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© 2009 by Sopris West Educational Services. All rights reserved.
Name
Multiple Meaning MapMultiple Meaning Map
4Think of as many meanings as you can for object.
4 Write a definition for each meaning.
4For each meaning, write a sentence that uses that meaning.
Unit 13 • Lesson 1 • Step 3
object
(continued)
© 2009 by Sopris West Educational Services. All rights reserved.
Name
Multiple Meaning MapMultiple Meaning Map
4Think of as many meanings as you can for contact.
4 Write a definition for each meaning.
4For each meaning, write a sentence that uses that meaning.
Unit 13 • Lesson 1 • Step 3 (continued)
contact
© 2009 by Sopris West Educational Services. All rights reserved.
Name
Unit 13 • Lesson 1 • Step 6
Masterpiece Sentences: Stages 1-4
4Write two fact statements and two opinion statements about inventions.
4Try to answer the following questions in your sentences:• Who (what) did it?• What did they (he, she, it) do?• Who (what) did they do it to?• How, when, or where did they do it?• How many, which one, or what kind?
Facts
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
Opinions
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
© 2009 by Sopris West Educational Services. All rights reserved.
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Sort It: Short Vowels
4Say each word or word part below quietly.
sub fish ject drop netob black top kick lap
4Write each word or word part under the correct short vowel sound.
a e ı o u
Unit 13 • Lesson 2 • Step 2
© 2009 by Sopris West Educational Services. All rights reserved.
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Unit 13 • Lesson 2 • Step 5
Use the Clues: Vocabulary Strategies 4Read the sentence pairs.
4Read the pronoun that is circled.
4Underline the noun that the pronoun is replacing in each sentence pair.
4Draw an arrow to show the link between the pronoun and the noun it replaced.
1. Mr. Robinson lives in England. He is the king of silly inventions.
2. Mr. Robinson meant for his inventions to be silly. They never made it past the drawing board.
3. The inventor designed the C5 to solve traffic problems in England, but it could only travel 20 miles per hour.
4. Another unsuccessful invention was a funny looking car. It was a boat, a plane, and a car.
5. The Dynasphere looked like a giant wheel. You will agree that it is very strange looking.
6. Thomas Ferry invented the Mustache Guard. It kept food out of a man’s mustache.
7. When someone invented the chocolate medicine spoon, it seemed like a good idea.
8. Alden L. McMurth invented a hat that blew bubbles. He said the hat made quite a sight.
9. Arthur Pedrick invented a pipeline to move water from the North Pole to the Sahara Desert. No one ever built it.
10. Purdue University sponsors a contest for student inventors. They call it the Rube Goldberg contest.
© 2009 by Sopris West Educational Services. All rights reserved.
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Unit 13 • Lesson 3 • Step 2
Build It
4 Read the word parts in the Word Bank.
4 Combine the word parts to make as many words as possible. Write the words on the lines below.
4 Check to make sure you have used the Doubling Rule to double the final consonant when necessary.
4 Find three words with closed syllables and circle each closed syllable in these words.
Word Bank
clam in bot
lem shell vent
tom ing et
on rock ed
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© 2009 by Sopris West Educational Services. All rights reserved.
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Unit 13 • Lesson 3 • Step 5
Instructional Text: “It’ll Never Work” 4Imagine that you are an inventor and have created a new invention.
4Write three or more sentences describing your invention.
4In the sentences, describe what your invention does and who would use it.
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© 2009 by Sopris West Educational Services. All rights reserved.
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Unit 13 • Lesson 4 • Step 2
Find It: Prefixes 4Find an article in a magazine, newspaper, or textbook.
4Read the article and look for words that have these prefixes: dis-, in-, un-, and non-.
4List each word below with the correct prefix.
4�Use the context of the article and your knowledge of word meanings to write a definition for each word.
4Check your definitions using a dictionary or an online reference source.
dis
Definition:
in
Definition:
un
Definition:
non
Definition:
© 2009 by Sopris West Educational Services. All rights reserved.
Name
Unit 13 • Lesson 4 • Step 5
Review: Paragraph Color-Coding
4Read the paragraph.
4Reread the sentence and highlight the:• Topic sentence in green.• Three supporting details in yellow.• Elaboration sentences in red.• Conclusion in green.
Inventions help us in many ways. The first way is that they help solve
problems. Calculators do math problems and save people time. Another way
inventions help people is by making our lives safer. Bike helmets protect
people’s heads. In addition, inventions help us reuse old things. We can build
playgrounds out of old tires. Inventions help us every day.
© 2009 by Sopris West Educational Services. All rights reserved.
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Unit 13 • Lesson 6 • Step 3
Word Relationships: Antonyms, Synonyms, and Attributes Antonyms
4Read the words below.
4List an antonym for each of the words.
above :
detach :
expand :
Synonyms
4Read the words below.
4List a synonym for each of the words.
present :
conflict :
construct :
Attributes
4Read the words below.
4List an attribute for each of the words.
lemon :
basket :
cannon :
4Check your answers using a thesaurus or dictionary.
© 2009 by Sopris West Educational Services. All rights reserved.
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Unit 13 • Lesson 6 • Step 6
Write It: Two-Sentence Introduction
4Read each prompt and circle the signal word.
4Underline the topic and write it in the space provided.
4Brainstorm possible “star ideas” for the topic. Write them next to the stars.
4Write a sentence that states the topic.
4Write a plan sentence based on the topic sentence.
4Write the topic sentence and plan sentence together to finish the two-sentence introduction.
1. Prompt: Describe a bike you have or a bike you would like to have.
Topic: ★ ★ ★
State the Topic: State the Plan: Two-Sentence Introductory Paragraph:
2. Prompt: Describe two or three of your favorite inventions.
Topic: ★ ★ ★
State the Topic: State the Plan:
(continued)
© 2009 by Sopris West Educational Services. All rights reserved.
Name
Write It: Two-Sentence IntroductionWrite It: Two-Sentence Introduction
Two-Sentence Introductory Paragraph:
3. Prompt: Give two reasons why you would like to own one of the inventions from your reading.
Topic: ★ ★ ★ State the Topic: State the Plan: Two-Sentence Introductory Paragraph:
4. Prompt: Describe some ways people could help solve traffic problems.
Topic: ★ ★ ★ _
State the Topic: State the Plan: Two-Sentence Introductory Paragraph:
Unit 13 • Lesson 6 • Step 6 (continued)
© 2009 by Sopris West Educational Services. All rights reserved.
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Unit 13 • Lesson 7 • Step 2
Its and It’s
4Draw a monster.
4 Write six sentences about the monster. Use its in three sentences and it’s in the other three sentences.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. ______________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
6. ______________________________________________________________________________
4Share your drawing with an adult or a peer partner.
4 Read your sentences to your partner. Have your partner raise one hand if its is used, and two hands if it’s is used.
Write It: Transition Topic Sentences
4Read the introductory paragraph.
4Write three transition topic sentences that support the introduction.
4Use transitions from the box below or choose some of your own.
First One To begin Initially First of all
Second A second In addition Then Also
Third Another Finally After that Last
Introductory Paragraph: There are three good reasons why cars made of recycled plastic might replace metal cars. They would use less gas, produce less exhaust, and never rust.
Transition Topic Sentences
A.
B.
C.
Unit 13 • Lesson 7 • Step 6
© 2009 by Sopris West Educational Services. All rights reserved.
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Diagram It: Subject, Verb, and Direct Object
4�Look in a textbook or a book of stories and find two sentences with the Subject/Verb/Direct Object pattern.
4�Diagram each sentence using the structure provided below. Add lines for other words in the sen-tences.
1.
2.
Unit 13 • Lesson 8 • Step 4
© 2009 by Sopris West Educational Services. All rights reserved.
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Instructional Text: “Way to Go!”
4Write four sentences that tell facts you learned from the reading selection “Way to Go!”.
4Include words that tell what, where, when, or how in your sentences.
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
4. ______________________________________________________________________________
______________________________________________________________________________
Unit 13 • Lesson 8 • Step 5
© 2009 by Sopris West Educational Services. All rights reserved.
Name
© 2009 by Sopris West Educational Services. All rights reserved.
Name
Multiple Meaning MapMultiple Meaning Map
4Think of as many meanings as you can for present.
4 Write a definition for each meaning.
4For each meaning, write a sentence that uses that meaning.
Unit 13 • Lesson 9 • Step 3
present
(continued)
© 2009 by Sopris West Educational Services. All rights reserved.
Name
Multiple Meaning MapMultiple Meaning Map
4Think of as many meanings as you can for conduct.
4 Write a definition for each meaning.
4For each meaning, write a sentence that uses that meaning.
Unit 13 • Lesson 9 • Step 3 (continued)
conduct
© 2009 by Sopris West Educational Services. All rights reserved.
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Unit 13 • Lesson 9 • Step 5
The E’s (Examples, Explanations, and Evidence) 4Read the sentence below.
Bicycles have many purposes.
4Write 3 E’s to support the sentence.
1. Example:
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2. Explanation:
____________________________________________________________________________
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3. Evidence:
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