L a n g u a g e A rts M a th - sandstone5.weebly.comsandstone5.weebly.com/uploads/8/5/8/1/85813676/u1w5-ote.pdfU1W5 Spelling Word Search 5th Grade — r-Controlled Vowels Y X L V E

MathLanguage Arts

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squirm dreary nerve squirt versesurf lurk swerve stern spurtslurch blurt thirst spur engineerjeer sneer clear year yearns

Spelling: r-Controlled Vowels

er, ir, ur, ear, eer

Sort each spelling word by finding the sound and spelling pattern to which it belongs.

Write the words that have /ûr/ spelled:

er ur

1. 1.

2. 2.

3. 3.

4. 4.

ir 5.

1. 6.

2. ear

3. 1.

Write the words that have /îr/ spelled:

ear eer

1. 1.

2. 2.

3. 3.

nerveverse

swervestern

surflurk

spurtslurchblurtspur

yearns

engineerjeer

squirmsquirt

drearyclearyear

thirst

sneer

Sleds on Boston CommonGrade 5/Unit 1

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Spelling: r-Controlled Vowels er, ir, ur, ear, eer

squirm dreary nerve squirt versesurf lurk swerve stern spurtslurch blurt thirst spur engineerjeer sneer clear year yearns

OppositesWrite the spelling word whose meaning is the opposite of each clue below.

1. smiling 4. be still

2. applaud 5. cloudy

3. cheery 6. smile warmly

Fill in the BlankWrite the spelling word that best completes each sentence.

7. Every hungry person to be fed.

8. Gretchen did not have the to approach the bully.

9. He would often in the shadows of the buildings.

10. We didn’t win the trophy, but we’ll try again next .

11. The dogs would at anyone who passed by.

12. The water came out in from the clogged hose.

13. Angela would out whatever she was thinking.

14. Tim had to to avoid hitting the boulder.

15. Tina tried to the horse into a gallop.

16. It would take an to fi x the old bridge.

17. We went to the beach for some fun in the .

18. She liked to frosting onto the cakes.

19. Playing in the sun gave us a great for water.

20. Jennifer sang a of her favorite song to him.

stern squirmclear

sneerdrearyjeer

yearnsnerve

lurkyear

lurchspurts

blurtswerve

spurengineer

surfsquirt

thirstverse

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U1W5 Spelling Word Search

5th Grade — r-Controlled Vowels

Y X L V E Y C Y S E W Q T A O S Z S Z E H O F Z JE M E U J X J H V T T M N S J B U P N N A X D T HS Q U I R M I R R A E C S C U B J U J G E Z Y E BQ R A G M C E J Z T Q R T C Q R Z R X I J R L U IU R Q T F W H E L M Y J N F A C F T I N B K L O JI Y V D S U S Z L R R A H S J R W S C E Q W M D ER E U I N R J C T A B O A R D G C I V E N A F R ET A M J A R P P X P Z I R M Y G Z E Q R W P E E RX R G E A M I A F G Z B A R G E D V N K N T Q A IH Y H E A Y U K D T G S N I F X X T I L W S N R GW E M B E R T B W O B K Y E S J N E A Q F A E Y GR S X V E I X A C L E A R X I P R Z Y X T R B T LD Y W E U C K J K P O Z I P H E U M R Y K C L H UM Q N B J N W E F C Y E A R N S S R P I J Q U I RX S Q V I C E X N V B Z Q T Q T Y K U K B F R R KV W M X D W E A X K N E R V E B L G V P D N T S PJ A B G M T B E I L K D J V E R S E E Y S A T T S

clear nerve squirt verse surf lurk year stern spurtslurch blurt thirst spur engineer jeer sneer dreary squirmswerve yearns aboard barge scarce smear rehearse

Comprehension: Conclusions Chart

Text Clues Conclusion

General Gage knows his own children would like to go sledding.

Henry’s father told his children to “look sharp, but don’t look like you’re looking” when they went to the Common.

The British closed Boston harbor; times are hard for the people of Boston.

Henry says he would never forget the first time he came down the hill on a sled of his own.

The children would be more alert as they walk among the barracks; they want to help the patriots.

Food and other necessities couldn’t come into Boston. People lost their jobs.

The fact that General Gage has children of his own will influence his decision.

Henry says, “Our new country was at war, . . .”

The fact that Henry is on his own sled is what makes this day exciting.

If the fighting spreads to Boston, citizens may suffer from more losses. They may also be in danger for their lives.

Possible answers provided.

Approaching On-Level Beyond

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40 Sleds on Boston Common • Grade 5/Unit 1

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As you read Sleds on Boston Common, fill in the Conclusions Chart.

Comprehension:Conclusions Chart

How does the information you wrote in the Conclusions Chart help you summarize Sleds on Boston Common?

Text Clues Conclusion


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Grammar:

Run-On Sentences

• A run-on sentence joins together two or more sentences that should be written separately.

• You can correct run-on sentences by separating the complete ideas into separate sentences or by rewriting run-on sentences as compound sentences.

Correct the following run-on sentences.

1. Jin wanted to build a snow fort he had never seen snow before.

2. The school was closed he had the entire day to play outside.

3. He tried to roll one huge snowball it quickly became too big to push.

4. His sister Kyon came out to help she was much older and stronger.

5. Together they built a huge fort it had walls six feet high.

6. I looked for them out my window. You couldn’t see them inside the fort.

Jin wanted to build a snow fort. He had never seen snow before.

The school was closed, and he had the entire day to play outside.

He tried to roll one huge snowball, but it quickly became too big to push.

His sister Kyon came out to help. She was much older and stronger.

Together they built a huge fort. It had walls six feet high.

I looked for them out my window, but you couldn’t see them inside the fort.

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Grammar:Run-On Sentences

• Correct a run-on sentence by separating its complete thoughts into separate sentences.

• Correct a run-on sentence by rewriting it as a compound sentence.

Correct the run-on sentences below either by separating them as two sentences or by rewriting them as a compound sentence.

1. I don’t know how to ski I want to learn.

2. My friend Cody can’t swim his dad just bought a boat.

3. He will teach me how to ski I will teach him how to swim.

4. The slopes are crowded we fi nd a safe spot to practice.

5. Cody shows me some moves I try to follow his lead.

6. I fell only once I had a hard time getting out of the snow.

You can correct a run-on sentence in several ways.

I don’t know how to ski, but I want to learn.

My friend Cody can’t swim. His dad just bought a boat.

He will teach me how to ski, and I will teach him how to swim.

The slopes are crowded. We find a safe spot to practice.

Cody shows me some moves, and I try to follow his lead.

I fell only once, and I had a hard time getting out of the snow.

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• A run-on sentence joins together two or more sentences that should be written separately. You can correct a run-on sentence by separating the two complete ideas into two sentences. You can also rewrite a run-on sentence as a compound sentence.

• A sentence fragment is a group of words that does not contain a complete thought. A fragment may be missing a subject, a predicate, or both. You can correct a fragment by adding the missing part of speech.

Correct the run-on sentences below by writing separate sentences or compound sentences.

1. Petey was a perky puppy he loved to run in the park.

2. He was a tiny white dog you could hardly see him in the snow.

3. He chased the sleds down the hill the children laughed at his antics.

Correct the sentence fragments below by adding a subject, a predicate, or both. Write the new sentences on the lines provided.

4. Moved away from the city.

5. Was the only thing left on the truck.

6. The big truck.

Grammar: Correcting Run-

on Sentences and Fragments

He chased the sleds down the hill. The children laughed at his antics.

a perky puppy, and he loved to run in the park.

He was a tiny white dog, and you could hardly see him in the snow.

My family and I moved away from the city.

My furniture was the only thing left on the truck.

The big truck rumbled down the mountain road.

Petey was

Possible responses:

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As you read, you can draw conclusions by thinking about text clues and what you already know that connects to the text. This helps you arrive at a new understanding about the characters and plot development in a story.

Read the following lines from “The Midnight Ride of Paul Revere.” Then answer the questions.

You know the rest in the books you have readHow the British Regulars fi red and fl ed,How the farmers gave them ball for ball,From behind each fence and the farmyard wall,Chasing the red-coats down the lane,Then crossing the fi elds to emerge againUnder the trees at the turn of the road,And only pausing to fi re and load.

1. What conclusion can you make about the colonists fi ghting the British Regulars? What evidence supports your conclusion?

2. Did the British retreat? What line(s) from the poem support your conclusion?

3. How do you know that the colonists were determined to gain their independence? What was the result of their fi ght for freedom?

Comprehension: Draw Conclusions


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Literary Element: Meter and Alliteration

Narrative poetry is poetry that tells a story or gives an account of events. Meter is the regular arrangement of accented and unaccented syllables in a line of poetry. Alliteration is the repetition of the same first letter or sound in a series of words.

A. Read the passage from the poem. Mark the meter of each line by separating the syllables with a slash. Then underline the accented syllables. Then answer the questions.

Meanwhile, his friend, through alley and street,Wanders and watches, with eager ears,Till in the silence around him he hearsThe muster of men at the barrack door,And the measured tread of the grenadiers,Marching down to their boats on the shore.

1. Based on this passage, how do you know the poem is narrative poetry?

2. Which lines use alliteration? Give examples.

B. Rewrite the following line so that it uses alliteration.

3. Marching down to their boats on the shore.


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Vocabulary Strategy: Word Families

Many long words have smaller base words within them. With many words it is easy to build word families by adding a suffix or a prefix to a base word.

A. For the words listed below, write an additional word that belongs to the same word family.

1. patriot

unpatriotic

2. tyrant

tyrannical

3. navigate

navigation

4. govern

governor

B. Complete the sentence by using the correct word from the word families above.

5. The American colonists created their own .

6. A person who is not loyal to his or her country is said to be

.

7. Paul Revere showed great for the American colonies during his midnight ride.

8. The of the Somerset, a British ship, had to have good eyesight.


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L a n g u a g e A rts M a th - sandstone5.weebly.comsandstone5.weebly.com/uploads/8/5/8/1/85813676/u1w5-ote.pdfU1W5 Spelling Word Search 5th Grade — r-Controlled Vowels Y X L V E