guided instruction - triumphlearning.com · during tryouts for orchestra,our teacher told us that...

Guided Instruction

Duplicating any part of this book is prohibited by law. 9

Show What You Know

Before you begin this lesson, take this quiz to show what you know about comparing andcontrasting. Read this story about a mischievous cat. Then answer the questions.

I am one mean cat, and I rule this house. Bright and early, even before the clock radio startsblaring, I like to get the fun started—fun for me, anyway.This morning, when everyone else wasstill in dreamland, I sprang into action.

I began by waking up Trixie, the annoying toy poodle who’s always acting like she’s “man’sbest friend.” I slowly crept up to her bed and leaped on her like a lion leaps on its prey. Shejumped and yelped. At first she looked at me with horror in her eyes.Then, she realized that itwas me. She lazily crawled back into her bed. Like most dogs,Trixie likes to please.

Next it was time to wake up Katie, my owner. I had to play it carefully, and wake her up without making her angry. I rubbed Katie’s face and purred loudly.“Go to sleep, Susie,” she muttered as she rolled over. Not a chance, I thought.

I jumped on top of the shelf next to the bed and leaped down on her chest.Katie leaped out of bed. Score another one for me! Cats rule!

Now, for my next trick, I will bat my food dish across the kitchen floor like a hockey puck.

1. How does Trixie’s morning behavior differfrom Susie’s?

A Trixie likes to sleep, and Susie likes towake up everyone.

B Susie likes to sleep, and Trixie likes toplay quietly.

C Susie likes to sleep until the alarmsounds, and Trixie likes to go for a walk.

D Katie plays hockey in the kitchen, andTrixie stays in bed.

2. Katie and Trixie are similar because —

A they are both pets

B they both like to please

C they don’t like to wake up early

D they like to play hockey

3. How was the first attack on Katie similar tothe attack on Trixie?

A They both went back to sleep.

B They both woke up and started their day.

C They were both pleased with Susie’sbehavior.

D Susie jumped from a shelf both times.

4. How do Trixie’s and Susie’s personalitiescontrast?

A Both Trixie and Susie like to please.

B Trixie likes to please Katie, and Susie ismischievous.

C Trixie and Susie like to play games.

D Trixie is intelligent, and Susie is not.

Circle the letter of the best answer.

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Guided Instruction 1

Summarize and Paraphrase

When you summarize and paraphrase, you look for the important ideas in a passage andcheck your understanding by summing them up in your own words.

• Think about which ideas are the most important as you read. Jot them down.

• When you finish a paragraph, think of what it was about and sum it up in your own words.

Read this paragraph. Find similarities and differences in the items described.

During tryouts for orchestra, our teacher told us that the violin and cello are in thesame family of instruments.The violin, viola, cello, and double bass are all stringedinstruments that are played with a bow.All of the instruments have four strings each.However, the strings on the cello make a much deeper sound than the strings on theviolin. In fact, the pitch of the music made gets lower as you go from the violin, to theviola, to the cello, and finally to the double bass.

Think About It1. I see that several instruments are being described.

2. The words All and same signal similarities between the instruments, and Howeversignals differences.

3. I can tell by reading that the type of instrument is the same, but the sound theymake is different.

Characteristics of persons, places, or things are compared and contrasted when similaritiesand differences among them are identified.

• Look for related things, such as objects, people, or places that are described in the passage.

• Search for comparison signal words such as like, also, too, all, or same andcontrasting signal words such as different, unlike, and however.

10 Duplicating any part of this book is prohibited by law.

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Read the story. Use the Reading Guide for tips that can help you summarize and paraphrase tocompare and contrast items in the passage.

Now use what you learned to compare and contrast the instruments.

Guided Instruction 1 continued

Reading Guide

As you read, think about whatparts of the passage are mostimportant.

Summarize the importantideas of each paragraph asyou complete it. Write downwhat is being described on a separate sheet of paper.

Watch for clue words thatsignal comparison andcontrast. On a separate sheetof paper, jot down the qualitiesbeing described after eachsignal word.

Today is my first day of orchestra class. My violin is beautifulwith dark, shiny wood. It fits nicely under my chin and is aboutthe length of my arm. I hold the violin with my left hand andhold the bow in my right hand.The bow is made of a long,slender piece of wood with horsehair strung between the twoends.

My best friend, Monica, is going to learn to play the cello.The cello is made of dark, shiny wood too, but is hugecompared to the violin. She has to sit down to play it.The cellosits on the floor between her knees.While the cello sits on thefloor, she holds the neck of the cello with her left hand and thebow with her right hand.When Monica is sitting down, thecello is almost as tall as she is.

During tryouts for orchestra, ourteacher told us that the violin and celloare in the same family of instruments.The violin, viola, cello, and double bassare all stringed instruments that areplayed with a bow.All of theinstruments have four strings each.However, the strings on the cello makea much deeper sound than the stringson the violin. In fact, the pitch of themusic made gets lower as you go fromthe violin, to the viola, to the cello, andfinally to the double bass.

Answer the questionson the next page.


Practice the Skill 1

Practice drawing conclusions about the story you just read.

Now read each question. Circle the letter of the best answer.

EXAMPLE

Which comparison statement istrue about violins and cellos?

A Violins and cellos arestrummed like guitars.

B Violins have fewer stringsthan cellos.

C Violins and cellos arestringed instruments.

D Violins and cellos are aboutthe same size.

Find the section where two items are being compared.

I can tell from summarizing that violins and cellos arecompared in the third paragraph.

Look for signal words that show comparison.

The words All and same show comparison.

Find the ways the two items are similar.

I can tell by reading that violins and cellos are both stringedinstruments.

1. One way a violin and cello are alike is —

A they are the same size

B they are played using a bow

C they have the same pitch

D both rest under your chin when played

2. Which statement identifies contrastingqualities in this family of stringedinstruments?

A Some have strings, while others do not.

B These instruments are played with a bow.

C Only the cello is made of wood.

D The pitch of each instrument gets lower.

3. Both the violin and the cello —

A make a deep sound

B are played in an orchestra

C are placed on a stand when played

D are played by Monica

4. How does a cello differ from a violin?

A A violin is made of wood, and a cello ismade of metal.

B A cello has five strings, and a violin hasfour strings.

C A violin has a higher pitch than a cello.

D A violin usually is played with a bow.


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SEATTLE, WA—Is a marathon the perfectplace to propose marriage? For some runners likemarathon champion Uli Stedl, the answer is yes.

Stedl, the record-breaking champion of theSeattle Marathon, used the marathon to proposeto Trisha Rosenberg. Also a runner, Rosenbergbegan to notice some unusual signs along theSeattle course after the eleventh mile. The firstone read, “Will.” The second read, “you.” Thethird and fourth read “marry” and “me.”Rosenberg didn’t know the signs were for heruntil she crossed the finish line and read the fifthand last sign. It said “Trisha.” Stedl was holding it.

At the same marathon, runner Larry Brownproposed to his girlfriend right after he crossed

the finish line. He dropped to one knee andpopped the question.

Combining a marathon and a marriage isn’tnew. Denise Dillon’s boyfriend got down on oneknee and proposed while the two were runningthe Indianapolis Half Marathon.A year later, theycommitted to a life together “on the run” in aneven more unusual way. They were married at the14.6-mile mark of the Boston Marathon. Bothwere running the race, and they finished together.

A marriage also took place during the WhiteRock Marathon in Dallas,Texas. Linda Kelley andKen Ashby tied the knot there just past the 19-mile mark. They got married in their runningclothes and then finished the race.

Write About ItHow do you think a marriage in amarathon would be different froma traditional marriage? Use thisgraphic organizer to show thesimilarities and differences.

Both

TraditionalMarriage

MarathonMarriage

wear sneakers

Marathons and marriagecan be the perfect match.

Ladder to Success

Review You have learned how to compare and contrast things by looking for signal words. As you read, lookfor signal words that are used to identify contrasts and comparisons.

Review the steps you can use to find contrasts and comparisons.

• Look for the items being compared and contrasted.

• Find words that signal comparison and contrast, such as like, also, too, all, or same, anddifferent, unlike, and however.

• Use the signal words to find qualities about each thing that are similar or different.

Practice 1Read the following story. As you read, look for comparisons and contrasts. Remember to look forsignal words in the story.

When she got to her old park, Marjorie could hardly believe her eyes.The overgrown grassthat she remembered seeing years ago had been neatly trimmed.Where newspapers and paper cupswere once scattered about, now the ground was spotless.The rusty old swing set even had a newcoat of paint. One thing had stayed the same, however, and she was glad—the old oak tree was stillcreating a nice patch of shade, and her favorite bench was sitting under it, waiting for her.

Use the Venn diagram below to compare and contrast the park as it was before and as it is now.Use signal words to find the traits of both that are compared and contrasted.


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Before

Both

After

Ladder to Success continued


Practice 2Read the passage. How are these siblings similar and different?

Kevin and Victoria are siblings who have the same parents.Their mother is Japanese-American and their father is German-American. Kevin is tall with fair skin, blond hair, and blueeyes.Victoria is petite with dark skin, brown eyes, and black hair. People are surprised to find outthat Kevin and Victoria are brother and sister because they do not look alike. Kevin looks like hisfather, while Victoria looks like her mother.

Sometimes, Kevin and Victoria like to play tricks on people who don’t know they are related.Maria, a new girl at school, made the comment that she thought Kevin was cute and smart too.

Victoria told her,“You think he is cute and smart.You ought to meet his sister. She isamazing.” Then,Victoria laughed and told her that Kevin was her brother.

Use this Compare and Contrast Chart to organize Kevin’s and Victoria’s characteristics. Writecontrasting characteristics under their names. Write the characteristics that they share in the“Both” section of the organizer.

Kevin and Victoria

Kevin Victoria

Both

Ladder to Success continued


Practice 3Read the passage. Then compare and contrast the people and places to answer the questions.Make a graphic organizer on a separate sheet of paper to organize your thoughts.

The new apartment might have been bigger than the old one, but Darrell still wasn’t happy tomove in. He missed the old carpeted living room and the window that looked onto Park Street,where all his friends lived. Sure, this new place had a big living room with a nice wood floor, andthe sunny windows looked out onto a park. Even though it had the same furniture and the samepeople would be living here, it just didn’t feel like home.

“This place is cool!” said his brother Pete, who was racing around the apartment as Darrellleaned against a wall.

“Yeah, whatever,” Darrell mumbled back. He wondered what all his old friends were doingback home.

At first Pete thought he would plan out the layout for his new room, maybe even start puttingup posters. Looking out the window, however, he had other ideas.

“Let’s check out the neighborhood,” Pete said, heading for the door.“Why should we? We don’t know anybody,” Darrell replied.Darrell finally followed his brother outside. He knew that Pete would make some new friends,

no matter where he lived.As long as the two of them stuck together, maybe things would be okay.

1. What is different about the new apartment? What is the same?

2. What differences do you see between Darrell and Pete?

3. What is one way that you think Darrell’s and Pete’s life will be the same in their new apartment?

Guided Instruction 2


When you compare, you find ways things are alike. When you contrast, you find ways theyare different. Items, ideas, events, places, or people can be compared and contrasted. Signalwords such as like, alike, unlike, but, however, also, too, same, and different signal comparisonand contrast.

As you saw on pages 13–15, graphic organizers can help you compare and contrast.

• In the first column, write things that are true of only the first subject.

• In the second column, write things that are true of only the second subject.

• In the bottom section, write things that are true of both subjects.

Read these sentences. What can you compare and contrast about diamonds and graphite?

Who knew that one little element could do so much? Enter carbon, the element thatmakes up both one of nature’s hardest substances, diamonds, and one of its softest, graphite.

Think About It

Access Prior Knowledge

When you access prior knowledge, you use what you already know to help understandnew information or ideas. Using your prior knowledge leads to a better understanding ofnew ideas.

• Before you begin reading, look at the title. What do you already know about the topic?

• As you read, use your own knowledge to help you understand new ideas.

• As you read, think about other topics or stories that the passage reminds you of.

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Diamonds and Graphite

DiamondsVery hard

GraphiteVery soft

BothMade of carbon

Guided Instruction 2 continued

Read the passage. Use the Reading Guide for tips that can help you access prior knowledge andcompare and contrast as you read.

Reading Guide

What do diamonds andgraphite have in common?

What do you already knowabout diamonds and graphite?How are they different?

How do the structures ofdiamonds and graphite differ?Can you think of ways thesematerials are different fromgraphite and carbon?

Who knew that one little element could do so much? Entercarbon, the element that makes up both one of nature’s hardestsubstances, diamonds, and one of its softest, graphite.

Diamonds, such as those used to make jewelry, are extremelyhard. In fact, they are the hardest naturally occurring materialknown. Diamonds also sparkle brilliantly, which makes themdesirable as gemstones. Graphite is a soft material with a greasyfeel. It is used to make pencil lead and also used as a lubricant.

These differing properties are a result of the way the carbonatoms are held together. In a diamond, each carbon atom isbonded tightly to four others in a three-dimensional grid.Withso many bonds, diamonds are very hard to break apart. Graphite,however, is made up of six carbon atoms bonded together in aring, which is easier to break apart. Scratching a pencil across apaper is enough to leave a trail of carbon atoms behind.

Because both graphite and diamonds are made of purecarbon, graphite is used to make synthetic diamonds in alaboratory. If graphite is put under high temperature and highpressure, a diamond forms. Synthetic diamonds usually are usedto make hard coatings for items such as drill bits, saw blades, andgrinding wheels. Some synthetic diamonds are used asgemstones.

Recently, scientists have found new ways to combine carbonatoms. One, called the “bucky ball,” is a collection of 60 carbonatoms that bond together to form a sphere.Another is thecarbon nanotube, which is shaped in a long, strong tube.Thesenew substances are still being studied, but you can be sure thatthe many uses of carbon will continue to grow.

Answer the questionson the next page.


Practice the Skill 2

Practice comparing and contrasting by answering questions about the passage you just read.Read each question. Circle the letter of the best answer.

1. What is true of both diamonds and graphite?

A Both are used as gemstones.

B Both sparkle brilliantly.

C Both are composed of carbon atoms.

D Both are used to make pencil lead.

2. How are diamonds and graphite different?

A Diamonds are hard, and graphite is soft.

B Graphite is used to make coatings fordrill bits, and diamonds are used as a lubricant.

C Diamonds are made of carbon atoms,and graphite is made of oxygen atoms.

D Diamonds are shaped like a sphere, andgraphite is shaped like a tube.

3. Which statement is true of both bucky ballsand carbon nanotubes?

A Both are used commonly today.

B Both are used to create diamonds.

C Both are shaped like a tube.

D Both are still being studied.

4. What properties of diamonds and graphiteare contrasted in paragraph 3?

A The kind of atoms they are made from

B Their hardness

C The way the atoms are bonded

D The way they are created

5. If carbon and graphite are made from thesame atoms, why do their properties differ?

A The bonds in each material differ.

B They each contain different kinds of atoms.

C Carbon and graphite formed at different times.

D Carbon and graphite formed fromdifferent types of rock.

6. On a separate sheet of paper, explain in your own words why graphite has differentproperties than diamonds.


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DETROIT, MI—The Detroit City Council isdancing to a new beat. Motown singer MarthaReeves has been elected to fill one of nine seats.Thesinger grew up in Detroit, went to public school inDetroit, and sang in her grandfather’s church.

Reeves says she wants to be a voice for the peoplewho think their opinions don’t matter. “I think I’vehad a very good opportunity to travel the world andto observe things,” she told a local Detroit TV station.“I’ve always been a good team player and I figure I’llbe an asset on our city council in Detroit.”

Her goals are to bring new ideas to the city, likeriverfront development and free parking, to attractbusinesses. She also thinks Detroit’s Motown musicpast should be better represented. Reeves said the cityis also dealing with a number of serious problems,including blight, abandoned buildings, and astruggling public schools system.

Reeves, an original member of the singing groupMartha and the Vandellas, was inducted into theRock and Roll Hall of Fame in 1995. The group’shits include “Dancing in the Street” and “(Love IsLike a) Heat Wave,” which were popular more than40 years ago.

Reeves continues to perform and shows no signsof slowing down at age 64. She said she will focus onher council work but plans to squeeze in time forperformances. Reeves added, “I think that our citycouncil could probably get along better if they had alittle music.And I’ll get them to dance in the streets.”

Write About ItNow you will practice your skills using this real news article. Write a paragraph telling whatqualities might be important for both a singer and a city council member. Use a separatesheet of paper.

Martha Reeves, member of the original 1960sMotown group Martha and the Vandellas, waselected to the Detroit City Council.

Show What You Learned


Read this passage about nuts. Then answer the questions on the next page.

Feeling like a nut? Then don’t eat a peanut. Skip the almonds, pistachios, and walnuts, too.These may all be nutritious food sources and might come from plants, but none of them aretechnically nuts.

To a biologist, almonds, pistachios, and walnuts belong in the category of fruits known asdrupes, right next to apricots and peaches.A peanut, meanwhile, is the cousin of a pea or a bean—all three are legumes. One way you can tell that a peanut is a legume is by the way it cracks openalong a seam, like a pea pod.

Another way is by the way it gets the nitrogen that all plants need. Most plants, including thosethat grow nuts, take nitrogen out of the soil. Legumes, however, have a different method.They grow a type of bacteria that can capture nitrogen from the air and make it useable for plants. Farmers like this little trick.They plant peanuts and other legumes in their fields to add nitrogen to the soil.

Peanuts are unusual in other ways, too.After the flower is fertilized above ground, the stem grows downward toward the soil.Though the plants grow about 30 inches tall, the peanuts develop underground.

Chestnuts, on the other hand, are true nuts.A nut is a woody-shelled fruit that is actually a single seed. Hazelnuts and acorns are other examples of nuts. Nuts are grown on trees.

Though they are not nuts, peanuts and almonds are used in a variety of food products, such as candies and bakery goods. Both fruits are very nutritious and have a high fat content. In fact,peanuts often are grown for the purpose of producing peanut oil. Peanut oil is a popular cooking oil in many countries.

The next time that you eat a handful of candy-coated peanut candies, remember you are not eating a nut.You are eating a legume!

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Show What You Learned continued


Read each question. Circle the letter of the best answer.

1. Which statement is a true contrastingcharacteristic of peanuts and chestnuts?

A A chestnut is a legume, and a peanut isa nut.

B They are both legumes.

C A chestnut is a nut, and a peanut is a legume.

D A peanut plant grows a special type ofbacteria.

2. Which statement is a true comparison ofhazelnuts and chestnuts?

A They both grow underground.

B They both grow below ground.

C They both grow on plants.

D They both grow on trees.

3. Peanuts and almonds are similar because —

A they are both nutritious foods

B they have high sugar content

C they grow on trees

D they are both nuts

4. How are peanuts and chestnuts different?

A Peanuts grow underground, butchestnuts grow above ground.

B Chestnuts are legumes, but peanuts are nuts.

C Chestnuts don’t use nitrogen, butpeanuts do.

D Neither peanuts nor chestnuts have anynutritional value.

5. Peanuts share the most characteristics with —

A acorns

B chestnuts

C navy beans

D walnuts

6. What can you conclude after reading thesecond paragraph?

A Peanuts and almonds are both nuts.

B Peanuts and almonds are planted toincrease the productivity of soil.

C Peanuts are not classified as true nuts.

D Pistachios are a kind of nut.

7. If you wanted a fruit-bearing tree thatprovided shade in your yard, which is thebest choice to plant?

A Black-eyed pea

B Pinto bean

C Purple-hulled pea

D Walnut

8. On a separate sheet of paper, explain hownuts are different from legumes.

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