’t like the book, tellwhy you would not recommend it.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Name

BRIAN’S WINTER


Explaining FeelingsThe questions below ask you to describe the feelings

you had as you read the book. Read each questioncarefully. Write your response on the lines provided.Explain why you felt the way you did. Be sure to usecomplete sentences.

1. How did you feel when the first bear attacked Brian’s camp?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. How did you feel when Brian killed two animals with the same arrow?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

3. How did you feel when you realized that winter was on its way?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Name

BRIAN’S WINTER

(continued)

4. How did you feel when the skunk saved Brian?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

5. How did you feel when Brian killed the moose?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

6. How did you feel when Brian was celebrating Thanksgiving?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

7. How did you feel when Brian found the Native Americans’ camp?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Name Explaining Feelings



Optional Spellingand Vocabulary Lists

Here are six word lists from the book. The words canbe used as spelling or vocabulary words.

Chapters 1–2 Chapters 3–5marooned acquaintances exhaustion porcupinesurvival solitary migrated rawhidecartridge boundary aluminum territoryhummock imaginary intricately curiosityquiver society velvet realityhazel nostrils arrowhead predatorspanic odor grenade protectionvitamins encounter ancient gorgednutrients primary humidity marrowvisualize adversary lethargy concentrate

Chapters 6–8 Chapters 9–11trench device butane animosityvenison discourage theory membraneterminal hatchet evergreen junctionhygiene pitiful fluke barbecueroutine moccasins mutation miserablestymied charcoal berth previousearthquake cylinders primitive adequatedislocate image maneuver accumulatedsulfurous scene chickadee estimatedevastating parallel examine parka

BRIAN’S WINTER

Chapters 12–14 Chapters 15–17tangy containment bulky plausiblebitter limber swiveled mentalvinegar mystery violence murmuredattitude vague intact ordinarymaniac horizontal temperature seldomintermittently kindled propane tobogganmoisture handiwork gradual wildernessappreciate benefit creature civilizationinsane incredible enormous hallucinatingdiameter lance hamstrings malamutes

Optional Spellingand Vocabulary Lists



Supplementary ActivitiesBelow is a list of ideas that could be used as

supplementary or culminating activities.

I. Oral reading

A. To the entire class

B. To each other

C. To the teacher

D. To a tape recorder

II. Group discussions

A. Author’s writing style

B. Ideas gained from the book

C. Parts of the book

1. Most important

2. Most humorous

3. Most saddening

4. Most exciting

5. Most liked

D. Characters

1. Did the characters seem real?

2. What did you like best about each character?

3. What did you dislike most about each character?

4. Which character was your favorite? Why?

5. List questions to ask each character.

BRIAN’S WINTER

III. Spelling bee using words from the book

IV. Role-play situations from the book

V. Artistic creations

A. Murals

B. Dioramas

C. Book jackets

D. Posters

E. Puppets

F. Poetry

G. Costumes

H. Portraits

I. Mobiles

J. Songs

K. Newspaper headlines, articles, and drawings

VI. Research

A. Wilderness survival

B. Bow hunting

C. Moose

D. Wolves

E. Canada

VII. Read other books by the same author

Supplementary Activites


54

Response Key

WORD ATTACK SKILLSUsing Short Vowels (page 9)1. impossible; 2. liquid; 3. limited; 4. physics; 5. television; 6. mattress; 7. friends; 8. accept; 9. scratches; 10. damage

Finding Base Words (page 10)1. survive; 2. north; 3. supply; 4. satisfy; 5. terrible; 6. worth; 7. calorie; 8. initial; 9. imagine; 10. warm; 11. glory; 12. rummage; 13. fright; 14. rot; 15. wolf; 16. locate; 17. hesitate; 18. claw; 19. bruise; 20. danger

Listening for Syllables (page 11)1. 4; 2. 4; 3. 2; 4. 2; 5. 3; 6. 2; 7. 1; 8. 3; 9. 2; 10. 3; 11. 4; 12. 2; 13. 3; 14. 2; 15. 2; 16. 3;17. 4; 18. 2; 19. 4; 20. 2; 21. 2; 22. 4; 23. 1; 24. 4; 25. 3; 26. 4; 27. 2; 28. 3; 29. 3; 30. 2

Using Long Vowels (page 12)1. butane; 2. dreamed; 3. rifle; 4. easier; 5. sideways; 6. cleaning; 7. bait; 8. crazy; 9. primary; 10. delay

Adding Endings (page 13)1. cherries; 2. slamming; 3. quicker; 4. instantly; 5. smallest; 6. gazing; 7. devoted; 8. agreement; 9. turned; 10. easily

Making Compounds (page 14)1. footgear; 2. thunderheads; 3. sunlight; 4. rainproof; 5. nightfall; 6. lakeshore; 7. arrowhead; 8. bowstring; 9. rawhide; 10. supermarket

COMPREHENSION SKILLSClassifying Word Groups (page 16)1. where; 2. when; 3. how; 4. where; 5. when; 6. when; 7. how; 8. where; 9. how; 10. where; 11. how; 12. when; 13. where; 14. where; 15. how; 16. when; 17. when; 18. how; 19. when; 20. where

Remembering Details (page 18)1. Brian made his bow from a hardwood tree. 2. The only reason for using a largerarrowhead was to kill a larger animal. 3. Brian called his lucky arrow his medicine arrow.4. Brian needed flint for the arrowheads. 5. Brian made a vest from the rabbit skins. 6. Thewolves had killed a young doe. 7. Brian selected two feathers for each arrow.

Determining Fact and Opinion (page 19)1. O; 2. O; 3. F; 4. F; 5. O; 6. F; 7. F; 8. O; 9. F; 10. F

BRIAN’S WINTER

Classifying Words (page 20)1. smoke/weapons; 2. windbreaker/materials to start a fire; 3. bones/organs; 4. hours/measurements of length; 5. dawn/shelters; 6. hundred/ordinal numbers; 7. grain/parts of a tree; 8. shoulders/articles of clothing; 9. pin/parts of an arrow; 10. point/words that describe shapes

Determining Cause and Effect (page 22)Set 1: 5; 3; 4; 1; 2Set 2: 2; 1; 4; 5; 3

Matching Synonyms (page 23)1. Carefully; 2. large; 3. paused; 4. important; 5. spear; 6. safety; 7. gloomy; 8. stirred; 9. raggedy; 10. gaze

Determining Feelings (page 24)1. hesitant; 2. nervous; 3. surprised; 4. happy; 5. frightened; 6. frustrated; 7. thankful; 8. hopeful; 9. amazed; 10. determined

Using Cloze Reading (page 25)1. stone; 2. arrowheads; 3. spear; 4. wider; 5. tapped; 6. knocking; 7. pattern; 8. middle;9. fourth; 10. inches; 11. edges

Discovering Meaning Through Context (page 26)1. different; 2. disappeared; 3. shrubs; 4. wrong; 5. picture; 6. speed; 7. excited; 8. huge;9. tired; 10. hungry

Making Inferences (page 28)a. 2; b. 3; c. 1; d. 3; e. 2

Sequencing Events (page 30)Set 1: 4; 1; 3; 5; 2Set 2: 1; 4; 5; 2; 3

Getting the Main Idea (page 31)a. Brian shot the moose. b. Brian had not been hurt. c. Brian was confused about hisfeelings toward the moose. d. Brian’s meat was protected under the snow.

Understanding Special Meanings (page 33)1. enjoyed immensely; 2. easy targets; 3. clearly visible; 4. a tiny bit; 5. stayed far awayfrom all moose; 6. tensed; 7. memory; 8. he fell asleep; 9. ached; 10. wanted to get out ofthe cave and do something

Evaluating What You Read (page 35)Responses will vary.

Matching Antonyms (page 36)1. normal; 2. disgusting; 3. thawed; 4. darkness; 5. broad; 6. gently; 7. contracts; 8. solution; 9. begun; 10. loosely

55

56

STUDY SKILLSDetermining Alphabetical Order (page 37)A. 1; 6; 5; 2; 3; 4B. 5; 6; 4; 3; 1; 2C. 3; 4; 5; 1; 2; 6D. 1; 4; 6; 3; 2; 5E. 1; 3; 4; 5; 2; 6F. 1; 4; 5; 6; 2; 3G. 6; 3; 2; 1; 5; 4H. 1; 6; 3; 4; 2; 5

Using a Pronunciation Key (page 38)1. mosquito; 2. confidence; 3. quiver; 4. concern; 5. intention; 6. lunge; 7. explode; 8. surface; 9. skis; 10. dozen; 11. horizon; 12. ridge; 13. toboggan; 14. certain

Choosing Correct Meanings (page 39)1. 2; 2. 1; 3. 4; 4. 2; 5. 4; 6. 3; 7. 1; 8. 2; 9. 4; 10. 1; 11. 1; 12. 4; 13. 3; 14. 3; 15. 3

Using Guide Words (page 41)act—fin final—march mare—tongue1. believe 1. fresh 1. mouth2. breath 2. gear 2. muscles3. charge 3. hours 3. nature4. distance 4. inches 4. path5. dodge 5. knife 5. snowshoe6. ears 6. lakes 6. strange

CREATIVE SKILLSRecalling an Event (page 42)Responses will vary.

Writing a Journal Sample (page 43)Responses will vary.

Creating a Picture (page 44)Responses will vary.

Creating a Character (page 45)Responses will vary.

Using Descriptive Words (page 46)Responses will vary.

Writing a Book Recommendation (page 47)Responses will vary.

Explaining Feelings (page 48)Responses will vary.

BRIAN’S WINTER

#79616 ISBN 0-7891-6132-x

Perfection Learning® Corporation1000 North Second Avenue, P.O. Box 500, Logan, Iowa 51546-0500

perfectionlearning.comPrinted in the U.S.A.

WORD ATTACK SKILLS

Using Short VowelsFinding Base WordsListening for SyllablesUsing Long VowelsAdding EndingsMaking Compounds

COMPREHENSION SKILLS

Classifying Word GroupsRemembering DetailsDetermining Fact and OpinionClassifying WordsDetermining Cause and EffectMatching SynonymsDetermining FeelingsUsing Cloze ReadingDiscovering Meaning

Through ContextMaking InferencesSequencing EventsGetting the Main IdeaUnderstanding Special MeaningsEvaluating What You ReadMatching Antonyms

STUDY SKILLS

Determining Alphabetical OrderUsing a Pronunciation KeyChoosing Correct MeaningsUsing Guide Words

CREATIVE SKILLS

Recalling an EventWriting a Journal SampleCreating a PictureCreating a CharacterUsing Descriptive WordsWriting a Book RecommendationExplaining FeelingsSupplementary Activities

SPELLING AND VOCABULARY

Optional Spelling and Vocabulary Lists

Documents

B RIAN ÕS W INTER...a s a te a c h e r, tru c k d riv e r, sc u lp to r, fo lk sin g e r, a n d trap p er w h ile h e traveled th e w o rld . T o d ay, P au lsen is o n e o f th e