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fictional narrative Plan and organize ideas by

using a graphic organizer to prewrite

Draft and revise a story Proofread, publish, and

present a story

Materials

Unit Writing Transparencies 1318

Fictional NarrativeRead Like a Writer

Read the following excerpt from Roadrunners Dance by Rudolfo Anaya. Explain to students that this excerpt comes from a storya fictional narrative. Ask students to listen for

what problem the characters face;

the names of the characters; the storys setting;

interesting details and dialogue. Note an example of onomatopoeia, a word that resembles a real soundhissed.

Discuss the FeaturesAfter reading, discuss the following questions with students.

Where does the story take place? (in the desert)

What characters are mentioned? (Snake, elders, Desert Woman)

What problem must be solved? (what to do about Snake)

What do you learn about Snake from the dialogue? (Hes bossy and boastful. This is an example of personification, or giving human characteristics to animals.)

Features of a Story It has a plot with a problem

that is solved at the end. It has characters who must

deal with the problem. It describes a setting, telling

where and when the story takes place.

It has an interesting beginning, middle, and end and presents a logical sequence of events.

It uses details to develop plot, character, and setting. It uses dialogue to show what the characters are thinking and doing.

Roadrunners Dance

Ssss, hissed Snake as he slithered out of his hole by the side of the road. He bared his fangs and frightened a family walking home from the cornfield. . . .

I am king of the road, Snake boasted. No one may use the road without my permission.

That evening the people of the village gathered together and spoke to the elders. . . .

The elders agreed that something should be done, and so the following morning they went to Sacred Mountain, where Desert Woman lived. She had created the desert animals, so surely she could help.

Please do something about Snake, the elders said. He makes visiting our neighbors and going to our fields impossible. He frightens the children.

409A

Analyze Story Structure Provide students with copies of Roadrunners Dance. Read the story aloud. Then put students in pairs. Ask them to circle all the words that refer to setting and underline all the character names. Then have them write a sentence stating the problem. Discuss their work. Then have students double underline details in the text and dialogue that they think make the story and characters more interesting.

Transparency 13

Unit Writing Transparency 13

Think, Pair, Share Have partners discuss their main characters, taking notes that they can refer to as they draft their stories.

Flexible Pairing Option Have half the class count off1, 2, 3, 4, etc. Then have the other half count off. Pair number 1 with number 1, 2 with 2, and so on.

Writing Topic Think of a story you want to tell. Narrow the focus of the story on a character and the problem he or she faces. Tell what someone does to make a difference and help the problem get solved. Remember to use dialogue and details to develop plot, character, and setting. Use elaborate descriptions and incorporate figurative wording. Select an interesting title.

PrewriteSet a Purpose Remind students that one purpose or reason for writing a story is to entertain. Stories can be serious, funny, sad, or scary.

Know the Audience Have students think about who will read their stories. Remind them that the story they tell and the language they use should be appropriate for the audience.

Choose a Topic Tell students that the theme for their stories might be making a difference. Have them brainstorm story ideas. Ask these questions to help generate ideas:

When and where does the story take place?

Who are the main characters? What problem will the main characters face? What will someone do to make a difference and help solve the problem?

What happens first? Next? Last?

Students may also choose to develop a piece from their writing portfolio or to self-select a different topic.

Mini Lesson ORGANIZATION

Display Transparency 13 and explain that together you will follow Sunil K.s progress as he develops a story. With students, point out the following details in Sunil K.s story map.

He names the main characters.

He identifies a setting.

He describes a problem that must be solved.

He outlines the beginning, middle, and end.

Organize Ideas After discussing Sunil K.s story map, ask students to create their own story maps to plan their stories. Use Transparency 13 to demonstrate how to organize ideas.

Making a Difference 409B

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Display Transparency 14 and read it with students. As you discuss Sunil K.s draft, point out the following features:

When I read this draft, I notice that Sunil K.s opening paragraph lays out the characters problem. Also, the animals can speak to each other, an example of personification.

He provides sensory details about the setting and characters, including a simile describing the wind and hyperbole describing a cat.

He uses dialogue to bring characters and action alive.

He moves the story along in a logical sequence of events to an ending that gives a summary of how the problem is solved.

Remind students that Sunil K. will have the chance to revise and proofread his draft in later stages.

Review Your Story Map Have students review their story maps. As they write, tell them to review their story maps regularly to keep a logical sequence of events.

Write the Draft Remind students to concentrate on getting ideas on paper. Share these tips as they begin to write:

Write a beginning that makes readers curious to learn more. Introduce details to develop plot, characters, and setting. Use transition words to help show cause and effect.

Use sensory details to help readers picture whats going on.

Use appropriate dialogue. Dialogue should seem natural and believable in the context of the story.

End your story by telling how things work out.

Generate Ideas On the board, draw a five-column chart with the labels Who?, What?, When?, Where?, and Why? Before students begin to draft, tell them to answer each question for the story they intend to write. Have students use this chart to develop a strong beginning.

Writers ResourcesUse a Writing Journal Tell students that a writing journal can be a useful tool for exploring story ideas, sketching characters, and describing interesting places. Students can also use a writing journal to list precise and colorful words, keep a personalized spelling list, and maintain a literature log. Suggest that students record examples of colorful figurative languagesuch as similes, metaphors, personification, hyperbole, idioms, and onomatopoeiathat they might include in their own writing.

Encourage students to make a habit of keeping a writing journal. Remind them to review it when they are stumped for story ideas or when they want to replace common descriptors with examples of figurative language.

Transparency 14

Unit Writing Transparency 14

409C

Revise Mini Lesson WORD CHOICE

Display Transparency 15 and point out how Sunil K. revises a good story to make it excellent.

He replaces the vague verbs blew and said with the more precise ones rustled and purred, examples of onomatopoeia. (Word Choice)

He adds sensory details about Ruby and Squirrel to create vivid pictures. (Ideas and Content)

He adds the dialogue Wow!an interjectionIm in hot wateran idiomand youre my lucky stara metaphor to explain how Ruby feels. (Voice)

He uses a stronger ending. (Ideas and Content)

Remind students that Sunil K. still needs to proofread his story and make final corrections. Guide students to think about the following writing traits as they revise their stories.

Ideas and Content Does your story focus on a main characterand a problem? Do you include details to develop plot, character, and setting? Are cause-effect relationships clear?

Organization Does your story have a beginning, a middle, and an end? Do you tell how things get resolved?

Voice Does the dialogue sound natural and believable? Do you use declarative, interrogative, imperative, and exclamatory sentences in the dialogue? Do you use formal and informal language appropriately?

Word Choice Do you use precise verbs, exact nouns, and rich adjectives to paint a visual, exciting story? Did you use figurative languagesuch as similes, metaphors, and onomatopoeiato add colorful sensory details?

Sentence Fluency Do the sentences flow smoothly? Do you use compound sentences? Do you vary sentence lengths?

Think, Pair, Share After students read their revised drafts aloud, ask listeners to retell their partners stories for a collaborative drafting effort. If students struggle to recall events, ask writers how they could pump up their stories using figurative language.

Flexible Pairing Option Consider pairing good listeners with struggling writers.

Extend Vocabulary Have students write the word said in the center of a circle. Tell them to create a word wheel, listing ten precise words they could use in their stories in place of said, such as cried, exclaimed, and yelled, when writing dialogue.

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Unit Writing Transparency 15

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Have students read their stories aloud. Share these strategies.

SPEAKING STRATEGIES

Speak with expression.

Vary the tempo and the volume of your voice.

Use facial expressions to enhance the drama.

LISTENING STRATEGIES

Listen to identify tone, mood, and emotion in verbal and nonverbal communication.

Smileshow the speaker that youre friendly.

Show your appreciation at the end of the story. Clap, give a thumbs up, or give a compliment.

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Unit Writing Transparency 16

Proofread Mini Lesson CONVENTIONS

Display Transparency 16. Point out Sunil K.s proofreading corrections: He capitalized Thanksgiving, a holiday name. He used didnt to make the subject and verb agree. He put apostrophes in the contractions cant and Its. He added quotation marks and changed a period to a question mark in a quotation. He indented his last paragraph.

Have students read and reread their stories to correct mistakes. Suggest that they proofread for one kind of error, such as spelling, at a time. Review proofreading marks on Teachers Resource Book page 152. Have students apply them as they proofread. Review subject-verb agreement and capitalization of holidays.

TEACHER CONFERENCE

Circulate among students and ask the following question to foster self-assessment: In what way did you entertain and excite your audience and make your characters come to life?

PublishAsk students to write or type final copies of their stories. Remind them to correctly form letters and use appropriate spacing between words, sentences, and paragraphs. Ask them to use standard margins. Consider asking students to create picture books, with an illustration and related text on each page. Offer the books to the school library or arrange them on a shelf. Students should select an effective format for publication.

Also encourage students to consider publishing one of their weekly writing assignments from this unit.

PRESENTATION

Assign students to Readers Theater groups to dramatize stories. Photocopy stories for each student. Urge them to use simple props and costumes and to choose background music.

Authors Chair Invite students to present their stories from the Authors Chair. Remind students to read with expression.

Think, Pair, Share Ask students to proofread their partners edited drafts. Urge them to carefully check quotation marks and punctuation. Have volunteers share how their partners helped.

409E

Raising ScoresREAD AND SCORE

Display Transparency 17 and tell students to follow along as you or a volunteer reads the story aloud. Then have students use the student rubric on page 155 of the Teachers Resource Book to assess the writing sample. Guide students to understand that this story is only a fair writing sample, which would score only a 2, and that they will work together to improve it.

RAISE THE SCORE

Point out the following shortfalls in the writing sample:

Ideas and Content The writer has attempted to tell a story about a bunny who has lost his beautiful bow, but the problem is not easy to spot from the beginning. The writer does not provide many details.

Organization A lack of a clear beginning, middle, and end makes the story somewhat difficult to follow.

Word Choice The story feels flat and lifeless; the writer does not include any figurative language.

Ask students to work in small groups to revise the story to raise the score. Remind them to refer to the student rubric and to apply the writing skills they have learned in this unit.

SHARE AND COMPARE

Ask groups to share their revised versions, explaining how they improved the writing. Then display Transparency 18 to show the same story written at an excellent level. Have each group compare its revised version with the transparency. Point out there is more than one way to improve a paper. Then have students review the stories they wrote, creating successive published versions, and raise their scores.

Test StrategyTest Strategy

Objective Revise a story to raise the

writing score from a 2 to a 4

CREATE A RUBRIC

Distribute copies of the blank rubric form on page 159 or 160 in the Teachers Resource Book. Review the list of features for a fictional narrative. Remind students that a story rubric should assess whether a story has a beginning, middle, and end; focuses on a characters efforts to solve a problem; and contains details about how the characters think. Students should use the following four levels to assess writing: Excellent, Good, Fair, or Unsatisfactory.

Unit Writing Transparency 18

Transparency 18

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Encourage students who are pleased with their work to add their published stories to their portfolios. Ask students to review other work in their portfolios and to think about why they did especially well in this piece. Remind students that portfolios should include more than just finished work. Have them write down ideas for future writing assignments or tell what they learned about writing stories to include in their portfolios. Portfolios should include all types of writing: informational, interpretive, and responsive.

4-Point RubricUse this four-point rubric to assess student writing.

Refer to Anchor Papers for fictional narrative on pages 200203 in the Unit and Benchmark Assessment for a sample of each writing level.

SCORING RUBRIC FOR FICTIONAL NARRATIVE

Excellent Good Fair Unsatisfactory

Ideas and Content Crafts an entertaining story, a plot that revolves around a problem, and a setting

Ideas and ContentRelates a story with strong characters, a plot that revolves around a problem, and a setting

Ideas and ContentAttempts to tell a story with a plot, characters, and setting; provides some details

Ideas and ContentDoes not tell a story with a cohesive plot, characters, and setting

Organization Contains an engaging beginning, active middle, and fulfilling conclusion

Organization Creates a story with a clear beginning, a solid middle, and a satisfactory ending

Organization Story structure lacks a clear beginning, middle, or end; ideas not well tied together

Organization Lacks a clear beginning, middle, and ending, making the story difficult to follow

Voice Shows originality; well-crafted dialogue reveals characters and enhances the readers involvement

Voice Makes an effort to convey a personal style and create a clear picture of people, places, and events

Voice Gets the basic story across but lacks involvement in telling the story; dialogue is underused or adds little

Voice Shows no engagement with the audience or story; dialogue is missing or fails to advance the plot

Word Choice Use of both advanced and everyday vocabulary creates vivid pictures; includes colorful figurative language

Word Choice Shows an overall clarity of expression and effective control of both new and everyday words; uses figurative language

Word Choice May not explore words that express clear feelings or images; uses no figurative language

Word Choice Uses words incorrectly or includes words that are vague or confusing

Sentence Fluency Crafts simple and complex sentences that flow smoothly and vary in length and structure; dialogue sounds natural

Sentence Fluency Crafts careful, easy-to-follow sentences; dialogue fits the characters and story

Sentence Fluency Sentences may be understandable, but may be choppy, or awkward; some dialogue sounds forced

Sentence Fluency Constructs incomplete, rambling, or confusing sentences; text is difficult to read aloud

Conventions Is skilled in most writing conventions; editing is largely unnecessary

Conventions Spelling, capitalization, punctuation, and usage are mostly correct

Conventions Makes enough errors to interfere with a smooth reading of the story

Conventions Serious errors in spelling, capitalization, punctuation, and usage interfere with readability

Presentation Text is easy to read, whether handwritten or word-processed; formatting enhances the message

Presentation Handwriting or word-processed text is neat and consistent; formatting supports the message

Presentation Text is somewhat difficult to read; formatting or spacing is not uniform

Presentation Irregular or inconsistently formed letters make the text hard to read; formatting is totally lacking

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409G

Refer to Anchor Papers for fictional narrative on pages 200203 in the Unit and Benchmark Assessment for a sample of writing at different levels.

SCORING RUBRIC FOR FICTIONAL NARRATIVE Exceptional Excellent Good Fair Poor Unsatisfactory

Ideas and ContentCrafts an entertaining story with well-developed characters, a vivid setting, and a well-paced plot

Ideas and ContentCreates an original story with rich details, a well-developed plot, interesting characters, and a setting

Ideas and ContentPresents a solid and detailed story, a plot that revolves around a problem, and a setting

Ideas and ContentAttempts to tell a story with a plot centered on a problem, characters, and a setting, but provides little detail

Ideas and Content Story may contain a string of events with a weak plot or missing problem

Ideas and ContentDoes not tell a story; writing may go off in several directions without a sense of purpose

Organization Story has an inviting beginning, an engaging middle, and a convincing ending

Organization Unfolds a well-planned narrative with an engaging beginning, eventful middle, and satisfying ending

Organization Shows a well-planned narrative with a clear beginning, middle, and ending

Organization May not have a clear story structure with a beginning, middle, and end; has trouble tying some ideas together

Organization May have no clear story line; beginning, middle, or end may be missing

Organization No clear beginning, middle, and ending

Voice An exceptionally strong narrative voice draws readers; fluid, realistic dialogue enhances the story

Voice Shows originality and a strong personal style that speaks directly to the reader

Voice Makes a strong effort to convey a personal style and create a clear picture of characters and events

Voice Gets the basic story across but lacks a sense of involvement in telling an entertaining story

Voice Shows little involvement with story; dialogue is missing or fails to develop character or plot

Voice Shows no connection with the audience or story

Word Choice Exciting and everyday language and imaginative use of figurative language create striking pictures and bring the story to life

Word Choice Imaginative use of both advanced vocabulary and figurative language creates vivid word-pictures and brings the story to life

Word Choice Shows effective control of both new and everyday words; creates visual images with some use of figurative language

Word Choice Does not experiment with figurative language that expresses clear feelings or create images

Word Choice Does not choose words that express clear feelings or pictures; some words detract from the text

Word Choice Uses words incorrectly or uses words that are vague or confusing

Sentence Fluency Crafts fluid simple and complex sentences; rich dialogue captures natural speech patterns and characterization

Sentence Fluency Crafts varied sentences that flow naturally and are easy to understand and read aloud; dialogue sounds natural

Sentence Fluency Crafts careful, easy-to-follow sentences that vary in length and structure; most dialogue sounds authentic

Sentence Fluency Sentences may be choppy, rambling, or awkward

Sentence Fluency Constructs incomplete, rambling, or confusing sentences

Sentence Fluency Incomplete, rambling, or confusing sentences make text hard to understand or read aloud

Conventions Skilled use of most writing conventions; editing is largely unnecessary

Conventions Is skilled in most writing conventions; needs little editing

Conventions Spelling, capitalization, punctuation, and usage are mostly correct

Conventions Makes mistakes that interfere with a smooth reading of the story

Conventions Errors in spelling, capitalization, punctuation, and usage make story difficult to read; needs extensive editing

Conventions Severe errors in most conventions seriously interfere with understanding or discourage the reader

Presentation Text form, whether handwritten or word-processed, enhances the readers ability to understand and connect with the story

Presentation Neatly handwritten or word-processed text invites the reader into the story; formatting is appropriate

Presentation Handwriting or word-processing has only small errors; formatting is appropriate

Presentation Handwriting or word-processing is occasionally difficult to read; formatting may detract from the message

Presentation Handwriting or word-processing is inconsistent or incorrect; spacing or other formatting is confusing

Presentation Poor handwriting or word-processing makes reading difficult; formatting is a major distraction

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6-Point RubricUse this six-point rubric to assess student writing.

Making a Difference 409H

Using Citations You can insert information or graphics from another

source into a document of your own, but only if you follow the correct procedure of copyrights and citations.

First look for the copyright symbol on the copyright link on a Web site.

Quotations can be included in a personal document, but only if you cite the original source properly, using footnotes or citations in parentheses in the actual text.

Theme: Making a Difference

Objectives Review drawing and graphic

features of a word processor Create a graphic design

Materials

www.macmillanmh.com paint program

Drawing and GraphicsACCESS PRIOR KNOWLEDGEDiscuss with students:

What are the advantages of using a computer to create a piece of art? (computers make it easy to create art, minimize supplies needed to do so, and allow art to be stored and distributed)

Can you think of a book, film, or television show that used computer-created art?

EXPLAINIntroduce the lesson vocabulary by writing each word on the board and asking for a definition.

Tell students that a graphic is something that can be made, altered, and displayed on a computer. It can be an actual picture, clip art, or a chart created on a computer.

MODEL Show students how to open a word processor or a paint program.

Then show how to insert and manipulate a piece of clip art. You might move it on the page or change the size.

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graphics charts, designs, pictures, and artwork that can be created on a computer

clip art electronic art that can be inserted into a document

copyright the right that lets only someone who creates something use and sell it, granted by law for a certain number of years

cite to quote and credit an original information source

409I

http://www.macmillanmh.com

Remind students to think about the sources of Web pages they find. How do they know that the Web page is a reliable source, containing correct information?

GUIDED PRACTICEHave students connect to www.macmillanmh.com and go to Computer Literacy Lesson Grade 4 Unit 3.

The online practice lesson is an excerpt from SRA TechKnowledge. For more information about the full SRA TechKnowledge program, go to www.sratechknowledge.com.

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Approaching

Have students open a word processing application or use a paint program to make a graphic. Have them print out their graphics to post in the classroom.

On Level

Have students search the Internet for graphics. Have them check Web page copyright information to make sure that they can use the graphics. Then have them save and insert into a word processor and use paint features to try to recreate the image.

Beyond Level

Have students use a word processor to recreate an image they found on a Web page, copyright permitting. Have the students print both the image and their rendition, and hold a class art show in which both are presented.

Making a Difference 409J

http://www.sratechknowledge.com

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rTheme Project Wrap-UpResearch and Inquiry

After students complete Step 4 of their project, have them:

Create the Presentation Have students create a presentation to show what they learned. Tell students that they will use notes, memory aids, and visuals to help them remember what they want to say. Encourage them to think about the types of language that are most appropriate for their presentation.When students have completed their self-selected or cross-curricular projects, plan a time when they can present.

Review and Evaluate Use these questions to help you and students evaluate their research and presentation.

Teacher ChecklistAssess the Research Process

Planning the Project Expressed ideas and discussed

topic. Identified credible and reliable

sources.

Doing the Project Summarized and took notes. Determined usefulness of

information. Organized information.

Assess the Presentation

Speaking Moved through the

presentation in a logical order.

Use details and facts to develop main ideas.

Spoke confidently, referring to notes as needed.

Representing Used media to represent

information.

Visuals were appropriate for the topic.

Visuals added details and interest to the presentation.

Assess the Listener

Set a purpose for listening. Evaluated purpose for

listening.

Adjusted purpose as needed for understanding.

Connected own ideas to those of speaker.

Student Checklist Research Process Did you take organized notes?

Did you list all sources of information?

Did you organize information by topic and subtopic?

PresentingSpeaking Did you rehearse your presentation?

Did you use notes aids?

Did you present your information in an interesting way?

Representing Were your visuals varied?

Did your multimedia presentation provide main ideas and details?

Were your words and visuals organized?

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rSCORING RUBRIC FOR THEME PROJECT

Excellent Good Fair Unsatisfactory

The student: Crafts a clear

and interesting presentation.

Includes many wellchosen details that enhance the presentation.

May make sophisticated observations.

The student: Makes a clear

presentation. Provides adequate

details. May make several

relevant observations.

The student: Makes an adequate

presentation. May provide few

details. May offer few,

or irrelevant observations.

The student: May not grasp the

task. May present

irrelevant details and observations.

May have extreme difficulty with research or organization.

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Home-School Connection Invite family members, other students, and members of the

community to the presentation of the projects. Try to include people who have made a difference in your community. Introduce each guest by name.

Videotape the presentations for family members to borrow or to show at the parent/teacher conferences.

As part of your character building feature on fairness, have students make sure to take turns by sharing the stage.

Making a Difference 409L

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Assessments for Instructional Planning

To create instructional profiles for your students, look for patterns in the results from any of the following assessments.

Fluency AssessmentPlan appropriate fluency-building activities and practice to help all students achieve the following fluency goal: 102122 WCPM.

Running RecordsUse the instructional reading level determined by the Running Record calculations for regrouping decisions.

Benchmark AssessmentAdminister tests three times a year as an additional measure of both student progress and the effectiveness of the instructional program.

Timed Writing For timed writing, give students 4055 minutes to complete their work.

Administer the TestUNIT 3 READING ASSESSMENT, pp. 4560

TESTED SKILLS AND STRATEGIES Strategies: Evaluate, Summarize Skills: Compare and Contrast, Authors

Purpose, Sequence, SummarizeVOCABULARY STRATEGIES

Dictionary and Thesaurus Word PartsTEXT FEATURES AND STUDY SKILLS

Online Encyclopedia Salutation and Body of a Letter Using the LibraryGRAMMAR, MECHANICS, USAGE

Verbs: action, tenses, irregular, linking, main, and helping

Quotations, dialogue Subject-verb agreement ContractionsWRITING

Fictional Narrative

Administer the Unit Assessment electronically. Score all tests electronically. Available online or on CD-ROM.

Assessment Tool

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Analyze the Data

Use information from a variety of informal and formal assessments, as well as your own judgment,to assist in your instructional planning. Students who consistently score at the lowest end of each range should be evaluated for Intervention. Use the Diagnostic Assessment in the Intervention Teachers Edition.

Diagnose Prescribe

ASSESSMENTS IF THENUNIT TEST 023 questions

correct Reteach tested skills using the Additional Lessons (pp. T1T11).

FLUENCY ASSESSMENT

Oral Reading Fluency98101 WCPM097 WCPM

Fluency SolutionsEvaluate for Intervention.

RUNNING RECORDS

Level 34 or below Reteach comprehension skills using the Additional Lessons (pp. T1T4). Provide additional Fluency activities.

Making a Difference 409N

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Introduce students to the Glossary by reading through the introduction and looking over the pages with them. Encourage the class to talk about what they see.

Words in a glossary, like words in a dictionary, are listed in alphabetical order. Point out the guide words at the top of each page that tell the first and last words appearing on that page.

ENTRIESPoint out examples of main entries, or entry words, and entries. Read through a sample entry with the class, identifying each part. Have children note the order in which information is given: entry word(s), syllable division, pronunciation respelling, part of speech, definition(s), example sentence(s).

Note if more than one definition is given for a word, the definitions are numbered. Note the format used for a word that is more than one part of speech.

Review the parts of speech by identifying each in a sentence:

Inter. article n. conj. adj. n.

Wow! A dictionary and useful glossary

v. adv. pron. prep. n.

tell almost everything about words!

HOMOGRAPHS/HOMOPHONES/HOMONYMSPoint out that some entries are for multiple-meaning words called homographs. Homographs have the same spellings but have different origins and meanings, and, in some cases, different pronunciations.

Explain that students should not confuse homographs with homophones or homonyms. Homophones are words that have the same pronunciation but have different spellings and meanings. Homonyms are words that have the same pronunciation and spelling but have different meanings. Provide students with examples.

PRONUNCIATION KEYExplain the use of the pronunciation key (either the short key, at the bottom of every other page, or the long key, at the beginning of the Glossary). Demonstrate the difference between primary stress and secondary stress by pronouncing a word with both. Pronounce the words both correctly and incorrectly to give students a clearer understanding of the proper pronunciations.

WORD HISTORYThe Word History feature explains the etymology of select words. Explain that etymology is the history of a word from its origin to its present form. A words etymology explains which language it comes from and what changes have occurred in its spelling and/or meaning. Many English words are derivatives of words from other languages, such as Latin or Greek. Derivatives are formed from base or root words.

409O

What Is a Glossary?A glossary can help you find the meanings of words in this book that you may not know. The words in the glossary are

listed in alphabetical order. Guide words at the top of each

page tell you the first and last words on the page.

Each word is divided into syllables. The way to pronounce

the word is given next. You can understand the pronunciation

respelling by using the pronunciation key at the right. A

shorter key appears at the bottom of every other page.

When a word has more than one syllable, a dark accent mark

() shows which syllable is stressed. In some words, a light accent mark () shows which syllable has a less heavy stress.

Sometimes an entry includes a second meaning for the word.

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First word on the page Last word on the page

Guide Wordsabruptly/annoyed

Sample Entry

Definition

Main entry &Syllable division

Pronunciation

abruptly ( brupt l) adverb.

Happening without warning. Ben

abruptly dropped the hot potato

onto the floor.

Part of Speech

Pronunciation Key

Example sentence

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Aaaccessories (ak ses rz) plural noun.

Extra parts or add-ons that are useful

but not essential. We bought several

accessories for our new car.

accomplishments ( komplish mnts)

plural noun. Successes; actions of

which one can feel proud. The parents

stood and applauded their childrens

accomplishments at their elementary

school graduation.

accuse ( kz) verb. To say that a person has done something wrong or illegal. I

will not accuse someone of something

unless I am sure.

acquaintance ( kwntns) noun. A

person one knows, but who is not a

close friend. Carole is an acquaintance

from camp.

activist (ak t vist) noun. A person who believes in and actively supports a

cause. Rev. Dr. Martin Luther King, Jr.,

was an activist for peace and social

justice.

advanced (ad vanst ) adjective. Beyond

the beginning level; not elementary.

As a singer, Sheila was really advanced

for her age.

agile (aj l) adjective. Able to move and

react quickly and easily. Bonita is an

agile softball player.

allergies (al r jz) plural noun.

Conditions that cause a person to

have an unpleasant reaction to certain

things that are harmless to most

people. My aunt has allergies in the

spring when plants bloom.

amazement ( mzmnt) noun. Great

surprise or wonder. To the amazement

of the audience, the children played

some difficult music perfectly.

ambulance (am by lns) noun. A

special vehicle that is used to carry

sick or injured people to a hospital.

My neighbor once had to call an

ambulance to take him to the hospital.

ancestors (anses trz) plural noun.

People in the past from whom one

comes. Your great-grandparents are

some of your ancestors.

ancient (n shnt) adjective. Very old.

An ancient castle sat on the edge of

a lake.

annoyed ( noid) adjective. Bothered or disturbed. Kevin looked annoyed when

his little sister came out to join the game.

accessories/annoyed

790

apologize ( pol jz) verb. To say

one is sorry or embarrassed; make

an apology. Aaron said, Id like to

apologize for being late.

applauded ( pld d) verb. Showed

approval for or enjoyment of

something by the clapping of hands.

The crowd applauded the soldiers as

they came off the ship.

appreciated ( pr sh t d) verb.

Understood the value of; was grateful

for something. The boss appreciated

how much his workers did for the

company.

assignments ( snm nts) plural noun.

Tasks that are given out or assigned.

The teacher gave us two math

assignments for homework.

assured ( sh urd) verb. Made certain or sure. Our hard work assured the

success of the festival.

astronaut (as tr nt ) noun. A person

trained to fly in a spacecraft. The

astronaut will walk on the moon.

Word HistoryAstronaut is made from the Greek

words astron for star and nautes

for sailor (as in nautical).

astronomer ( stron m r) noun. A

person who works or specializes in

astronomy, the science that deals with

the sun, moon, stars, planets, and

other heavenly bodies. An astronomer

will speak at the next science fair.

apologize/astronomer

791

Glo

ssary

Glossary 409P

audition ( dish n) noun. A test or

try-out for an actor or other kind of

performer. Mariana was nervous about

her audition, but she played very well.

Word HistoryAudition is formed from the Latin

auditio, which means a hearing.

avoided ( void d) verb. Stayed away

from. Butch avoided doing hard work.

awkward (kwrd) adjective. Lacking grace in movement or behavior; clumsy

or uncomfortable. Until Julio learned

the steps, his dancing was awkward.

Bbbackground (bak ground) noun. The part

of a picture that appears to be behind

the rest. I painted a bright figure

against a dark background.

barbecue (br bi k) noun. A meal,

usually meat, cooked outdoors over an

open fire. We had a great barbecue in

the park.

bayous (bz) plural noun. Slow-moving

or stagnant streams, rivers, or inlets,

especially in the southern United

States. We canoed through many quiet

bayous during our trip.

blizzard (blizrd) noun. A strong

windstorm marked by intense cold and

blowing snow. No one should try to

drive in a blizzard.

audition/blizzard

792

bluffing (blufing) verb. Trying to fool people with a false show of

confidence, courage, or knowledge.

Rory said he could fly, but I knew he

was bluffing.

border (brdr) noun. A line between

one country, state, county, or town

and another. A river runs along the

border between the two states.

boycotts (boikots) plural noun. Protests in which people refuse to buy from or

work for a person, nation, or business.

The community plans boycotts of all

the unfair businesses.

Word HistoryBoycotts comes from Charles

Boycott who was shunned by

Irish farmers for his harsh actions

against them.

brittle (britl) adjective. Likely to break

or snap. Susans fingernails became

brittle and started to break.

bumbling (bum bling or bum bl ing) adjective.

Making clumsy mistakes. The bumbling

detective would never solve the mystery.

Cccamouflage (kam flzh) verb. To hide

or conceal by using shapes or colors

that blend with the surroundings. The

chameleon is able to camouflage itself

by changing the color of its skin.

cardboard (krdbrd) noun. A heavy, stiff paper used to make boxes and

posters. I like to store my small toys in

shoe boxes made of cardboard.

career (k rr ) noun. A job or occupation

pursued for all or part of someones

life. My grandmothers career as a

research biologist lasted for many

years.

casting (kas ting) noun. The process of

choosing people for the different parts

in a play or movie. Casting for the new

movie went on for weeks.

bluffing/casting

793

cautiously (k shs l) adverb. In a

careful way. Because so many cars

were coming, we crossed the street

cautiously.

circular (sr ky lr) adjective. Having

or making the shape of a circle. The

referees arm made a circular motion

as he blew the whistle.

citizen (sit zn) noun. A person who

was born in a country or who chooses

to live in and become a member of

that country. Carmine is an Italian

citizen but often visits the United

States.

climate (klmit) noun. The average

weather conditions of a place or

region through the year. Most deserts

have a hot, dry climate.

cluttered (klutrd) verb. Filled with

a messy collection of things. Vals

bedroom was cluttered with all of her

sports equipment.

coaxing (kks ing) verb. Persuading

or influencing by mild arguing.

The instructor was coaxing young

swimmers into the water.

collage (k lzh) noun. A picture made by pasting paper, cloth, metal, and

other things in an arrangement on a

surface. Once I made a collage of my

day, and it was full of bright colors and

cotton balls.

Word HistoryCollage comes from the French

word collage, from colle, meaning

glue or paste.

colony (kol n) noun. A group of

animals living together in the same

place. The noise from the penguin

colony was deafening.

commotion (k mshn) noun. A noisy

disturbance; confusion. We ran out

into the hall to see what was causing

the commotion.

communication (k m ni kshn) noun.

An exchanging or sharing of feelings,

thoughts, or information. Some forms of

communication do not require speech.

completed (km pltd) verb. Done,

finished. I could hardly wait until my

brother completed his Thanksgiving

project and we could all go to the

movies.

cautiously/completed

794

consideration (kn sid r shn) noun.

Thoughtfulness for other people and

their feelings; something carefully

thought about. Leroy showed great

consideration for his grandmother.

consisted (kn sis td) verb. Contained;

was made up. The batter consisted of a

cup of flour, one egg, and a cup of milk.

consume (kn sm ) verb. To eat or drink.

Growing children can consume a lot of

food.

convinced (kn vinst ) verb. Caused a

person to believe or do something.

The coach convinced the team they

could win, and they did.

coral (krl) adjective. Made of coral, a

hard substance like stone made up of

the skeletons of tiny animals. We went

snorkeling on the coral reef.

cranky (krang k) adjective. Cross or in a

bad temper; grouchy. Roni is always

cranky before shes had breakfast.

craters (kr trz) plural noun. Bowl-shaped

pits or holes made by the impact of a

meteorite. Craters are easier to spot in

the desert.

crisscrossed (kris krst) verb. Went

across, back and forth. Grandma

crisscrossed lengths of dough to make

a pretty pie top.

current (krnt) noun. A portion of

a body of water or of air flowing

continuously in a definite direction.

The lifeguard blew his whistle when he

noticed that the current was taking the

boys out too far.

consideration/current

795

Glo

ssa

ry

409Q

Dddecayed (d kd) adjective. Having

undergone the process of

decomposition; rotted. We walked

past decayed stumps in the woods.

demonstrated (demn str td) verb.

Showed by actions or experiment. The

performer demonstrated great skill

with both the piano and the drums.

descendants (di send nts) plural

noun. People who come from a

particular ancestor. My neighbors are

descendants of a French explorer.

desperate (despr it) adjective. Very bad

or hopeless. I needed money, but I was

not desperate for it.

devic-es (di vsz) plural noun. Things

used or made for specific purposes.

You can choose from several kinds of

devices for help in opening a can.

digested (d jestd) verb. Broke down and

absorbed food. The snake rested while it

digested the rat it had swallowed.

director (di rek tr) noun. The person

in charge of a play, movie, or TV

show. The director called for a dress

rehearsal over the weekend.

disappointment (dis pointmnt) noun.

A feeling of being disappointed or

let down. Losing the match was a

disappointment, but I still like tennis.

disease (di zz ) noun. An illness. Smallpox is the one serious disease

that has been wiped out.

disguised (dis gzd) verb. Changed the way something or someone looks

to hide it or to look like something

else. The king disguised himself as

a peasant and walked through the

market.

disgusted (dis gus tid) adjective. Having a

strong feeling of dislike. I felt disgusted

by the way the bully was treating others.

dizzy (diz) adjective. Having the feeling

of spinning and being about to fall.

Riding the Ferris wheel makes me dizzy.

decayed/dizzy

796

documenting (dok y ment ing) verb.

Making a record or collecting

information. The scientists took notes

documenting their findings.

dove1 (dv) verb. Plunged head first into

water. We watched as the woman dove

perfectly off the board and into the

deep pool.

dove2 (duv) noun. A medium-size bird

of the pigeon family. The dove cooed

quietly on the window ledge.

downstream (dounstrm) adverb. Moving

in the same direction as the current of

a stream. On a raft, it is easier to float

downstream than to push upstream.

dynasties (d n stz) plural noun.

Periods of time during which a line

of rulers from the same family is in

power. Construction of the Great Wall

of China took place from the Han to

the Yuan dynasties.

Eeeavesdropping (vz droping) noun.

Listening to other people talking

without letting them know you are

listening. Eavesdropping is not a polite

thing to do.

echolocation (ek l k sh n) noun. A

way to find out where objects are

by making sounds and interpreting

the echo that returns. Bats rely on

echolocation when they hunt for insects.

eerie (r) adjective. Strange in a scary

way. We heard an owls eerie hooting

as we walked home in the dark.

electrical (i lek tri k l) adjective. Relating to

the form of energy carried in wires for

use to drive motors or as light or heat.

Dad carefully connected the electrical

cables to the positive and negative

terminals on his cars battery.

Word HistoryElectrical comes from the Latin

electrum, meaning amber,

because of ambers property

of attracting other substances

when rubbed.

documenting/electrical

797

endless (endlis) adjective. Having no limit or end. The line of people seemed

endless, and not everyone would get a

ticket.

endured (en d urd or en dy urd) verb. Survived or put up with. The workers

endured the hot sun all day.

enterprising (entr pr zing) adjective.

Showing energy and initiative; willing

or inclined to take risks. Brian, an

enterprising young man, ran for class

president and won.

environment (en v rn mnt) noun.

Everything that surrounds an animal

and affects it. Polar bears have adapted

very well to their cold environment.

estimated (est m td) verb. Judged or

calculated, as of the value, quality, extent,

size, or cost of something. It is estimated

that there are only 30,000 to 50,000

Asian elephants left in the world.

ethnic (eth nik) adjective. Being part

of a group of people with religion,

language, national origin, or some

other background in common. We

went to World Food Day and sampled

many ethnic foods.

evaporate (i vap rt ) verb. To change

from a liquid or solid into a gas. When

heat makes water evaporate, the water

seems to disappear.

Word HistoryEvaporate comes from the Latin

evaporatus, to disperse in vapor,

from ex, out, and vapor,

exhalation.

eventually (i vench l) adverb. In the

end; finally. We eventually got a DVD

player because the good movies were

not being released on video.

evidence (ev i dns) noun. Proof of

something. People thought the

knave stole the tarts, but they had no

evidence.

exasperated (eg zasp rt d) verb.

Annoyed greatly; made angry. My dad

got so exasperated helping with my

math that my mom took over.

exploration (ek spl rshn) noun. The

act of traveling through unfamiliar

areas in order to learn about them.

Remote-controlled vehicles are

carrying out an exploration of the

surface of Mars.

endless/exploration

798

exposure (ek sp zhr) noun. The

condition of being presented to view.

Each time the dog saw a new toy was

counted as one exposure.

Fffade (fd) verb. To become gradually

weaker, fainter, or dimmer. When a

song ends, sometimes it will fade out.

faint (fnt) adjective. Not clear or strong;

weak. A faint noise came from outside,

but I couldnt see anyone.

famished (famisht) adjective. Very hungry; starving. After a long day of

running and swimming, the children

were famished.

flicked (flikt) verb. Hit or moved with a

quick, light snap. Fred flicked the fly

off his face.

flinched (flincht) verb. To draw back or

away, as from something painful or

unpleasant; wince. When the door

suddenly slammed, Myra flinched.

fluke1 (flk) noun. A chance happening;

an accidental turn. The substitute

players touchdown pass must have

been a fluke.

fluke2 (flk) noun. The flat part of a

whales tail. The whale smacked the

water with its fluke.

foolishness (flish ns) noun. The act of not showing good sense. I wanted to

race across the street, but my mom

will not allow that foolishness.

fossil (fos l) noun. The hardened remains or traces of an animal or plant that

lived long ago. The fossil we found had

imprints of ancient seashells in rock.

fragile (fraj l) adjective. Easily broken;

delicate. My toothpick ship is too

fragile to take to show and tell.

fuels (f lz) plural noun. Substances

burned as a source of heat and power,

such as coal, wood, or oil. When the

world runs out of fossil fuels, we

will be forced to use alternate energy

sources.

exposure/fuels

799

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Glossary 409R

Gggaped (gpt) verb. Stared with the mouth

open, as in wonder or surprise. The

audience gaped at the acrobats.

genuine (jen in) adjective. Sincere; honest. My friends and I made a

genuine effort to help kids new to the

school.

glider (gldr) noun. An aircraft that flies without a motor. Riding in a glider can

be exciting.

glinted (glintd) verb. Sparkled or flashed. Rays of sunshine glinted on the water.

glistening (glis n ing) adjective. Shining

or sparkling with reflected light. The

glistening eyes of the children looked

out from the stage.

globe (glb) noun. The Earth (as a

shape). Our globe is the home of

billions of people.

glorious (glr s) adjective. Having or deserving praise or honor;

magnificent. The autumn colors were

just glorious.

guardian (grd n) noun. A person or thing that guards or watches over. My

older brother sometimes acts like my

guardian.

guide (gd) noun. Someone who shows

the way, such as on a tour or trip. We

followed the guide carefully along the

narrow trails.

Hhhabitat (habi tat) noun. The place

where an animal or plant naturally lives

and grows. A pond is a good habitat

for frogs.

Word HistoryHabitat comes from the Latin

habitare, meaning to dwell.

handy (hand) adjective. Within reach, nearby; easy to use. come in handy.

Be useful. Its amazing how many times

a dictionary can come in handy.

harmless (hrmles) adjective. Not able to do damage or hurt. My dog looks

mean, but really she is harmless.

gaped/harmless

800

headlines (hedlnz) plural noun. Words printed at the top of a newspaper or

magazine article. The most important

news has the biggest headlines.

heritage (heri tij) noun. Something that is handed down from previous

generations or from the past; tradition.

Jazz is now a part of our countrys

cultural heritage.

hibernate (hbr nt) verb. To sleep or stay inactive during the winter. Bears

eat a lot to get ready to hibernate.

hilarious (hi lr s) adjective. Very funny. Kendra tells hilarious jokes.

historians (hi str nz) plural noun. People who study or write about

history. Historians can help us to

understand the past.

hoisting (hoisting) verb. Lifting or pulling up. Hoisting logs out of the water, the

men soon grew tired.

Iiidentified (dent fd) verb. Proved

that someone or something is a

particular person or thing. The

fingerprints on the gold watch

identified the butler as the thief.

images (imij z) plural noun. Pictures of people or things. The artist had

painted large images of the people

and animals she saw every day.

immigrants (imi grnts) plural noun. People who come to live in

one country from another. Many

immigrants come to the United States

every year.

impressive (im presiv) adjective. Deserving admiration; making a

strong impression. The track team

won five races, which was their most

impressive result all year.

independence (indi pendns) noun. Freedom from the control of another

or others. America gained its

independence from Great Britain.

headlines/independence

801

injustice (in justis) noun. Lack of justice; unfairness. There are many tools to

fight injustice, and everyone should

know them.

insecticides (in sekti sdz) plural noun. Chemicals used to kill insects and

other pests. Some insecticides can

reduce the number of mosquitoes.

inspected (in specktd) verb. Looked at closely and carefully. The official

inspected our car and declared that it

was safe to drive.

inspire (in spr) verb. To stir the mind, feelings, or imagination. Nature can

inspire some people to write poetry.

insult (in sult) noun. A remark or action

that hurts someones feelings or pride.

Not to invite Marta to the party would

be an insult.

intelligent (in teli jnt) adjective. Able to understand and to think especially well.

Mr. Lee asked an intelligent question.

interfere (intr fr) verb. To take part in the affairs of others when not asked;

meddle. My mom hates to interfere,

but she often gives me good advice.

investigates (in vesti gts ) verb. Looks into carefully in order to find facts

and get information. A detective

investigates mysteries for a living.

Jjjealousy (jel s) noun. A feeling of envy

of what a person has or can do. Ken

felt some jealousy when he saw Lins

new bike, but he got over it.

journey (jrn) noun. A trip, especially one over a considerable distance

or taking considerable time. Ping

made a journey to China to meet his

grandparents.

jumble (jumbl) noun. A confused mixture or condition; mess. My room is

a jumble of toys and books, so I have

to clean it.

Lllegendary (lej n der) adjective.

Relating to a legend, or a story that

has been handed down for many years

and has some basis in fact. Johnny

Appleseeds efforts to spread the

apple tree have become legendary.

limited (limi tid) adjective. Restricted, or kept within boundaries. The menu had

only a limited number of choices.

injustice/limited

802

logical (loji kl) adjective. Sensible; being the action or result one expects.

When it rains, I do the logical thing

and put my bicycle in the garage.

loosened (l snd) verb. Made looser; set

free or released. Brad loosened his

necktie when the ceremony was over.

lumbering (lumbr ing) adjective. Moving in a slow, clumsy way. Put a

lumbering hippo in the water and it

becomes a graceful swimmer.

lurk (lrk) verb. To lie hidden. Many

animals lurk in their dens to escape the

heat of the day.

Mmmagnify (magn f) verb. To make

something look bigger than it really is.

Devices such as microscopes help to

magnify small things.

massive (masiv) adjective. Of great size or extent; large and solid. The pro

wrestler had a massive chest.

microphone (mkr fn) noun. A device that converts soundwaves into

electrical signals, which can then be

recorded, broadcast, or amplified.

We couldnt hear the principal in the

back of the auditorium because her

microphone was broken.

Word HistoryMicrophone comes from the

Greek words mikros, meaning

very small, and phone, meaning

sound.

microscope (mkr skp) noun. A device for looking at things that are too small

to be seen with the naked eye. To see

small cells in the body one needs to

use a microscope.

Word HistoryMicroscope comes from the

Greek words mikros meaning

very small, and skopein,

meaning to view or

examine.

logical/microscope

803

Glo

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ry

409S

midst (midst) noun. A position in the

middle of a group of people or things.

There is a poet in our midst, said the

principal, and we need to clap for her.

mischief (mis chif) noun. Conduct that

may seem playful but causes harm or

trouble. The kittens were always getting

into mischief when we werent home.

misunderstood (mis un dr st ud) verb. Understood someone incorrectly; got

the wrong idea. I misunderstood the

directions and did the wrong page for

homework.

muttered (mut rd) verb. Spoke in a low,

unclear way with the mouth closed.

I saw he was mad by the way he

muttered to himself.

mysterious (mi str s) adjective. Very hard or impossible to understand; full

of mystery. The fact that the cookies

were missing was mysterious.

Nnnatural (nach r l) adjective.

1. Unchanged by people. We hiked

through natural surroundings of

woods, streams, and meadows.

2. Expected or normal. The natural

home of the dolphin is the open ocean.

negatives (neg tivz) plural noun.

1. Photographic images made when

film is developed. The photographer

looked at the negatives through the

magnifier. 2. Words or phrases that

mean no. We heard nothing but

negatives in the report.

neglected (ni glekt d) verb. Failed to give

proper attention or care to; failed to do.

I neglected to finish my science project

and could not present it at the fair.

nonviolence (non v lns) noun. The

philosophy or practice of opposing

the use of all physical force or

violence. The demonstrators practiced

nonviolence during the march on

Washington.

nowadays (nou dz) adverb. In the present time. People hardly ever write

with typewriters nowadays.

midst/nowadays

804

numerous (nmr s or nmr s) adjective. Forming a large number; many. The

mountain climbers faced numerous

problems, but they still had fun.

nutrients (n tr nts or n tr nts) plural

noun. Substances needed by the bodies

of people, animals, or plants to live and

grow. Sometimes we get ill because we

are not getting the proper nutrients.

nuzzle (nuz l) verb. To touch or rub with

the nose. My dog will nuzzle me when

he wants attention.

Ooobedience ( bd ns) noun. The

willingness to obey, or to carry out

orders, wishes, or instructions. It is

important to show obedience to

safety rules.

Word HistoryObedience comes from the Latin

word oboedire, meaning to

hearken, yield, or serve.

opportunities (op r tni tz) plural noun. Good chances or favorable

times. School offers many

opportunities to be involved in clubs.

orbits (rbits) plural noun. The path in space of one heavenly body revolving

around another. When we studied

orbits I learned it takes Pluto 248.53

years to go around the sun.

orphanage (rfn ij) noun. An institution that takes in and cares for children

whose natural parents are absent

or dead. Martina had to travel to the

Chinese orphanage to adopt her son.

outstretched (out strecht) adjective.Stretched out; extended. His

outstretched palm held the quarter

I had dropped.

overcome ( vr kum) verb. To get the better of; beat or conquer. The team

was able to overcome losing the lead

to go on to win the game.

numerous/overcome

805

overcrowded ( vr kroudid) adjective. Having too many people or things. The

small apartment was overcrowded

with furniture.

overheard ( vr hrd) verb. Heard something one was not supposed to

hear. I overheard my brother planning

a surprise party for me.

overjoyed ( vr joid) adjective. Very happy. The whole team felt overjoyed

when we won the soccer game.

Pppaleontologist (p l n tol jist) noun.

A scientist who deals with fossils of

prehistoric animal and plant life. The

paleontologist spoke to the class

about the history of dinosaurs.

paralyzed (par lzd) adjective. 1. Having

lost movement or sensation in a part

of the body. 2. Made powerless or

helpless. The actress felt paralyzed by

stage fright.

partnership (prtnr ship) noun. A kind of business in which two or

more people share the work and

profits. Janell, Pat, and Erik formed a

gardening partnership.

patchwork (pachwrk) noun. Something put together out of many uneven or

varied parts. From the air, the land

looked like a patchwork of green and

brown fabrics.

peculiar (pi klyr) adjective. Strange; not usual. I had the peculiar feeling

that I was being watched.

period (pr d) noun. 1. A length of historical time. The 19th century

was a period of railroad building.

2. A mark of punctuation (.) at the

end of a declarative sentence or an

abbreviation.

persistence (pr sistns) noun. The ability to keep trying in spite of

difficulties or obstacles. Running a

business requires persistence.

phrases (frziz) plural noun. Groups of words expressing a single thought

but not containing both a subject and

predicate. When I proofread my report, I

made phrases into complete sentences.

overcrowded/phrases

806

politicians (pol i tish nz) plural noun.

People who hold or seek elected

offices. Four politicians were running

for the one seat in Congress.

positive (pozi tiv) adjective. Certain; sure. I was positive I left that cookie

right here on the counter.

powwow (pouwou) noun. A North American Indian ceremony

characterized by feasting and dancing.

People were selling wild rice and fry

bread at the powwow.

precious (presh s) adjective. 1. Having

great cost or value. 2. Held in high

esteem; cherished. Gold is a precious

metal.

prehistoric (pr his trik) adjective. Belonging to a time before people

started recording history. Prehistoric

artists sometimes made cave paintings

to tell a story.

preserve (pri zrv) verb. To keep safe for the future. My parents preserve some

of my school papers every year.

proclaimed (pr klmd) verb. Announced publicly. The principal proclaimed May

20 as the day for our annual class trips.

professionals (pr fesh nlz) plural

noun. People who have an occupation

that requires special training.

Engineers and architects are

professionals.

prospectors (prospek trz) plural noun. People who explore an area for

minerals, such as gold. California was

full of prospectors during the Gold

Rush of 1849.

protested (pr test d) verb. Complained

against something. When the workers

lost their jobs, they protested to the

union.

Rrraft (raft) noun. A kind of flat boat made

of logs or boards fastened together.

Floating down the river on a raft is a

nice way to spend a summers day.

politicians/raft

807

Glo

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Glossary 409T

realistic (r listik) adjective. Seeing things as they are; practical. I dream of

being a famous rock star, but I should

also be realistic and stay in school.

reef (rf) noun. A ridge of sand, rock,

or coral at or near the surface of the

ocean. Boaters have to be careful not

to scrape against the reef below.

reference (ref r ns or ref rens) noun.

A statement that calls or directs

attention to something. The speech

makes a reference to a play by

Shakespeare.

refreshes (ri freshiz) verb. Restores strength and vitality to, as through

food or rest. Lemonade refreshes on a

hot summer day.

region (r jn) noun. A geographic area whose characteristics are different

from the others. Nine of the original

thirteen colonies can be found in the

Northeast region.

rehearse (ri hrs) verb. To practice a song or play in preparation for public

performances. We have two weeks to

rehearse before opening night!

reptiles (reptlz) plural noun. Cold-blooded vertebrates of the group

Reptilia, which includes lizards, snakes,

alligators, crocodiles, and turtles. Most

reptiles lay eggs, although some give

birth to live young.

responsibility (ri spon s bili t) noun. The quality or condition of having a

job, duty, or concern. Taking care of

the dog was my responsibility.

risks (risks) plural noun. Chances of loss or

harm. Explorers were willing to take risks

in the hope of discovering new lands.

roamed (rmd) verb. Moved around in a

large area. The grizzly bear roamed

over a wide valley and the nearby

mountains.

roles (rlz) plural noun. Characters or parts

played by an actor. Indira got one of

the leading roles in the class play.

rotate (r tt) verb. To turn or cause to

turn around on or as on an axis. I had

to rotate the image because the photo

was upside down.

realistic/rotate

808

scuffling (skuf l ing or skufling) noun. The sound of feet shuffling. When we

heard scuffling from upstairs, we knew

Grandpa had finished his nap.

secure (si ky ur) adjective. Not likely to be taken away; certain or guaranteed.

verb. To take possession of for

safekeeping. The police will secure the

birdcage to use as evidence at the trial.

segregation (seg ri g shn) noun. The

practice of setting one racial group

apart from another. There are laws

against segregation in public schools.

selecting (si lekting) verb. Picking out among many; choosing. I spend a long

time selecting the right gift.

selfish (selfish) adjective. Thinking only of oneself; putting ones own interests

and desires before those of others. A

second piece of cake sounded good,

but I didnt want to be selfish.

sensible (sen s bl) adjective. Having or

showing sound judgment; wise. If you

make a mistake, the sensible thing to

do is apologize.

shimmer (shim r) verb. To shine with

a faint, wavering light; glimmer. The

walls of the canyon began to shimmer

in the rays of the setting sun.

silken (sil kn) adjective. 1. Made of silk.

2. Like silk in appearance. Antonio wrote

a poem about the girls long silken hair.

skyscrapers (sk skr prz) plural noun.

Very tall buildings. The city has many

skyscrapers, and some of them are 50

stories high!

slithered (slith rd) verb. To slide or glide

like a snake. When the snakes slithered

across the ground, they hardly made a

sound.

snickering (snik r ing) verb. Laughing

in a mean or disrespectful manner.

The children stopped snickering when

their mother told them to be kinder.

snoring (snring) verb. Making harsh or noisy sounds while sleeping. The dog

was snoring on the porch when I came

home.

snuffled (snuf ld) verb. Breathed noisily

because of partly stopped-up nasal

passages. Because of a bad cold, I

snuffled all day.

scuffling/snuffled

810

solitary (soli ter) adjective. Living, being, or going alone. For trying to

escape, the prisoner was placed in

solitary confinement.

Word HistorySolitary comes from the Latin

solitarius, meaning alone, lonely.

sores (srz) plural noun. Places where the skin has been broken and hurts. My

hands had sores after raking leaves all

morning with no gloves on.

specialty (spesh l t) noun. A special

thing that a person knows a great deal

about or can make very well. Making

quilts is my Aunt Lisas specialty.

strikes (strks) plural noun. 1. The stopping

of work to protest something.

The workers threatened strikes if

conditions did not improve. 2. Pitched

balls in the strike zone or that a batter

swings at and misses.

strutting (struting) verb. Walking in a self-important way. Marilyn went strutting

around in her new boots from Italy.

stumbled (stumbld) verb. To lose ones balance, as by missing ones footing,

stubbing ones toe, or tripping over an

obstacle. stumbled upon verb. To

come upon something unexpectedly

or by chance. We stumbled upon the

clues that would lead us to the treasure.

suburbs (subrbz) plural noun. The areas around a city where people live. Many

people commute from the suburbs into

the city.

Word HistorySuburbs come from the Latin

suburbiumfrom sub under

and urbs, meaning city.

survey (sr v ) verb. To view or

examine as a whole. (srv) noun. A

comprehensive view. A survey of the

crime scene revealed three possible

points of entry.

suspicious (ss pish s) adjective.

Causing doubt and mistrust; causing

the feeling that something is wrong.

When my mom saw me by the cookie

jar, I could tell she was suspicious.

solitary/suspicious

811

rumbling (rumbling) noun. A heavy, deep, rolling sound. The rumbling of

thunder woke me up.

Sssacred (s krid) adjective. Dedicated

to or set apart for a religious use or

purpose. In ancient Greece, olive trees

were sacred to Athena.

sanctuary (sangk ch er) noun. A

refuge for wildlife where predators are

controlled and hunting is not allowed.

My friend runs a sanctuary for injured

hawks and owls.

scattered (skat rd) verb. Spread or

thrown about here and there. Practice

balls were scattered all over the

tennis court.

scientific method (sn tifik meth d) noun. The process used by scientists,

in which a problem is stated, a

hypothesis is formed, data are

collected through observation or

experimentation, and the hypothesis

is proved or disproved by analyzing

the data. The crime lab is an essential

ingredient in the detectives application

of scientific method.

scornfully (skrnfl ) adverb. In a way that shows that something or

someone is looked down upon and

considered bad or worthless. The critic

spoke scornfully about the new artists

paintings.

rumbling/scornfully

809

Glo

ssa

ry

409U

swallows1 (swolz) verb. Causes food or other substances to pass from the

mouth into the stomach. Kathys sore

throat hurts every time she swallows.

Word HistorySwallows comes from the Old

English word swelgan with the

same meaning.

swallows2 (swolz) plural noun. Several groups of small birds having a slender

body and a forked tail.

Word HistorySwallows comes from the Old

English word swealwe, meaning

this bird.

swamp (swomp) noun. A kind of wetland

in which grasses and shrubs grow on

land almost permanently covered by

shallow water. Many endangered birds,

such as the snowy egret, can be found

in this swamp.

swarms (swrmz) plural noun. Large

groups of insects flying or moving

together. When the hive fell, swarms of

angry bees flew out.

Tttangles (tangglz) plural noun. Knotted,

twisted, confused masses. The garden

hose had not been rolled back up and

was full of tangles.

technique (tek nk) noun. A method or way of bringing about a desired result

in a science, art, sport, or profession.

Part of Allisons technique in running

is to breathe in and out on counts of

seven.

Word HistoryTechnique comes from the Greek

word tekhnikos, meaning relating

to an art or craft.

swallows/technique

812

temples (temp lz) plural noun. Buildings used for the worship of a god or gods.

Visitors to Athens can tour many

temples of the ancient Greeks.

territory (teri tr ) noun. Any large area of land; region. My brothers territory

for selling office supplies is in North

Carolina.

testify (tes t f ) verb. To give evidence

under oath in a court of law. The

woman took her place on the witness

stand to testify.

threatened (thret nd) adjective. Having

a sense of harm or danger. The dark

storm clouds made the players feel

threatened with a rain-out.

tottered (tt rd) verb. Walked or moved with unsteady steps; rocked or swayed

as if about to fall. The baby tottered as

she first tried to walk.

traditions (tr dish nz) plural noun.

Knowledge, beliefs, or customs

handed down from one generation

to another. People of many cultural

traditions live in the United States.

Uuunconstitutional (un kon sti t

sh n l) adjective. Not in keeping

with the constitution of the United

States. Segregation was declared

unconstitutional by the Supreme Court.

unfair (un fr ) adjective. Not fair or just.

Punishing all of us for the actions of my

little sister seemed unfair.

unions (ny nz) plural noun. Groups of workers joined together to protect their

jobs and improve working conditions.

Labor unions fight to get workers the

safety equipment they need.

unique ( nk) adjective. Having no equal; the only one of its kind. In many

ways, the Everglades is unique.

universe (n vrs ) noun. Everything that exists, including Earth, the

planets, the stars, and all of space.

Many scientists spend their lives

studying the wonders of the universe.

temples/universe

813

unstable (un st b l) adjective. Not

settled or steady; easily moved or put

off balance. Although the raft looked

unstable, it floated very well.

unsuspecting (uns spekting) adjective. Having no suspicions. The unsuspecting

girls did not realize they were about to

get sprayed by the hose.

Vvvaluable (val b l) adjective. Of

great use, worth, or importance. The

excavation gave us some valuable new

information about the settlers.

venture (ven ch r) noun. A business or

some other undertaking that involves

risk. Reas new venture was a carpet-

cleaning service.

vessels (ves lz) plural noun. Ships or

large boats used to transport or carry

over water. The ocean liner known as

the Titanic was larger than all other

oceangoing vessels of the time.

Wwweekdays (wkdz ) plural noun. The days

of the week except Saturday and Sunday.

We only go to school on weekdays.

whirlwind (whrlwind , wrlwind) noun. 1. A whirling current of air that moves

forward with great force. 2. Anything

resembling a whirlwind. She moved

about the apartment, packing like a

whirlwind.

wildlife (wldlf) noun. Living things, especially the animals that live

naturally in an area. We saw lots of

wildlife on our hike in the woods.

wingspan (wing span ) noun. The distance

between the tips of the wings of a

bird, insect, or airplane. The wingspan

of some hawks is five feet.

wisdom (wizd m) noun. Good judgment and intelligence in knowing what is right,

good, and true. When Im not sure what

to do, I look to my grandpas wisdom.

Word HistoryWisdom comes from the Old

English word wisdom, from wis,

meaning having sound judgment,

learned.

wistfully (wist f l ) adverb. In a sadly

longing way; yearningly. My grandma

looked at her wedding pictures wistfully.

unstable/wistfully

814

Glo

ssary

Glossary 409V

Grade 4Unit 1Unit 2Unit 3Planning the UnitUsing the Student BookRoadrunners DanceManaging The ClassRoadrunners: Surprising BirdsRoadrunners DanceFlycatcher And CayoteWriters Craft: Write DialogueSmall Group Pages

My Brother MartinIt Took CourageMy Brother MartinDear Mrs. ParksWriters Craft: Write a PoemSmall Group Pages

Kid Reporters at WorkTheir Way All The Way!Kid Reporters at WorkChild Labor in the U.S.A.Writing Persuasive Writing: Write to a PromptSmall Group Pages

Mystic HorseHistory At Your FeetMystic HorseThe Black Hills PowwowWriters Craft: Write a Scene from a PlaySmall Group Pages

Snowflake BentleyLet It SnowSnowflake BentleyHaikuWriters Craft: Write a Character SketchSmall Group Pages

Test Strategy: Right There

Wrapping Up the UnitAdditional Lessons and Resources

Unit 4Unit 5Unit 6