Grade 3 Wonders Literature Anthology Text
Grade 3 Wonders Literature Anthology Text
Grade 3 Wonders Literature Anthology Text
www.mheonline.com/readingwonders
Me
Graw
Hill
Education
Copyright © 2014 The McGraw-Hill Companies, Inc.
10 11 12 13 14 DOW 20 19 18 17 16 15
CCSS Reading/Language Arts Program
Program Authors
Diane August Jan Hasbrouck
Donald R. Bear Margaret Kilgo
Janice A. Dole Jay McTighe
Jana Echevarria Scott G. Paris
Douglas Fisher Timothy Shanahan
David Francis Josefina V. Tinajero
Vicki Gibson
Me
Grauv
Hill
Education
Bothell, 1/1/A • Chicago, IL • Columbus, OH • New York, NY
THE BIG IDEA
Wolf! Fantasy........................................................................................................................... 10
by Becky Bloom; illustrated by Pascal Biet
Jennie and the Wolf F a b le ..........................................................................................32
Gary
Dreamer
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THE BIG IDEA
Figure It Out
W EEK 1 COOPERATION____________________________ SOCIAL STUDIES
'A w a r d
by Eileen Christelow
.w i n n e r ,
*, * V> A Plan for the People Expository T e x t.............................................................. 168
by Susan E. Goodman
Help the Manatees! Expository T e x t ..................................................................1 8 6
by J. Patrick Lewis
Q£ Go Digital! http://connected.mcgraw-hill.com
U N IT THE BIG IDEA
One of a Kind
W EEK 1 BE UNIQUE____________ ____________________________________________________________
arlina
$ ini1^„j C*£r*d, Martina the Beautiful Cockroach Folktale.................................194
by Carmen Agra Deedy; illustrated by Michael Austin
'A w a r d
•WINNER,
Get a Backbone! Expository T e x t ............................................................................ 2 1 6
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THE BIG IDEA
W EEK 4 F L I G H T SCIENCE ‘
WEEK 5 IN S P IR A T IO N
WinningestWomanof the
Iditarod Dog Sled Sate The Winningest Woman of the Iditarod
Sn«touham»-MNlov-rwIMw
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THE BIG IDEA
Take Action
WEEK 1 LET'S TRAD E!______________________________ SOCIAL STUDIES
^ C lev er , J ackT I
Clever Jack Takes the Cake Fairy T a le ................................................3 6 6
mr~id
TAKES « . CAKE
OMianam o gwahwmJ
W EEK 3 T E A M IN G UP_______________________________________SCIENCE
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THE BIG IDEA
Think It Over
W EEK T TREASURES_________________________________________________________
yClNGSMD^
ANDTHE
'°U)£,\ TQtlc
King Midas and the Golden Touch Drama/Myth................... 4 6 2
by Margaret H. Lippert; illustrated by Gail Armstrong
Carlos's Gift Realistic Fiction..................................................................................... 4 7 8
W EEK 2 W EATHER__________________________________________________________________________
fJORA'S/\RK
ByNa/altt Kimey-Wanmk
EmilyArnoldMcCui/y
Nora's Ark Historical Fictio n.................................................................................. 48 2
by Natalie Kinsey-Warnock; illustrated by Emily Arnold McCully
The Wind and the Sun F a b le ..............................................................................5 0 4
'A w a r d
.WINNER,
by David Crawley
The Gentleman Bookworm P o etry............................................................... 550
by J. Patrick Lewis
NASA-JPL
G lo ssary...................................................................... 552
9
..
Essential Question
What can stories teach you?
Read about how stories help
a wolf make new friends.
By B ecky Bloom
Illustrated b y P c lS C c ll Biet
a fter w alking for m any days, a w olf w andered
into a quiet little town. He w a s tired and hungry, his
feet ached, and he had only a little m oney that he
kept for em ergencies.
Then he rem em bered. T h ere’s a farm outside this
village, he thought. I’ll find some food there ...
A s he peered over the farm fence, he sa w a pig, a
duck, and a cow reading in the shn.
The w olf had never seen animals read before.
“I’m so hungry that my eyes are playing tricks on
m e,” he said to himself. But he really w a s very
hungry and didn’t stop to think about it for long.
The w olf stood up tall, took a deep breath ... and
leaped at the animals w ith a how l—
“AaaOO O O O ooo! ”
Chickens and rabbits ran for their lives, but
the duck, the pig, and the cow didn’t budge.
“W hat is that aw ful n oise?” com plained the cow.
“I can ’t concentrate on my book.”
18
Feeling quite satisfied, the w olf w en t back to
the farm and jum ped over the fence. I’ll show them,
he thought.
He opened his book and b egan to read:
"Run, w olf! R u n !
See w o lf ru n . ”
“You’ve got a long w a y to g o ,” said the duck,
w ithout even bothering to look up. A nd the pig,
the duck, and the cow w en t on reading their ow n
books, not the least im pressed.
20
21
The w olf jum ped back over
the fence and ran straight to
the public library. He studied
long and hard, reading
lots of dusty old books, and
he practiced and practiced
until he could read
w ithout stopping.
“ T h ey’ll be im pressed
w ith my reading now, ” he
said to himself.
The w olf w alked up to the farm gate and
knocked. He opened The T hree L ittle P igs and
b egan to read:
24
25
D ing-dong, rang the w o lf at the farm gate.
He lay dow n on the grass, m ade him self
comfortable, took out his n ew book, and began
to read.
He read w ith confidence and passion, and the
pig, the cow, and the duck all listened and said
not one word.
Each time he finished a story, the pig, the
duck, and the cow asked if he w ould please read
them another.
So the w olf read on, story after story.
27
“This is so m uch fun! ” said the duck.
“H e’s a m aster," said the pig.
“W hy don’t you join us on our picnic
to d ay?” offered the cow.
A nd so th ey all had a picnic— the pig, the duck,
the cow, and the wolf. They lay in the tall grass
and told stories all the afternoon long.
“We should all becom e storytellers,” said the
cow suddenly.
“We could travel around the w o rld ,” added
the duck.
“We can start tom orrow m orning,” said the pig.
The w olf stretched in the grass. He w a s happy
to have such w onderful friends.
ABOUT THE AUTHOR
AND ILLUSTRATOR
TEXT EVIDENCE
1. Tell why WOLF! is a fantasy, genre
Make Connections
m What does this story teach you about
& making friends? e s s e n t i a l q u e s t i o n
31
Compare Texts
Read about the lesson Jennie
learned from a wolf.
JENNIE
AN D THE WOLF
Jennie lived in a little cottage in the woods with
her mother. They were very poor.
“Oh, dear, we have no more eggs! And its
almost time for dinner!” said Jennies mother.
“I’ll run to the market, mother!” said
Jennie. “I’ll take the shortcut!” She rushed
out with her basket into the forest.
Deep in the forest, Jennie heard a loud moan.
Walking on, she made a shocking discovery.
A huge, gray wolf stood under a tree, crying!
“Please don’t run away,” the wolf said.
“Could you help me? No one else will.” The wolf
held out his paw. A large, sharp thorn was stuck
deep in his paw.
“Is this a trick?” Jennie asked. “I’ve heard
stories about wolves eating people.”
“Your knowledge of wolves is out of date,”
sighed the wolf. “Wolves don’t eat people anymore.
My brothers and I like to eat eggs. With ketchup!”
Illustration: Anne W ilson
Make Connections
What did you learn from this fable about
helping others? e s s e n t i a l q u e s t i o n
I■
How are the wolves in this story like other
wolves you have read about? How are
they different? t e x t t o t e x t
^ JM
Essential Question
What can traditions teach
you about cultures?
Read about Yoon. Find out
what a tradition taught her.
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Yoon and the
Jade Bracelet
ByHelen Recorvits
Pictures by Gabi Swiatkowska
YOON AND THE JADE BRACELET by Helen Recorvits, pictures by Gabi S w iatkow ska. Text copyright ©2008 by Helen Recorvits. Pictures copyright ©
Soon after we settled in A m erica, it
was tim e to celebrate m y birthday. I was
h o p in g for a v e ry sp ecial p re se n t—a ju m p
rope. I w atched the girls in m y
school yard tu rn in g such a rope
an d ju m p in g an d sin g in g h ap p y
2008 by Gabi Sw iatkowska. Reprinted by permission of Farrar, Straus and Giroux, LLC.
songs. I w anted so m u ch to ju m p P
an d sin g w ith them , b u t I was
still the n ew girl. I h ad not
b een in v ited yet.
On m y birthday, m y m other called to me.
"Little Yoon, come! I have a present for you!”
I clapped m y hands and ran to her.
She handed me som ething thin and flat wrapped
in pretty paper. "Happy birthday!” she said.
Jump ropes are not thin and flat, I thought. I
tried not to show m y disappointment. "Thank
you, Mother,” I said, smiling.
36
M y m other watched excitedly as I opened the
present. It was a Korean storybook about a little
girl who was tricked b y a tiger. I knew the story,
and I laughed at the silly girl.
“The pictures are colorful,” I said.
“Yes, they remind m e o f the pictures you
draw, Yoon.”
I liked the book, but m y heart still longed for a
jum p rope.
“And here is another surprise,” m y m other said
as she handed me a lovely box.
Inside was a pale green bracelet. I held its
cool smoothness in m y hand.
"A jade bracelet, Yoon," m y m other said.
“When I was a young girl, m y own mother
gave me this very bracelet. Now I am giving
it to yo u .”
“It is a wonderful present,” I said. It was
so wonderful I felt afraid to take it from her.
“Look, Yoon,” she said. “Here is your
Korean nam e now etched inside.” She
showed m e the dancing symbols that
m eant Shining Wisdom.
Then she told me the story o f jade. “Jade
•**? r.:,.
is a stone from the earth, but it is called
a the gem o f the heavens. Green is the color
of happiness and hope, and it is said that
wearing jade w ill bring you good luck. It is the
symbol o f truth and friendship. A precious
gem for a precious daughter.” M y mother
slipped the bracelet onto m y wrist.
tfil
mm
39
At lunchtim e the next day at school, I sat at the
end of the table. An older girl from another class sat
down beside me.
"Oh, look,” she said, "you are wearing such a
pretty bracelet!”
"Thank yo u ,” I said.
“You are alone today. I w ill be your friend. Would
you like to play jum p rope w ith m e?” the older
girl asked.
Jump rope? “Yes, yes!” I answered.
“Good! I w ill teach you. We w ill have fun!”
“Yes!” I said, smiling at m y new friend. Jump rope!
After lunch we ran outside to play awhile. The
older girl tied one end o f the rope to the fence.
The she gave me the other end to turn, turn. She
jum ped and sang while I turned faster, slower,
faster. I turned and turned. My arm grew tired. I
had learned the rope part very well, hut I really
wanted to learn the jum p part.
"When will I jum p?” I asked.
“Tomorrow,” the older girl said. The bell rang.
It was time to go inside, and she took the rope
from me.
“I really like your bracelet," she said. “In
America, friends share things. If we are going to be
friends, you should share your bracelet with me.
You should let me wear it—just for today."
My birthday bracelet? Oh, no, no, no. I could not
share that. M y m other’s own m other had given it to
her, and now it was mine. No, no, I shook m y head.
42
“Well ... then how can we be friends?” the older
girl asked. “I thought you wanted to learn how to
jum p rope?”
I slipped the jade bracelet off and held it in m y hand.
M y m other said it would bring me good luck and good
friends. But sharing it did not seem right.
Q uickly the older girl grabbed the bracelet from me
and twisted it onto her own wrist. “Do not worry," she
said. “I will give it back tomorrow.”
When I got hom e from school, I went
straight to m y room. M y m other came in
to check on me. As I sat on m y bed reading
m y new Korean storybook, she reached for
m y arm and gasped.
“Where is your bracelet, Yoon?”
I shrugged with shame, not trusting
m yself to speak.
“Oh, I see a sad face. Did you lose it at
school, Yoon?”
I shrugged again.
“Maybe it rolled away and is hiding
som ewhere here,” she said with teary eyes.
And she kneeled to look under m y bed.
“Mother,” I said, tugging her sleeve,
“I left it at school. I w ill get it tomorrow.”
47
“Can you tell me som ething about this bracelet,
Yoon?" m y teacher asked.
“My m other gave it to me," I answered, looking
into the tiger girl’s face. “This bracelet is a symbol
o f kindness and courage. It is a symbol o f jade
friendship—true friendship.”
“Now you tell me about this bracelet," m y teacher
said to the older girl.
“Well ... it is smooth and green," she answered in a
sure voice.
I worried I would never get m y bracelet back. I did
not feel like Shining Wisdom. M y m other should have
nam ed me Shining Fool instead.
Then I had a very good idea. I whispered something
into m y teacher’s ear.
48
“So tell me about the inside o f this bracelet/’ she
asked the older girl.
“Well ... it is smooth and green,” she repeated.
The teacher told her to take it off, and the girl
struggled to get it over her hand. M y teacher looked
inside and saw the dancing Korean symbols.
“Do you know what this says?” she asked the girl.
“No,” the older girl said. “Well ... I thought it was m y
bracelet. I used to have one just like it. Maybe this one
does belong to Yoon.”
M y teacher's eyes said Older-girl-you-are-in-trouble.
Then m y teacher slid the jade bracelet easily over m y
hand. “Here is your nam e bracelet, Shining W isdom.”
And it fit. Perfectly.
49
M y m other saw the bracelet on m y wrist
after school. She clapped her hands. "Aha!
It was at school!”
"Mother,” I asked, “does wearing jade make
wishes come true?”
Text Evidence
1. Tell why Yoon and the Jade Bracelet is realistic
fiction. G E N R E
Make Connections
What did you learn about traditions
in Yoon's culture? e s s e n t i a l q u e s t i o n
Traditions
M any different people live in the United States.
Some come from other countries. Some groups have
been here a long time. Each group has its special
culture and traditions. People w a n t to keep traditions
alive. They share them w ith their families. You can
learn about people by looking at their traditions.
Make Connections
What can you learn about families through
their traditions? e s s e n t i a l q u e s t i o n
Go Digital!
0-
b y G a r y S o to
illu s tr a te d b y E liz a b e th G o m e z
63
m*i
In seco n d grade, w e co lle cte d m oney to help
child ren in A fric a . T h e y d id n ’t have an ythin g to eat.
I co lle cte d p ennies, lots of pennies. I noticed th at the
pennies w ere the sam e as me. You see, I w as natu rally
brow n, and even b ro w n er from running in the sun.
I felt like I w as g iving poor A fric a a p iece of me.
My c la ssm a te s got taller. B ut I seem ed to sta y the
sam e size. I still liked playing at re ce ss. I liked dod ge
ball, kickb all, and fo u rsq u are. I w ould tum ble w hen
I played so ccer. I w as q u ick. I ad m ire peop le w ho are
quick, and w ho play fair.
64
-A
■•%::
B y third grade, I w as a good reader. I loved
p icture books. The p ag es w ere b rig ht and colorful
as to u can s, th o se tro p ical b irds w ith long b eaks.
E v e ry w e e k I w en t to the p u b lic library. I ch e cke d
out m oun tains of books.
I w as still a dream er. S o m e tim e s I w atch e d ants
going in and out of th e ir holes. O r I w ould w atch
w a te r racing in the curb . Th e rive r of w a te r carrie d
m a tch stick s, leaves, gum w ra p p e rs, and th o se poor
little ants! I rescued so m e of th o se ants. I put them
ca re fu lly on m y fin g e r and se t them on the ce m e n t
curb. T h e y lay fo r a w hile, like w e a k little sh ad o w s.
Then th ey w oke up and sta g g e re d aw ay.
It w as fun in third g rade. I still stayed sm all, like
th o se ants I g uess. I w as sc a re d of m ath —poor me!
B ut reading w as w h at I really liked. I read on the
co u ch . I read in bed w ith ca rro t stic k s like pencils
in m y hands.
0
Gary S oto g re w up to be an author. He d re a m e d
up ideas fo r m o re than fo r ty b o o k s fo r ch ild re n a n d
g ro w n -u p s. He shares his M exican-A m erican c u ltu re
th ro u g h his p o e m s a n d stories.
About the
Author and Illustrator
G ary Soto m ay Elizab eth G om ez
be a dream er, but is a w ell-know n
he is also a reader. p ain ter and book
He says, “ I d o n ’t illustrator. Her
have m uch of a life d ream y p ainting s
b ecau se m y nose shine w ith lovely
is often stu ck in a book. B u t I co lo rs. “ In everyth in g I p aint,”
d isco vered that reading builds she sa ys, “ there are alw ays
a life inside the m ind. I enjoy people, anim als, plants, and
biograp hies and novels and b eauty.” E liza b e th also helps
reading in S p a n ish .” He also likes peop le paint m urals on sch o o
theater, sp o rts, and travelin g . w alls. She sa ys that she loves
G a ry is an aw ard -w in ning autho r to see a plain w all b eco m e a
of m ore than fo rty books for little gem .
children and gro w n-up s.
Author’s Purpose
Why do you think the author
called himself a dreamer?
i
... . . .................. i iiniinin
-.|[T-.. —t i i r a ^
H
■ U
Respond to Reading
Summarize Event
Text Evidence
1. How do you know that Gary the Dreamer
is narrative nonfiction? g e n r e
Make Connections
What did young Gary learn from
his community? e s s e n t i a l q u e s t i o n
Compare T e xts
Read about how people in two
different cities share their cultures.
S h aring
and
You can count the stars on our country’s flag. There
are 50—a star for each state. You can also count cities in
those states. The num ber is BIG! There are more than
19,000 cities in the United States. Each city is hom e to
people from different countries and cultures.
Look A g a in \
When you look at our Make Connections
flag, think about the 50 How do people from the Polish
states. Then think about community contribute to life in
Chicago? e s s e n t i a l q u e s t i o n
the different people and
cultures within each How can different cultures
state. Think about all the contribute to their communities?
traditions people share. T E X T TO T E X T
GCSb Genre • Biography
El ija h M c C o y 's
St e a m En g in e
By M onica K ulling
tv-- Illustrated by Bill Slavin
Essential Question
How can problem solving lead to
new ideas?
Read about Elijah McCoy's idea. Find out
how it made train travel safer and faster.
r
STOP A N D CHECK
82
Elijah baled in the coal as fast as he could. Sweat
poured down his face. His hands were raw. The water
in the boiler took time to heat up. W hile Elijah baled,
the grease monkey clambered around, oiling. Finally,
the train was tanked up, ready for its run.
83
The engine huffed and puffed. Smoke billowed from
its stack. The wheels clacked. The locomotive chugged
along for about half an hour. Chug! Chug! Chug!
Suddenly, screeeeech! The train stopped cold. The
boy hopped down and crawled under the wheels. Elijah
hopped down with his oil can. The passengers stayed
put. T hey waited. And waited some more.
“All aboard!” cried the conductor.
The pig was greased and ready to go.
Chug! Chug! Chug!
The passengers looked out at the passing farms.
T hey talked. T hey ate. T hey laughed.
H alf an hour later—screeeeech!
Tim e to grease the pig again.
W hat a job! Elijah didn’t know which part he hated
more—feeding the firebox or oiling the engine.
STOP A N D CHECK
Vv~ - i
w
Elijah M cCoy’s oil cup worked! It oiled the engine
while the train was running. The train reached
Kalamazoo in record time. The grease monkey was
safe. Elijah was happy.
Elijah M cCoy’s oil cup made train travel faster
and safer. Elijah worked on engine inventions all his
life. He followed his dream. W hen Elijah got older,
he encouraged children to stay in school and to
follow their dreams too.
T he Real M c C o y !
Have you ever heard som eone say they w ant the
“real McCoy?” It means they w ant the real thing —
no knockoffs, no su b stitu te s. O ther inventors
copied Elijah McCoy’s oil cup, but their drip cups
didn’t w ork as well. W hen engineers w anted to
make sure they got the best oil cup, they asked for
the real McCoy.
Was Elijah McCoy a one-hit wonder? No way.
He was an inventing marvel. During his lifetim e,
he filed 57 patents — more than any other Black
inventor. Most of his inventions had to do with
engines, but several did not. Elijah invented a
portable ironing board, a lawn sprinkler, and even
a better rubber heel for shoes. W ant the best
q u a lity ? Ask for the real McCoy!
a)
89
ABOUT t h e AUTHOR
a n d ILLUSTRATOR
M O N IC A KULLING B i l l Sl a v i n
was born in Vancouver, British has illustrated more than seventy
Columbia. As a girl, she loved children’s books including The
the outdoors. She climbed trees, Big Book o f Canada. He has won
played baseball, and rode her bike many awards for his illustrations.
She liked to read comic books, Now he is working on a new series
too. She began to read and write called Elephants Never Forget.
poetry when she was in high He lives in Ontario, Canada
school. W hen she was in college, with his wife,
she fell in love with children’s Esperanga Melo.
literature. Then
it was full steam
ahead. She’s been
writing children’s
books since then.
A u t h o r ’s Pu r p o s e
Why do you think the author wrote
about Elijah McCoy's life?
a
i4 > .
w
TS?
Respond t o
Reading
Su m m a r i z e Cause *■ Effect
T ex t Ev i d e n c e
1. Which features tell you that All Aboard! is a
biography? g e n r e
Make Connections
What did you learn about solving
problems from Elijah McCoy?
E S S E N T IA L Q U ES T IO N
91
Genre • Biography
Compare Texts
Read about how Thomas Edison's inventions
made the world a better place to live.
hting the
In 1878, Thomas Alva Edison started an
investigation. It would light up the world.
Back then, homes and streets were lit by gas.
People wanted to use electricity to light their
homes. No one had found a good way to do it.
Edison and his helpers tried to make an
electric light bulb. In an electric light bulb, a
strip of material gets hot and glows. However, the
strip burned up too quickly.
Edison examined many materials. None of them
worked. He even tried beard hair. Then he tried
bamboo. A strip of bamboo glowed for a long time
inside the bulb. Edison’s idea for the light bulb was
a success.
Edison’s solutions went beyond the light bulb. He
designed power plants to make electricity. He designed
a system to bring electricity into homes. Because of
Edison, most people have light and electricity today
Its Electric!
Thomas Edison did many experiments with electricity.
You can do an experiment with electricity, too. Investigate
static electricity. Static electricity is an electric charge.
It can build up when objects are rubbed together. Static
electricity can pull objects together or push them apart.
Make Connections
How did Thomas Edison solve a problem
with a new idea? e s s e n t i a l q u e s t i o n
Mountain
f History
M ount R ushm ore honors four special
United States presidents. They are G eorge
W ashington, Thom as Jefferson, Theodore
Roosevelt, and A braham Lincoln.
Essential Question
How do landmarks help us
understand our country's story?
Read about M ount Rushm ore
National M em orial. Find out w h at it
tells us about United States history.
People from all over visit South Dakota's M ount Rushm ore National M em orial.
e ig h ty y e a rs ago. He ch o se
How can a mountain the fo ur p re sid e n ts. T h e y w ere
be a monument? sy m b o ls of our c o u n try ’s best
q u alities. G eo rg e W ash ing ton led
the new nation. A b rah a m Lincoln
E v e r y year, m illions o f people ended slavery. He kept the
travel to Mount R ushm ore. It nation to g e th e r during the Civil
is a m ountain in the B la c k Hills W ar. Th o m as Je ffe rso n helped
of South D akota. W h a t is so our co u n try grow. Th eo d o re
im p ortant ab o u t this m ountain? R o o seve lt saved land fo r parks.
The heads of four United S ta te s Th e se lead ers stand for the first
p resid ents have been carved 150 y e a rs of A m e rica n history.
into its side. Mount R ushm ore
is a national land m ark. It is also
STOP A N D CHECK
a national treasu re.
Ask and Answer Questions
Why are the four presidents
Rushmore's Birth on Mount Rushmore symbols
Michelle G ilders/Alam y
Carving a Monument
C reating Mount R ushm ore
w as a big job. F irst, the artist
m ade sm all m odels of the
faces. He used them to guide
the w o rkers. The w o rke rs used
d yn am ite to ca re fu lly blast
aw ay the rock. Then th ey used
tools to ca rve the fa ce s into the
m assive m ountain.
Fo u r hundred people w orked
for fo urteen ye ars to finish the
grand scu lp tu re . The m onum ent
co st alm o st one m illion d ollars.
Think Big!
Ju s t how big are the face s on
Mount R u shm ore? R eally big!
The fa ce s of the p resid en ts are
s ix ty feet tall. Th at is as tall as
a six-flo o r building. T h e ir noses
are tw e n ty feet long. T h e ir
m ouths are eleven feet w ide. W orkers had to clim b up 500 feet above
the ground to carve the faces.
96
Native American History
N ative A m e rica n s lived in the
B la ck Hills long b efo re Mount
R ushm ore w as built. It w as a
sp ecial p lace for them . It is
im p ortant to learn ab o u t N ative
A m e rica n s and th e ir history.
Fo r this reason, the m onu m en t
includes a N ative A m e rica n
H eritage V illag e. V isito rs can see
tep ees. Th ey can find tra ce s of
N ative A m e rica n life long ago. The
H eritage V illag e g ives clu e s to
the past. It te a ch e s v isito rs even
m ore about Mount R ush m o re and
Native A m ericans teach visito rs about
our co u n try ’s history.
th eir culture at the H eritage V illage.
97
Genre • Expository Text
98
Places to Visit
O lvera S tre e t is ju st one of m any lan d m arks and
m onum ents in the U nited S ta te s. Here is a look at so m e
o thers. W h at do you think you can learn from each one?
GREAT SMOKY
MOUNTAINS
NATIONAL PARK -
AN IN T E R N A T IO N A L B IO S P H E R E R E S E R V E
John F. Kennedy Space Center Martin Luther King, Jr. National Memorial
Location: Cape Canaveral, Florida Location: Washington, D.C.
Date C r e a t e d : 1965 Date C r e a te d : 2011
W hy It's Im portant: The first men to walk W hy It's Im portant: Martin Luther King, Jr.
on the moon blasted off from the Kennedy Space wanted all people to have the same rights.
Center in 1969. Since then, NASA has launched He inspired people to fight for the rights of
135 missions from here. African Americans.
Make Connections
What can you learn from visiting landmarks?
E S S E N T IA L Q U ES T IO N
/ ....................
How are these landmarks and monuments like
others you have read about? t e x t t o t e x t
Essential Question
Why is working together a good
way to solve a problem?
Read about how a group of
animals work with Desert Woman
to stop a bully.
by Rudolfo Anaya • pictures by David Diaz
“S sss," hissed Snake as he slithered out of his
hole by the side of the road. He bared his fangs and
frightened a family w alking home from the cornfield.
The mother th rew her basketful of corn in the air.
The children froze w ith fright.
“Father! ” the children called, and the father
cam e running.
“ S sss," Snake threatened.
“ Come a w a y ,” the father said, and the family took
another path home.
“I am king of the road,” Snake boasted. “No one
m ay use the road w ithout m y permission. ”
That evening the people of the village gathered
together and spoke to the elders.
102
“We are afraid of bein g bitten by Sn ake,” they
protested. “He acts as if the road belongs only to him .”
The elders agreed that som ething should be done,
and so the follow ing morning th ey w en t to Sacred
Mountain, w h ere D esert Woman lived. She had created
the desert animals, so surely she could help.
“Please do som ething about Snake,” the elders said.
“He m akes visiting our neighbors and going to our fields
im possible. He frightens the children."
D esert Woman thought for a long time. She did not
like to interfere in the lives of the people and animals,
but she kn ew that som ething m ust be done.
“I have a solution,” she finally said.
103
Dressed in a flow ing gow n, she traveled
on a summer cloud across the d esert to
w here Snake slept under the shade of a
rocky ledge.
“You will let people know w h en you are
about to strike,” D esert Woman said sternly.
And so she placed a rattle on the tip of
Snake’s tail.
“N ow you are Rattlesnake. W hen anyone
approaches, you w ill rattle a warning. This
w a y th ey will know you are nearby. ”
Convinced she had done the right thing,
D esert Woman w alked on the Rainbow back
to her home in Sacred Mountain.
However, instead of inhibiting
Rattlesnake, the rattle only m ade him more
threatening. He coiled around, shaking his
tail and baring his fangs.
“Look at m e,” Rattlesnake said to the
animals. “I rattle and hiss, and my bite
is deadly. I am king of the road, and no
one m ay use it w ithout my permission! ”
104
105
N ow the animals w en t to D esert Woman
to complain.
‘‘ W ho, w h o ," O w l said, greetin g D esert
Woman w ith respect. “ Since you gave
Rattlesnake his rattle, he is even more of a
bully. He w ill not let anyone use the road.
Please take a w a y his fangs and rattle! ”
“W hat I give I cannot take a w a y ,” D esert
Woman said. “W hen Rattlesnake com es
hissing and threatening, one of you m ust
make him b eh a v e .”
She looked at all the animals assem bled.
The animals looked at one another. They
looked up, th ey looked down, but not one
looked at D esert Woman.
“I am too timid to stand up to
R attlesnake,” Quail w hispered.
“He w ould gobble me u p ,” Lizard cried
and darted away.
“We are all afraid of him ,” O w l adm itted.
D esert Woman smiled. “Perhaps w e
need a n ew animal to m ake Rattlesnake
b eh a v e ,” she su ggested .
“Yip, y ip ,” Coyote barked. “Yes, y e s .”
“If you help me, together w e can m ake a
guardian of the road,” D esert Woman said.
“I will form the body, and each of you will
bring a gift for our n ew friend.”
106
*mmmmmm
107
She gathered clay from the Sacred
M ountain and w e t it w ith w a ter from a
desert spring. Working quickly but w ith
great care, she m olded the body.
“He needs slender legs to run fa s t,”
said Deer. He took tw o slender branches
from a m esquite bush and handed them
to D esert Woman.
She pushed the sticks into the clay.
“A nd a long tail to balance him self,”
said Blue Jay.
“ Caw, Caw ! Like mine," croaked
Raven, and he took long, black feathers
from his tail.
“He m ust be stron g,” cried the
m ighty Eagle, and he plucked dark
feathers from his w ings.
“A nd have a long beak to peck at
R attlesn ake,” said Heron, offering a
long, thin reed from the marsh.
“He needs sharp e y e s ,” said Coyote,
offering tw o shiny stones from the
riverbed.
A s D esert Woman added each n ew
gift to the clay body, a strange n ew bird
took shape.
108
109
“W hat is your g ift?” O w l asked D esert Woman.
“I w ill give him the gift of dance. He w ill be
agile and fa s t,” she answ ered. “I w ill call him
Roadrunner. ”
Then she breathed life into the clay.
Roadrunner opened his eyes. He blinked and
looked around.
“W hat a strange bird,” the animals said.
Roadrunner took his first steps. He tottered
forward, then backw ard, then forward, and fell
flat on his face.
The animals sighed and shook their heads.
This bird w a s not agile, and he w a s not fast. He
could never stand up to Rattlesnake. He w a s too
awkward. Disappointed, the animals m ade their
w a y home.
D esert Woman helped Roadrunner stand, and
she told him w h at he m ust do. “You w ill dance
around Rattlesnake and peck at his tail. He must
learn he is not the king of the road.”
“Me? Can I really do it? ” Roadrunner asked,
balancing him self w ith his long tail.
“You need only to p ractice,”
D esert Woman said.
Roadrunner again tried his legs. He took a few
steps forward and bum ped into a tall cactus.
“Practice,” he said. He tried again and leaped
over a sleeping horned toad.
110
STOP A N D CHECK
ill
He tried jum ping over a desert tortoise, but landed
right on her back. The surprised turtle lum bered away,
and Roadrunner crashed to the ground.
“I’ll never g et it righ t,” he moaned.
“Yes, you w ill,” D esert Woman said, again helping him
to his feet. “You need only to p ractice.”
So Roadrunner practiced. He ran back and forth,
learning to use his skinny legs, learning to balance w ith
his tail feathers.
“Practice,” he said again. “P ractice.”
With time, he w a s sw irling and tw irling like a twister.
The once aw kw ard bird w a s now a graceful dancer.
“I’ve got it! ” he cried, zipping dow n the road, his
legs carrying him sw iftly across the sand. “Thank you,
D esert W om an.”
112
“Use your gift to help o th ers,” D esert Woman said,
and she returned to her abode on Sacred Mountain.
“I w ill,” Roadrunner called.
He w en t racing dow n the road until his sharp eyes
spied Rattlesnake hiding under a tall yucca plant.
“Sssss, I am king of the road ,” Rattlesnake hissed
and shook his tail furiously. “No one m ay use m y road
w ithout m y permission. ”
“The road is for everyone to u s e ,” Roadrunner
said sternly.
“Who are you?"
“I am Roadrunner.”
“ G et off m y road before I bite you! ” Rattlesnake
glared.
“I’m not afraid of you," Roadrunner replied.
113
The people and the animals heard the
ruckus and drew close to w atch. Had
th ey heard correctly? Roadrunner w a s
challenging R attlesn ake!
“I’ll show you I am king of the road! ”
Rattlesnake shouted, hissing so loud the
desert mice trem bled w ith fear. He shook
his rattle until it sounded like
a thunderstorm.
He struck at Roadrunner, but
Roadrunner hopped out of the way.
“Stand still!” Rattlesnake cried and
lunged again.
But Roadrunner danced gracefully out
of reach.
Rattlesnake coiled for one more
attempt. He struck like lightning, but fell
flat on his face. Roadrunner had jum ped
to safety.
N ow it w a s Roadrunner’s turn. He
ruffled his feathers and danced in circles
around Rattlesnake. A gain and again
he pecked at the bully’s tail. Like a
whirlwind, he spun around Rattlesnake
until the serpent g rew dizzy. His eyes
g re w crossed and his tongue hung limply
out of his mouth.
“You win! You w in !" Rattlesnake cried.
“You are not king of the road, and you
m ust not frighten those w ho use it,”
Roadrunner said sternly.
114
when Roadrunner and Rattlesnake
meet? Was your prediction correct?
115
“I promise, I prom ise,” the beaten
Rattlesnake said and quietly slunk
dow n his hole.
The people cheered and praised
the bird.
“N ow w e can visit our neighbors in
peace and go to our cornfields w ithout
fea r!” the elders proclaimed. “A nd the
children w ill no longer be frighten ed .”
“Thank you, Roadrunner! ”
the children called, w avin g as they
follow ed their parents to the fields.
Then the animals gathered around
Roadrunner.
“Yes, thank you for teaching
Rattlesnake a lesson," O w l said. “N ow
you are king of the road. ”
“No, now there is no king of the
road,” replied Roadrunner. “Everyone
is free to come and go as th ey please.
And the likes of Rattlesnake had better
w atch out, b ecau se I’ll m ake sure the
roads stay safe."
116
■
117
ABOUTTHE
AUTHOR and
ILLUSTRATOR
A s a child, David Diaz
Rudolfo Anaya rem em bers w hen
played in the he first kn ew he
fields near Santa w an ted to be an
Rosa, N ew Mexico, artist. He w as
and sw am in the Pecos in first grade,
River. He also listened to the and he had just finished
c u e n tista s, storytellers w ho draw ing a face. David has been
told M exican folktales. Today, draw ing faces ever since then.
Rudolfo is also a storyteller. He likes to try n ew styles and
He w rites his ow n tales to n ew ideas.
share his M exican and Native
Am erican heritage.
AUTHOR’S PURPOSE
Why do you think Rudolfo Anaya
wrote this story?
SUMMARIZE Detail
Make Connections
How did the animals and Desert
Woman work together to solve their
problem? e s s e n t i a l q u e s t i o n
122
LOCAL GOVERNMENT
How Local Government Works
Deltona has a local governm ent. Like m any
Make Connections
How did working together help the people of
Deltona solve the bug problem? e s s e n t i a l q u e s t i o n
124
f by
Linda Heller
Illustrated by
Boris Kulikov
CAie day while Julie was
visiting her grandparents, her
grandfather said, “Did I ever
tell you about my good
friend M oishe?”
“You told me about Hershel,
the famous astronomer,” Julie
said with a giggle, “the one who
discovered that the moon
is a matzoh.
“And you told me about
Bessie, your little cousin whose
braids were so long she used
them for jump ropes. But you
never told me about M oishe.”
126
“Moishe the goat was from my village in Russia,”
Ju lie’s grandfather said. “He pulled the wagon I rode in
when I came to America. Not only could Moishe leap
across oceans the way others jump over puddles, but he
also could sing. W e started singing the moment we left
Russia. ‘9,092 miles to go, 9,092 miles, after we pass that
small patch of snow w e’ll have 9,091 miles to go.’”
128
Julie was about to join in, when her grandmother said,
“Sol, what are you telling that child?”
“A true story, just the way I remember it, Rose, dear,”
Ju lie’s grandfather said. “M oishe’s wagon was solid gold.
It shone like a shooting star when we flew over
the ocean.”
129
“T hat’s a story, all right, but it’s not true!” Ju lie’s
grandmother said. “Grandpa came on a boat, like I did. It was
terrible. Hundreds of families were crowded together. Babies
were crying. Bundles were piled over. The boat rocked so
much, I thought we would drown. But in Russia, life for Jews
was very hard.
“W e couldn’t live or work where we wanted. Sometimes
we were attacked just because we were Jews. W e had to leave
Russia any way we could.”
STOP A N D CHECK
STOP A N D CHECK
132
“H ooray!” Julie shouted.
“Thank you, dear,” Ju lie’s grandmother said. She
gave her a kiss and said, “I have something to show you.”
Then she went to the closet.
Ju lie’s grandfather leaned closer and whispered to
Julie, “Everyone who came here was given a castle. M ine
was on Hester Street. It was so tall the pigeons couldn’t
fly all the way up to the roof. I had to carry them there.”
133
Ju lie’s grandmother came back to the sofa carrying a
box. “Did Grandpa tell you about the horrible little room
he shared with Louie, the cigar maker, and Herman, the
tailor?” she asked as she sat down. “In those days people
had to take in boarders to help pay the rent. Life was hard.
Grandpa had a pushcart. He sold buttons fourteen hours a
day, six days a week. The only rest he got was on Sabbath.”
“Poor Grandpa,” Julie said, and she patted his hand.
134
Ju lie’s grandfather was quiet for a moment, then he said,
“But what buttons I had! Buttons carved from diamonds,
emeralds, and rubies. Buttons as big as saucers. Buttons as big
as plates. Buttons you could use as sleds in the snow.”
Ju lie’s grandmother sighed loudly. “Grandpa sold small
buttons, small enough to fit through buttonholes. I’ll show
you,” she said as she opened the box. The box was filled
with photographs. Ju lie’s grandmother took out an old
photograph in a cardboard frame. In it Ju lie’s grandfather
stood next to his pushcart, which was full of little buttons.
135
... — «
136
“As soon as I met your grandmother, I wanted to
marry her,” Ju lie’s grandfather said. “Every night I hired
fireflies to fly over her house and spell out ‘Rose, my
precious flower, I love you every hour.’ And Moishe and
I sang love songs under her window.
“Finally her father let me m arry her.
A year later your mother was born. No
one had ever seen such a beautiful child.
Then Esther, Ruthie, and Bennie were
born and they were just as beautiful. I made ^
them tiny jeweled crowns and they rode M
through the streets in hand-carved golden
baby carriages.”
137
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138
T hey sat quietly for a few minutes. Then Ju lie’s
grandfather smiled and whispered to Julie, “Did
I ever tell you about the time Moishe the goat and
I sang for President W ilson?”
STOP A N D CHECK
139
Linda H eller
never knew her
grandparents, but Boris Kulikov
she heard the story was born in Saint
of how they sailed Petersburg, a big
across the Atlantic Ocean from city in Russia. Like
her parents. This inspired Linda the characters in A
to read about and visit Ellis Castle on Hester Street,Boris is
Island and write her own story. also an immigrant. He came to
Linda’s other books include America in 1997 and became
Today Is the Birthday o f the World. an illustrator. Boris now lives
in New York City.
Author's Purpose
Why do you think the author
includes both Julie's grandmother's
story and her grandfather's story?
JI) Janet Foster (rLC ^ rteS yjo f Boris
Summarize
Think about the details in The
Castle on Hester Street. Summarize
the grandparents' stories about
moving to America. The details from
yourThem e Chart may help you.
Text Evidence
1. How do you know that The Castle on
Hester Street is historical fiction? g e n r e
Make Connections
Why did Julie's grandparents immigrate
from Russia? e s s e n t i a l q u e s t i o n
141
Genre • Expository Text
Compare Texts
Read about the first place where many
immigrants to the United States stopped.
Immigrants Arrive
Most of the immigrants to Ellis
Island came from Europe. The
largest groups came from Italy
and Ireland. Others came from
Russia, Germany, Sweden, and
other countries.
Why did they come? Some
were trying to escape war. Millions
came seeking jobs. They wanted
an opportunity, or chance, to
make a better life. Many people
came seeking freedom. They
wanted the right to live and
speak as they wished.
Families came to
Ellis Island in New York Harbor .... . America from all
over the world.
N e w Y o rk Ellis Island was
Hudson
River their first stop in
N ew J e r s e y the United States.
Ellis
of the City of New
Island
Map Key
Lib erty
(t) Lewis W. Hine/Museum
Island
Water
N e w Y o rk
The immigrants spoke many languages. They had different
customs. However, everyone shared one thing. They had all
chosen to immigrate. They wanted to move to a new country.
They wanted to be Americans.
Doctors gave
everyone who
came through Ellis
Island a check-up.
They checked
children, too.
144
Where They Went
From Ellis Island, the immigrants got on ferries to
New York City. Many people’s journeys ended there.
Thousands settled near friends and family. They stayed in
neighborhoods, such as Little Italy and the Bronx. Others
had more traveling to do. They headed west or south, to
other cities and states. Some went to places where they
could get a job in a factory or a mine. Others found good
farmland. No matter where the immigrants settled, they
never forgot Ellis Island.
IVIake Connections
What did many of the immigrants
want? E S S E N T IA L Q U ES T IO N
. I
No, tk e poodle1
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If so m eo ne w a n ts to be The n ayoK i; the
elected m ayor, she needs to LcadeK of the city,
co n vin ce as m any people as le t 's <jo kelp Ch/is
fi^cl tone votes.
possib le to vo te for her!
A
Many people ju st d o n ’t vote. W h y not?
M aybe they think th e ir vo te is like a little drop of
w ate r in an enorm ous ocean . T h e ir vo te is only one
out of m any, m any vo tes. B u t so m e tim e s the w in n er
of an electio n is d e cid e d by ju st a few votes.
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_____
W ho d ecid ed w ho could vo te?
W hen this co u n try began, the Found ing F a th e rs w ro te a
co n stitu tio n . It said how w e w ould govern o u rse lve s. It said
people should vote; but it d id n ’t sa y w ho could vote. Th at
w as left to each sta te to d e cid e . A nd th at w as a problem !
A n g ry peop le p ro tested . T h e y w ro te
letters. Th e y held rallies and m ade
sp e e ch e s. T h e y m arched , w ere a rre ste d ,
and w en t on hunger strike s. So m e w ere
killed tryin g to claim th e ir right to vote.
But it too k m any ye ars, fo ur am e n d m e n ts
to the C o n stitu tio n , and several new law s
before all citize n s, 18 y e a rs or older,
w ere allo w ed to vote.
If you w an t to vote, you need to register. W h e re ?
A t your tow n o ffice. O r you can d ow nlo ad a
reg istration form from the Internet, or you m ight
even find a booth set up at a sho p p ing mall or at a
political rally.
Do you w an t to join a political p a rty ? Y o u ’ve
p ro b ab ly heard of the D e m o crats and the
R ep u b lican s. But you could join the Green Party,
the Lib e rta ria n s, the A m e rica F irst Party, or the
P ro g re ssive s, to nam e ju st a few. O r you could be
in d ep en d en t and not join any p a rty at all.
fitm
B efo re you vote, y o u ’ll need to find
out ab o u t the d iffe re n t c a n d id a te s.
How ? Read n e w sp ap e rs, w atch T V new s,
listen to the radio, or su rf the Internet.
Do you ag ree w ith th eir ideas?
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_________________________
B efo re an electio n , e veryo n e trie s to guess
w ho will w in. P o llsters ask so m e of the vo te rs
w hom th e y ’re planning to vo te for. Then they
e stim ate w h o w ill be the w inner. But vo ters
can ch an g e th eir m inds.
■
How can you help yo u r c a n d id a te w in?
You can vo lu n te e r to a n sw e r phones, call
vo te rs, a d d re ss e n velo p es, or hand out
flyers. C am p aig n s need lots of help.
A nd th e y need lots o f m oney to help
pay fo r phones, co m p u te rs, sta m p s, flyers
and b um p er stick e rs, and, m ost of
all, ads and m ore ads! W h e re ,, ,
( lyKat cH tke
will th ey find the m o n ey? \ Letter/ /ay?
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STOP A N D CHECK
Wi
Most vo te rs are assig ned a p a rticu la r p lace to v o te —a
sch o o l, a library, a ch u rch b a se m e n t—w h e re v e r there is
sp ace for voting booths. W h a t if y o u ’re aw ay on voting
d ay? You can get an ab se n te e ballot in a d van ce . Som e
p laces let people vo te by mail or on the Internet. A few
p laces set up voting m ach in es early.
*
, *
... .....................................
W hen the voting ends,
the counting begins! W ho
will w in? S ta y clo se to your
T V or radio to find out.
U sually a few hours afte r
the polls close, the w in n er
is announced.
W h at if the electio n is w on by
only a few vo te s? The can d id ate
w ho lost can ask that the vo te s be
counted again. Then it could take
a few d a y s—or lo n g e r—to ca re fu lly
recount the b allots and find out
w ho really w on.
f t # f t
A t last, the electio n is d e cid e d . In the end
so m eo ne does w in . . . and so m eo n e does lose.
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STOP A N D CHECK
M
A fte r she is sw o rn in, the new m ayor will have a
few ye ars to do her new job.
*
A of hor's Purpose
Why do you think the author
uses two dogs as characters
in Vote!?
Respond f o Reading
S o la r iz e D etails
T exf Evidence
1. How do you know that Vote! is nonfiction?
What text features do you see? g e n r e
3. Find the word recount on page 161. How can the prefix
re- help you figure out what the word means? p r e f i x e s
Make Connections
Why is it important for people to vote in
elections? e s s e n t i a l q u e s t i o n
The Constitution
is the highest law
in our country.
People
T he U n ited S ta te s government s ta r t e d w ith a
plan. O ur c o u n tr y ’s le a d e rs w r o te th e p la n m o re t h a n
2 0 0 y e a rs ago. T h e p la n is called th e C o n stitu tio n .
Saul Loeb/AFP/Getty Im ages
168
A New Government
In 1787, the United States w a s a n ew nation
of thirteen states. The nation’s first plan for
governm ent had problems. Its leaders decided
to m eet to talk about a n ew plan. Fifty-five
delegates cam e to the m eetings. A d elegate is a
person w ho speaks for the citizens in each state.
George W ashington led the m eetings. He w a s the
country’s first president.
A Summer of Arguments
The m eetings b egan on a hot day
in M ay 1787. The d elegates gathered
together in the Philadelphia State
House. They closed the w in d ow s
becau se the m eetings w ere secret.
It w a s hot in the State House. W hen
th ey opened the w in d ow s to cool off,
bugs flew in. The d elegates argued
all summer in the hot, b u g g y rooms. Ben Franklin worried
that the delegates would
M aking a n ew plan for governm ent never agree.
w a s not easy or fun.
Some d elegates w an ted one person to run
the n ew governm ent. Others thought a group
should be in charge. They all agreed on one thing.
A group should make law s for the country. But
th ey disagreed on how to pick th ese leaders. The
famous inventor and statesm an Benjamin Franklin
attended the m eetings. He w ondered how the
group could ever m ake any decisions.
169
ltJdutJi a ay i uu a
U.S. Constitution.
Making a Plan
The d elegates w rote their plan and called it the
United States Constitution. The Constitution w a s
only a fe w p ages long, but it w a s full of big ideas.
The Constitution show s how our governm ent
works. It says that people are in charge of the
governm ent. People vote to pick their leaders.
These leaders run the governm ent for the people.
170
A lot has changed since 1787. Our country
is a lot bigger. There are fifty states now. The
Constitution has been chan ged m any times, too.
But one thing has not changed. The Constitution
is still the plan for our governm ent.
0 12 3 4 5
Number of Votes
cess Genre • Expository Text
W hooping
by Susan E. Goodman
Essential Question
P How can people help animals survive?
lal Geographic/Getty Im ages
173
Without places
Whoopers Need Help to get food and
Long ago, w hooping cranes lived all over raise families, the
North America. Then people started hunting them. whooping crane
c o u l d not survive.
Farmers and builders took over the m arshes these
birds called home. W hoopers w ere losing the
resources th ey needed.
By 1941, only fifteen w hooping cranes w ere left
in the wild. It looked as if th ey could die out forever.
Some people refused to let this happen. The
governm ent reserved land for th ese cranes to live
on. Hunters could not enter this wildlife refuge.
Scientists guarded this tiny flock in Texas.
Seventy years later, its population has grow n to
tw o hundred birds. But one flock is not enough.
A disease or storm could w ipe it out completely.
Scientists decided to create a n ew flock in
Wisconsin. Two groups of birds are safer than one.
174
A Tough Problem
Building a n ew flock of w hoopers is harder
than it seem s. These cranes are born up north.
Then th ey m igrate south in fall to avoid the cold
winter. In spring, th ey fly back north for the
summer. (Who says birds aren’t smart?)
Scientists had a big problem to solve. They
couldn’t just grab some w hoopers from the first
flock to start a n ew one. W hen returning north,
adult birds w ill only go back to the place they
w ere born. So all m em bers of the second flock
had to be born in the n ew spot. How could that
happen? Who w ould their parents be?
A Clever Solution
Eleven e g g s w ere about to hatch in spring This puppet
of 2001. Their parents w ere ready to w elcom e takes the place
of this whooping
these chicks to the world. Their puppet crane chick's
parents, that is! mother.
Scientists had to raise the chicks, but the
w hoopers w e re n ’t supposed to get used to
people. The birds needed to be w ild to stay safe.
So humans pretended to be w hooping cranes.
They w ore w hite costum es to hide their faces and
bodies. They w ore puppets on their arms to deal
w ith the chicks.
The caretakers never spoke near the birds.
They “talk ed ” to the chicks by playing tapes of real
whooping cranes. They also had real w hoopers in
the refuge. The chicks needed to know w h at actual
grown-up w hooping cranes looked like.
Caretakers used the puppets to teach the
chicks the sam e skills that real parents would.
The puppets show ed them w here to sw im and Scientists used
w here to sleep. They even taugh t the chicks puppets to train
how to get along w ith other cran es! the babies how to
eat and drink, and
The puppets could teach m ost things. where to find the
But th ey couldn’t teach the chicks how to fly! right kind of food.
177
Operation Migration
Finally, the Big Day came. This experim ent
started w ith eleven eggs. Two chicks had gotten
sick and died. One couldn’t fly w ell and m oved to a
zoo. The other eight w hoopers w ere ready to go!
Two ultralights revved their engines. One w ould
lead the birds. The other w ould track dow n cranes
that strayed from the flock. The planes took off.
The birds did, too. They w ere on their w ay!
Planes and birds w ere only part of the migration. This ultralight
A crew drove south, too. The birds had to eat and plane led the
whooping
rest each night. Scientists had chosen safe places
cranes to their
along the way. The crew rushed ahead to set up winter home
pens for them to stay in. in Florida.
£: :
The trip w a s hard. The cranes flew up to ninety-
five miles on good days, only tw en ty on bad ones.
Often rain or w ind kept them from flying at all.
One sad night, a giant storm ripped their pen
apart. Caretakers spent hours searching and calling
for their w hoopers. A ll w ere fine, except one. He
had flow n into a pow er line and died.
A fter forty-eight days, the plane flew over the
birds’ w inter home in Florida. A caretaker on
the ground played the w hooping crane call. The
w hoopers sw ooped in for a landing. The first part
of the journey w a s a success!
• i
Whooping Crane Migration
A Warm Winter
W hat w a s one of the first things the w hoopers
learned about Florida? Crabs are delicious! The shells
w ere hard, but the m eat w a s soft. Puppet parents
helped the w hoopers learn to peck them apart.
A t first, the cranes stayed in a pen as big as a
football field. It even had a pond w ith a fake w hooper
parent in it to make them feel safe. Actually, they
were safer in the pond. Cranes usually sleep in the
w ater at night. Splashing sounds w arn them if a
predator is nearby.
In time, caretakers took the top off the pen.
The cranes flew out to explore more of their n ew
home. Caretakers hid, w atch in g them enjoy The whoopers
yum my shrimp and snails. learned to eat
new foods, such
Generally the w hoopers returned to the pen
as crabs, in their
at night. Sometimes th ey didn’t. Two cranes w ere winter home
killed by bobcats; now there w ere five. in Florida.
Klaus Nigge/National Geographic/Getty Im ages
180
In spring, the birds started eating more. Scientists wondered
if the whoopers
That w a s a good sign. They w ere storing energy
would know when
for a trip north. Still, the scientists wondered, to fly north to
w ould the cranes know w h en to leave? Wisconsin.
Homeward Bound?
One day, caretakers heard radio signals.
The cranes had leg bands that sent out these
sounds. The w hoopers w ere on the move!
Caretakers jum ped in tw o trucks to follow the
signals. They had to hurry. The trip home w ould
be much faster. Air has currents just like w ater
does. Birds ride th ese currents the sam e w a y
that surfers ride w aves.
The cranes traveled more than tw o hundred
miles the very first day. They w ere headed north.
But w ould th ey rem em ber their route?
Soon scientists had another thing to w orry
about. One crane left the group. A truck turned
to track her. W here w a s she going, and w hy?
Author’s Purpose
Respond to Reading
Summarize
Summarize how scientists helped save the
whooping cranes. The details from your
Author's Point of View chart may help you.
Text Evidence
1. Tell how you know that Whooping Crones
in Danger is expository text. What text
features do you see? g e n r e
Make Connections
How are scientists helping
the whooping cranes survive?
ESSENTIAL QUESTION
■ill 185
Sifc fl
Genre • Expository Text
Compare Texts
Read about a group of people Places to See Manatees in Florida
that helps manatees.
186
What Hurts the Manatees?
People race power boats in shallow waters where
manatees live. Some boaters crash into manatees and
hurt them. Fishing hooks and nets hurt manatees,
too. Swimmers also like to use the warm waters where
manatees live. T hat can drive the creatures away.
Taking Action
The Save the Manatee Club has taken action
to help manatees. The group educates people S l°w Pleas©
about these gentle giants. T hey teach kids and
grown-ups how to keep the manatees safe and
healthy. T hey rescue injured manatees. T hey
work to change laws to help manatees. Manatees Below
The club gives away banners and signs.
These remind boaters to go slow around manatees. Signs like
this teach
The group also teaches people to use less water. people how
Manatees need resources such as clean water. to protect
manatees.
Now people in Florida are more careful when they
use the manatees’ habitat. Manatees have a better
chance to survive. T hey can thank their friends in the
Save the M anatee Club!
Make Connections
How does the Save the Manatee Club help
manatees survive? e s s e n t i a l q u e s t i o n
mmmmm
Essential Question
How do people figure things out?
Read about different ways of flying.
Go Digital!
S?. $gS
m i
he Inventor Thinks Up
Helicopters
vertical
whirling
winding
bug,
that hops like a cricket
crossing a rug,
that swerves like a dragonfly
testing his steering,
twisting and veering?
Fleet as a beetle.
Up
down
left
right,
jounce, bounce, day and night.
It could land in a pasture the size of a dot
Why not?"
—Patricia Hubbell
Ornithnpter
Circa 1903, G reat B rita in
190
Respond to Reading
S u m m arize
Use details from "Ornithopter"
to summarize the poem.
Details from your Point of
View chart may help you.
Text Evidence
1. How can you tell that "The Inventor
Thinks Up Helicopters" is a free-verse
poem? GENRE
Make Connections
How many different ways of
flying are described in the
poems? Describe the inventions
in these poems, t e x t t o w o r l d
CCSS Genre • Poetry
>----------------------------------
Compare Texts
Read how a poet describes
the first balloon flight.
Montgolfier Brothers'
Hot Hir Balloon
1783, France
Make Connections
How did the brothers figure out how to fly?
Use details from the poem, e s s e n t i a l q u e s t i o n
Essential Question
What makes different animals unique?
Read about Martina. Find out how she
chooses among her unique admirers.
Co Digital!
the Beautiful Cockroach
A Cuban Folktale
retold b y
C arm en Agra D eedy
illustrated b y
M ichael A ustin
198
M artina wasn’t so sure.
199
As was the custom, M artina would
greet her suitors from the balcony, under
her fam ily’s many watchful eyes.
Daintily, she sat down
and crossed her legs,
and crossed her legs,
and crossed her legs.
She didn’t have long to wait.
Don Gallo, the rooster, strutted up
first. M artina tried not to stare at his
splendid shoes.
Keeping one eye on his reflection,
Don Gallo greeted her with a sweeping
bow. “jCaramba! You really are a
beautiful cockroach. I will look even
more fabulous with you on my w ing!”
W ith that, he leaned forward and
crooned,
“M artina
Josefina
Catalina
Cucaracha,
Beautiful muchacha,
W on’t you be my wife?”
M artina hesitated only for an instant.
“Coffee, senor?”
201
Right on cue, Abuela appeared.
W ith a quick glance at her
grandmother, M artina nervously
splattered coffee onto the rooster’s
spotless shoes.
“Oh m y!” she said with mock dismay.
“I’m all feelers today!”
“jK i-ki-ri-kiiii ! ” The rooster was
furious. “Clumsy cockroach! I will
teach you better manners when you
are my wife.”
M artina was stunned. The Coffee
Test had worked!
“A most humble offer, senor,” she said
coolly, “but I cannot accept. You are
much too cocky for m e.”
I
202
T w o
i
v
Don Cerdo, the pig, hoofed up
next. His smell curled the little hairs
on M artina’s legs.
“W hat an unimaginable scent,”
M artina wheezed. “Is it some new
pig cologne?”
“Oh no, senorita. It’s the sweet
aroma of my pig sty. Rotten eggs!
Turnip peels! Stinky cheese!” Don
Cerdo licked his chops and sang,
“M artina
Josefina
Catalina
Cucaracha,
Beautiful muchacha,
W on’t you be my wife?”
M artina had already left in search
of coffee.
She wasted no time with the pig.
“jGronc! jGrone!” squealed Don
Cerdo as he dabbed at the coffee on
his shoes. “W hat a tragedy for my
poor loafers!”
205
He really is quite a ham, thought Martina.
“Calm yourself, senor. I’ll clean them for you!”
“I’ll say you w ill!” he snorted. “W hen you are my
wife, there’ll be no end to cleaning up after m e!”
M artina rolled her eyes in disbelief.
“A most charming offer, senor, ” she said drily, “but
I must decline. You are much too boorish for m e.”
The Coffee Test had saved her from yet another
unsuitable suitor.
206
The pig was scarcely out of sight when Don Lagarto,
the lizard, crept over the railing. His oily fingers brushed
the little cockroach’s lovely mantilla.
“You shouldn’t sneak up on a lady like that!”
“I don’t sneak. I creep,” he said, circling Martina.
For some reason this fellow really bugged her. “I’ve
had enough of creeps for one day,” said M artina. “Adlos. ”
207
“But I need you! W ait!” The lizard fell on
one scaly knee and warbled,
“M artina
Josefina
Catalina
Cucaracha,
Beautiful muchacha,
W on’t you be my wife?”
M artina sighed. “Let me see if there’s any
coffee left.”
This time she wasn’t taking any chances.
M artina returned with T W O cups for the lizard.
“jPsssst! jPsssst!” he spat. Don Lagarto was livid
He changed colors three times before he finally
found his true one. “And to think,” he hissed. “I
was going to eat—er—MARRY you!”
M artina stared at the lizard. You could have
heard a breadcrumb drop.
“Food for thought, senor” M artina said
icily, “but I must refuse. You are much too
cold-blooded for m e.”
W hen her grandmother returned to collect the
day’s coffee cups, M artina was still fuming.
“I’m going inside, Abuela .”
“So soon?”
“/Si! I’m afraid of whom I might meet next!”
Abuela drew M artina to the railing and pointed
to the garden below. “W hat about him ?”
M artina looked down at the tiny brown mouse,
and her cockroach heart began to beat faster.
T i-ki-tin , ti-ki-tan.
“Oh, Abuela , he’s adorable. W here has he been?”
210
“Right here all along.”
“W hat do I do?”
“Go talk to him . . . and just be yourself.”
M artina handed Abuela her peineta and mantilla , then
scurried down to the garden. The mouse was waiting.
T i-ki-tin , ti-ki-tan.
“ Hola, hello.” His voice was like warm honey.
“M y name is Perez.”
“Hola,” she whispered shyly, “I’m M artina—”
“—the beautiful cockroach,” he finished for her.
“You think I’m beautiful?”
211
The little mouse turned pink under his far.
“W ell, my eyes are rather weak, but I have excellent
EARS. I know you are strong and good, M artina
Josefina Catalina Cucaracha.” Then he squinted
sweetly. “ Who cares i f you are beautiful'?”
T I-K 1-T IN , T I-K I-T A N .
“M artina-a-a-a-a-a! Don’t forget the coffee!”
It was Abuela.
No, thought M artina. No coffee for Perez!
“M artina Josefina Catalina Cucaracha!”
“ St, Abuela .” M artina knew better than to argue
with her Cuban grandmother.
W ith a heavy heart, she reached for the cup.
But Perez got there first. Quick as a mouse, he
splashed cafe cubano onto M artina’s shoes.
Now the coffee was on the other foot.
M artina was too delighted to be angry. At last,
she’d found her perfect match. But she had to ask,
“How did you know about the Coffee T est?”
Perez grinned. “W ell, m i amor, my love . . .
. . . I too have a Cuban grandmother.”
Make Connections
What makes Perez unique among Martina's
SUitOrS? E S S E N T I A L Q U E S T I O N
0
r w
Genre • Expository Text
Compare Texts
Read about why some animals
are called vertebrates.
Get a Backbone!
M o st anim als in the w orld fit in one of tw o
groups. Som e have b ackb o n e s. The o th ers do
not. People, lizard s, ow ls, frogs, and sh a rks
all have b ackb o n e s. Touch the b ack o f yo ur
neck. T h a t’s w here yo u r b ackb o n e sta rts.
It’s a string of bones th at goes all the
w ay dow n yo ur b ack to yo u r tailb o ne.
W h at w ould you be like w ith o u t a
b ackb o n e? You co u ld n ’t w a lk or sit
up. Y o u ’d have to slith er around like
a w orm or sw im like an o cto p u s.
Th o se anim als have no b ackb o n e s.
backbone
(bkgd) Jaki Good Photography/Flickr/Getty Images (inset) Illustration: Joel H arris
A rooster is
a vertebrate.
Its backbone
helps hold up
its body.
Types of Vertebrates
A n im als w ith b ack b o n e s are called
vertebrates. All ve rte b ra te s have
b ackb o n es. How ever, not all v e rte b ra te s are
alike. Th ey have d iffe re n t featu res. So m e are tiny.
O thers are huge. So m e sw im , w h ile o th ers fly.
V e rte b rate s can be birds, am p h ib ian s, fish,
reptiles, or m am m als. A n im als in e ach group
share a unique q u a lity th at m akes them sp e cial.
A parrot is a
Birds bird. It has
Most birds can fly, but bees and b ats can, too! feathers and a
backbone.
Som e birds, like o strich e s and peng uins, c a n ’t fly at
all. O strich e s run. P eng uins w alk and sw im . So w h at
m akes birds sp e c ia l?
Fe a th e rs, of cou rse! F e a th e rs keep birds w arm .
They can help birds to fly and ste e r throug h the
air. The co lo r o f a b ird ’s fe a th e rs can help it hide A chameleon is
from p red ato rs or a ttra c t o th e r birds. a reptile. It is a
cold-blooded
vertebrate with
Reptiles scaly skin.
th eir bodies.
B e ca u se rep tiles are co ld -b lo o d ed ,
they m ust live in w arm p laces. So m e snakes,
tu rtles, and cro co d ile s live m o stly in w arm
water. Som e rep tiles live in d ry d e se rts. Most
rep tiles have low b od ies, fo u r sh o rt legs, and
a tail. O nly sn akes have no legs at all.
Amphibians A frog is an amphibian.
A m p h ib ian s spend part These vertebrates live
in water and on land.
of th eir lives in w a te r and
part on land. Fro g s, toad s,
and sa lam an d e rs are am p h ib ian s.
Most am p hib ians sta rt out as an egg
floating in w ater. W h en th e y hatch, they
look like fish. Th e y b reathe through gills.
A s they grow older, th ey g row legs and
lungs and begin to live on land.
Vertebrates
This chart compares animals with backbones.
Animal Mouse Clownfish Frog
Group mammal fish amphibian
218
Mammals
A m ouse and an elep h an t are related! H ow ? Th e y
are v e rte b ra te s, and th ey are m am m als. M am m als
are w arm -b lo o d ed anim als. Most have hair or fu r th at
co vers th eir b odies. Th e ir unique featu re is milk!
Mammal m o th ers feed th eir b ab ies m ilk.
All m am m als have lungs to b reathe air.
Most live on land. Som e, like w h ale s
and dolphin s, live in w ater. B a ts are
the only m am m als that have w in g s
and can fly. Th e y also sleep w hile
hanging up side dow n!
Lo o k around you. The next
tim e you see an im als, think
ab out them . A re th ey
v e rte b ra te s? W h at
are th eir sp ecial
featu res?
Make Connections
What one thing makes
(I) Image Source/Getty
Essential Question
How can one person change
the way you think?
Read how a librarian opens doors
for Louis in Alabama in 1951.
tman
spina
M a la sp in a . Illustrated by Colin B oo tm an. Published by Albert Whitman & Com pany, 2009. All rights re s e rv e d .
o , n his way home from school, Louis walked
past the main library. The doors swung open, and
Louis could see an enormous room filled with books.
Why, there must be a million books in there, maybe
more. Louis wished he could go inside and count
them for himself.
The books reminded Louis that he had to write an
essay on President Lincoln. But the library was for white
people only, just like the strawberry milkshakes at the
drugstore lunch counter, the swings in the city park,
and the best seats at the movie theater.
It was 1951 in Alabama, and Louis could play all
his piano scales and roller-skate backwards.
Still he couldn’t borrow a book from the
main library.
“How about some lemonade?” asked
Mama when Louis got home.
“I’m not thirsty.” He sat down, kicking
his foot against the table leg.
“What’s the matter?”
• •>B \
Louis didn’t feel like talking. He was thinking that
Daddy always had books piled high by his bed. But
he had read those books again and again. Now Daddy
wanted a book on honeybees so he could learn how to
keep beehives. If Mama was ever going to have fresh
honey, Daddy needed to get inside that library, too.
“Maybe a little homework will cheer you up,” teased
Mama, as she let the biscuit dough rise for supper.
That morning, Mrs. Yates had told Louis’s class
about the Civil War. The North and the South went
to battle over many things, including slavery. The
Southern farmers said they needed slaves to plant the
tobacco and pick the cotton. President Lincoln wanted
the slaves to be free.
“He dared to stand up for what he believed in, and
that made a lot of people mad,” said Mrs. Yates.
Louis raised his hand. “Did President Lincoln shake
things up when he was a boy?”
Mrs. Yates didn’t know the answer. “Why
don’t you find out and write us an essay,”
she said, giving him a book about Lincoln.
But the book didn’t say anything about M
Now Louis stared at his blank paper. “I need to find
a book about President Lincoln when he was a boy,” he
told Mama.
“I have an idea,” Mama said.
After the biscuits were baked, she took Louis to
the basement of their church. She and her friends had
started a small library where people donated books
they didn’t want anymore. Louis saw cookbooks,
mysteries, and a book of maps, but no books about
President Lincoln or honeybees.
“One day soon we’ll be checking books out of the
main library. Just you wait,” Mama said on the way
back home.
Louis didn’t want to wait anymore. And he wasn’t
going to!
225
The next day after school, Louis stopped in
front of the main library. Holding his breath,
he climbed the wide steps and pushed open
the door. Everywhere he looked, books were
shelved high. Louis didn’t have time to count,
but a million seemed about right.
The library was also full of people. Every one
of them turned to stare at Louis.
In the quiet room, Louis’s heart was beating as loud
as a tin drum. He began walking to the front desk. He
was so nervous that he bumped into a man’s chair.
WHITES
ONLY
Louis didn’t see how tomorrow would
be any different. Still, Mrs. Yates was
waiting for that essay. He had to go back.
The next afternoon, Louis told Mama
he needed to run an errand. Before she
could ask a question, he was off.
He ran all the way to the library
and up the front steps. It was after five
o’clock. The door wouldn’t budge when
he pushed it. Just as Louis turned to go,
he heard a voice.
“Shh, come in quickly.” The door
cracked open, and the librarian from
yesterday peeked out.
Inside, the library was dark and
quiet. “Now, what book did you want?”
she asked.
“I need a book about President
Lincoln when he was a boy.”
228
“Follow me.”
Louis followed her down one stack
of books, then another. She stopped,
moving her finger along a high shelf.
“Here it is.”
She pulled down a book. Her hand
was shaking, like Louis’s insides. She
could get in big trouble for helping
him. She might have to pay a fine or
even lose her job.
Louis read the cover, Abe Lincoln
Grows Up, by Carl Sandburg. She had
found just the right book!
Then Louis thought of something.
“Don’t I need a library card?”
Even Daddy and Mama couldn’t get a
library card. Staring down at his sneakers,
Louis wished he could disappear.
The librarian was quiet for a moment.
Then she tapped him on the shoulder.
“Come on. I’ll give you a temporary
one. You do live in town, don’t you?”
Louis raised his head. “Yes, ma’am.”
This librarian didn’t seem to mind shaking
things up at all!
Walking slowly down the street, Louis
looked at the book and his library card all
the way home.
Louis burst in the kitchen door. He couldn’t wait to
tell everybody.
When she heard what had happened, Mama threw
up her hands in amazement. Daddy shook his head like
he had when Louis caught the catfish up at the lake last
summer. “Isn’t that something!” he kept saying.
Mama put her arm around Louis. “I hope no one got
in trouble.”
Daddy cleared his throat. “Mama and I just want you
to be careful.”
232
That night, Louis and Daddy read about young Abe
and his kindness to animals. Though he grew up in the
wilderness, Abe didn’t like to shoot game. When he saw
his friends hurting a turtle, Abe refused to join in. He
didn’t care if he wasn’t like the other boys.
Abe also liked to have fun. Once he lifted a boy
upside down so he could walk across the ceiling. Abe
had to clean up the muddy footprints.
Abe could swing an ax, drive a plow, and win a
wrestling match with anyone he met. What he liked
best was to read a book. Some people said he was lazy
and thought too much. Abe was just in a hurry to learn
everything he could.
233
When Louis sat down to write his essay,
he filled up three whole pages.
234
WgSSm “President Lincoln did what he thought was
•II "
right, even when it shook people up,” Louis said
at bedtime.
Mama leaned to give him a hug. “Just like
r ' i ..'
you, Louis.”
Before Louis fell asleep, he remembered
something. The next time he went to the
main library, he needed to find a book about
honeybees for Daddy. Out of a million books,
Louis was sure he could find the perfect one.
235
About the
Author and Illustrator
Ann Malaspina Colin Bootman
was inspired to write was born in Trinidad.
by her fourth-grade The beauty and the
teacher. The teacher culture of the island
told students to write still inspire him. After
for five minutes without stopping. moving to New York as a child, he
“We could write anything at all, discovered comic books. He loved
as long as we kept our pencils the art in them. Colin is now
moving for five minutes,” says Ann. the award-winning illustrator of
Ann’s pencil has been moving ever twenty books for children. He
since. She has written seventeen wants young people to follow their
nonfiction books for children. own passions, too.
Several of them are about people
who fought for their civil rights.
Author’s Purpose
Why does the author tell a
story about Louis's problem?
Respond to Reading
Summarize C h a r a c te r
S e ttin g
What are the important events E ffe c t
C au se
in Finding Lincoln?Tell them in
C au se ► E ffe c t
order. Use your Cause and Effect
Chart to help you summarize. C au se ► E ffe c t
Text Evidence
1. What makes Finding Lincoln historical fiction? g e n re
Make Connections
How did the helpful librarian
change the way Louis thought?
E S S E N T IA L Q U ES T IO N
a Great
American Teacher
In the past, some children in needed her help on the farm,
the United States could not get th ey let her go to school. M iss
an education. Mary M cLeod Wilson inspired M ary to learn,
Bethune helped change that. and soon she finished school.
Mary w a s born in 1875 in M ary w an ted to continue going
South Carolina. Her family lived to school, but her family had
in a tiny cabin on their cotton no money.
farm. Mary and her sixteen Then M ary Crissm an helped.
brothers and sisters w orked on She paid for M ary to go to
the farm. Back then, few schools college. It w a s not easy for
in South Carolina tau gh t African Mary. Some people w an ted to
Am erican children. deny African Am ericans the
chance to learn. M ary show ed
Mary’s Early Life her bravery by standing up for
One day, Emma Wilson her right to an education.
Courtesy of The State Archives of Florida
238
Everyone Gets a Chance Changing Lives
In 1904, m any African By the 1920s, M ary needed a
Am ericans m oved to Daytona b igger building for her school.
Beach, Florida to build a She opened a larger school
railroad. Mary decided to that joined w ith another school
open a school for the railroad nearby. The school becam e
w orkers’ children. Bethune-Cookm an College.
Building a school w a s hard M ary g rew up poor, but she
work. Mary rented an old helped m any African Am ericans
cottage for the school. Her have more opportunities.
neighbors helped her fix it up. B ecause of her, m any African
The first students w ere five Am ericans received an
girls and M ary’s ow n son. The education. She w a s a leader
students used burnt w ood for w ho w a s inspired to teach.
pencils and crushed berries for M ary’s story still inspires us.
ink. Mary biked around tow n
asking people to contribute
to the school. More students
came. They sold veg etab les
and gave concerts to raise
money for the school.
Make Connections
How did Mary McLeod Bethune
change the way people thought?
E S S E N T IA L Q U ES T IO N
its neighbors?
Essential Question
S a tu rn
J u p ite r
■
Earth
245
Jupiter, Saturn, Uranus, and Neptune are
called gas giants. T h ey are m ostly made of gas.
T h ey are the largest planets in the solar system.
T h ey are also farthest from the Sun.
Earth is the largest of the rocky planets. It
is the fifth-largest planet in the solar system.
Earth is nearly 8,000 m iles (12,800 kilometers)
wide. But our planet is m uch sm aller than the
gas giants. More than 1,000 Earths could fit
inside Jupiter, the biggest planet.
r»'s .*
y v v v * s# P9 ^
\°
T h is p ic t u r e s h o w s t h e e ig h t p la n e t s in
o u r s o la r s y s t e m . T h e S u n a p p e a r s o n th e
le ft, a n d t h e d w a r f p la n e t P lu to is o n th e
rig h t. T h is p ic t u r e s h o w s t h e s iz e o f e a c h
p la n e t c o m p a r e d to o th e r s .
M e r c u r y 's
o rb it
M a r s 's ^
o rb it V e n u s 's o rb it
248
Earth’s Closest Neighbor
E veryon e know s about E arth's closest
neighbor. We see it in the sky alm ost every
night. It is the M oon.
T h e M oon is m u ch sm aller th an Earth.
It is about 2,160 m iles (3,475 k m ) wide.
A bout 50 m oon s w ould fit in sid e Earth.
O ur M oon orbits Earth, ju st as Earth
orbits tbe Sun. T h e M oon takes about 27
days to travel aroun d Earth.
Like our plan et, the M oon also rotates.
But it rotates m u ch m ore slow ly th an
Earth. T h e M oon takes a little m ore than
27 days to tu rn all the w ay around. Since it
travels aroun d E arth in the sam e
o f tim e, the sam e side o f the M oon alw ays
faces us.
T h e M o o n lo o k s sm a ll w h e n
s h o w n s id e b y s id e w it h E a rth
( It is a c t u a lly m u c h f a r t h e r
fro m E a r t h t h a n s h o w n h e re .) NASA/JPL/USGS
From night to night, the Moon seems to change
shape. Sometimes we can see the full moon. Other
times, it looks as if it has been cut in half. The
Moon's shape seem s to change just a little each
night. Over about one month, it grows into a full
moon and then gets sm aller and disappears again.
250
T h e M o o n is c lo s e r to
E a rth t h a n a n y p la n e t s a re .
B u t it is still v e r y f a r a w a y .
STOP A N D CHECK
252
What else would you notice? There is no life on
the Moon. The Moon has almost no atmosphere.
So there is no air to breathe.
Without an atmosphere, nothing protects the
Moon from the Sun's heat. Nothing holds in any
of the Sun's warm th either. So the Moon gets very
hot and very cold. Sunny parts o f the Moon get as
hot as 253 °F (123 °C). Other places get as cold as
-387°F (-233°C).
• • • • • •
T h e M o o n is s e e n th r o u g h
a th in la y e r o f E a rth 's
a tm o sp h e re . T h e M oon h as
n o a t m o s p h e r e o f its o w n .
Corbis
253
About the Author
Authors Purpose
■
Why do you think the author included
photographs and diagrams in Earth?
Respond to Reading
Summarize Main Id ea
Text Evidence
1. How do you know that Earth is expository text?
Identify the text features, g e n r e
3 . Find the word rocky on page 244. How does the suffix -y
help you figure out what rocky means? s u f f i x e s
©IF D
A Cochiti Legend
Long ago, there were no books about astronomy. No
one explained how planets in the solar system moved
around the Sun. Instead, people looked up at the stars
and told stories about them. This is one o f those stories.
A crowd of animals and people gathered in the
forest. Coyote shoved his nose between Deer and Owl.
“What’s going on?” he asked.
“Shhh!” scolded Owl. “Earth Mother is speaking.”
“The sky is empty and dark. Can someone paint
pictures in the sky with these stars?” said Earth
Mother. She held a large clay jar.
T i l do it!” yelped Coyote, wagging his tail excitedly.
Earth Mother frowned. She remembered other
times Coyote had helped. He always made a mess of
Illustration: Jago Silver
256
“Sorry!” she said. “This man wants the job.”
“People have all the fun!” mumbled Coyote, slinking away.
The man dotted the sky with some stars. “This is called
f
Make Connections
Why did the Cochiti people make up this
story about stars? e s s e n t i a l q u e s t i o n
Essential Question
What ideas can we get from nature?
Read how ideas from nature inspired
new inventions.
S o m e tim e s a stic k y situ atio n can lead
to a g re a t invention. In the 1940 s, G eorge
de M estral w en t fo r a w alk w ith his dog.
A long the w ay, G e o rg e ’s p ants and his
d o g ’s fu r cau g h t tiny se e d s called burrs.
G eo rg e w as cu rio u s. W h y did the burrs
stic k so w ell? He looked closer. The burrs
w ere co vered in tin y hooks. G eo rg e used
this idea to invent a tw o -sid ed fastener.
It had hooks on one sid e and loops on
the other. Today th e se hook and loop
fa ste n e rs are used on e veryth in g from
sh o es to sp ace su its!
I n s p ira tio n
Observing how
burrs stick to cloth
and fur inspired one
inventor to create a
new fastener.
261
Energy Savers
A ir co n d itio n e rs keep b uildings cool. The shap e of a
building can also help. In A fric a , te rm ite s gave b uilders
an exam p le of a self-cooling stru ctu re . Holes at the
bottom of term ite m ounds catch the w ind . Th e air rises
through tunnels and flo w s out the top. The te rm ite s
designed an effe ctive w a y to cool a stru ctu re . The
builders borrow ed th eir ideas. During the day, fans
on the first flo or blow cool air into the building. The How is a term ite
air rises and flo w s through ch im n eys on the roof. m ound like this
building in Africa?
This design saves m oney and energy.
They both need a
way to stay cool.
In s p ir a tio n
Master Movers Grasshoppers
and the robot,
You c a n ’t travel to Mars, but a robot can.
Jollbot, can both
R ob ots can exp lo re p laces th at are not safe for jump.
people. R o b o ts c a n ’t w alk, but th e y still have to
(bkgd) ©iStockphoto.com/Alex25 (inset) IDPS - University of Bath
263
Tunnel Makers
More than 2 0 0 ye ars ago, an
engineer w as trying to drill a
tunnel under a river. B ut each Shipworms and tunnel-
attem p t failed. The w alls kept builders need a way to
drill through wood or
falling in. Then he saw how rock safely.
ship w o rm s bored through w ood.
The anim al uses a tough shield
to drill. Then it builds a hard
tube along the tunnel w alls.
W h at a g reat idea! Th e en g in eer
copied the ship w o rm to build
the Th am es Tunnel. A s he drilled,
w o rkers lined the tunnel w alls
w ith b ricks.
M ixing N ew Materials Sticky gecko feet
Tiny hairs on a g e c k o ’s foot help it clim b gave doctors an
idea for a super
w alls. It can cling to ceiling s, too. S c ie n tists
Researchers, Inc. (inset) Robert Langer and Jeff Karp
sticky bandage.
studied g ecko feet to cre a te a b an d ag e w ith
bum ps. The b an d ag e is so stic k y it can even
atta ch w et su rfa ce s (like a hum an h eart!).
(bkgd) Volker Steger/Photo
265
Working Together Ideas from locusts
Researchers, Inc. (inset) Matt M awson/Flickr/Getty Im ages
Text Evidence
1. How do you know that Big Ideas From Nature is
expository nonfiction? Identify the text features, g e n re
Make Connections
Describe how something in nature led
someone to a new idea, e s s e n t i a l q u e s t i o n
Compare Texts
Read about how fish bones inspired
a young inventor long ago in Athens.
PERDIX
Invents the
SAW
In the days of gods
and goddesses, there lived an
inventor named D aedalus (DED-uh-lis).
He w a s famous throughout Greece
for his good ideas and his bad temper.
One day Daedalus heard a knock on his w orkshop
door. “W ho’s interrupting my w o rk ?” he grow led.
“It’s me, Uncle," said his tw elve-year-old nephew
Perdix (PER-dix). “I w an t to be a great inventor, too.
Will you teach m e?”
D aedalus’s back hurt from chopping firewood. His
shoulder ached from sw eepin g. He didn’t really w an t
to teach Perdix. Then he got an idea. “If you do all the
chores, I’ll let you w atch me invent things," he said.
Perdix did the chores, cooked m eals, and observed
how Daedalus worked. The boy had some clever
ideas. He w an ted to make a smaller ax for cutting
branches for firewood. D aedalus disagreed. “Just
leave the inventing to m e,” he alw ays hissed.
270
One afternoon Perdix roasted a large fish for lunch.
After eating, D aedalus licked his fingers and sm acked
his lips. “That w a s pretty good, Perdix, but I’ve eaten
b etter,” he said.
Perdix sighed and started w ash in g the dishes. In
the process he cut his finger on the jagg ed backbone
of the fish. He held the backbone up and studied its
sharp edges. “I can imitate this
design and make a fine tool for
cutting w o o d ,” he thought.
The next day, Perdix
saw ed all the firew ood before
Daedalus aw oke. “How did
you finish your w ork so early?”
Daedalus snarled.
“It w a s easy w ith my n ew
invention, ” said Perdix. He
show ed his uncle the saw.
Daedalus w a s reluctant to
praise his clever nephew .
“It should be m y invention
because you cooked that fish
for m e," he sniffed.
Perdix just smiled. He
now realized that he w a s
a great inventor, too.
Make Connections
How did nature inspire Perdix? e s s e n t ia l q u e s t io n
271
the Rails
This train is a
m odel of an old
steam locom otive
at the G olden
Spike National
Historic Site
in Utah.
Essential Question
How is each event in history unique?
Read how the tran sco n tin en tal
railroad changed the United States.
:27%W
W orkers take a break from building
a cross-country railroad.
273
Transcontinental Railroad A Faster Way to Go
This m ap show s w here tw o railroad lines join ed On May 10,1869, the tra ck s w ere
to m ake cross-country train travel possible.
joined at P ro m o n to ry Point,
Utah. The new railroad m ade
em ig ratio n easier. B y w agon
Promontory train, the trip from M issouri to
Point
Omaha C alifo rn ia had taken five m onths.
Now a trip a cro ss the co u n try by
train too k ab out nine days. A s
Sacramento
a result, people traveling w e st
a p p re cia te d the railroads.
K ey Trains also carrie d mail and
IIHIH Railroad goo d s. C itie s g rew along the
• City
ra ilro a d ’s route. Peop le built
b u sin e sse s and fa cto rie s.
word means, s u f f i x e s
to the tra n sco n tin e n ta l railroad,
m any people are living in 4 . Why are railroads important
California today. today? T E X T TO W O R LD
-----------------------------------------------------------
275
Genre • Expository Text
Compare Texts
Read about a special way of
finding out about important
events in the past.
Discovering
Life Long Ago
In the past, people w ro te in
diaries and jo urnals. Th e y w ro te
letters to frien d s and fam ilies.
They also w ro te au to b io g rap h ies
to tell th eir life sto ries. D iaries,
journals, and au to b io g rap h ies
tell us w h at people tho ught
and felt. They also give d etails
about d aily life in the past.
Th e y d e scrib e the food people
ate. Th ey tell w h at kind of
tran sp o rtatio n th e y used.
Po sters, n e w sp ap ers,
and old p hoto graph s also give
d etails ab ou t even ts in the past.
So do sp e e ch e s and so ngs.
Pho to g rap hs sho w p e o p le ’s
clo th es and how they had fun.
Both w o rd s and p ictu res
from the past help us see how
people lived long ago. Th e y
tell a history of people, places,
This p oster w as an ad
Bettm ann/Corbis
A Pioneer’s Diary
Sallie H ester w as fo urteen ye ars
old w hen she traveled w e st in a
w agon train in 1849. She kept
a diary. You can read a part of
it below. W h a t d etails about
em igration
3
can you
J
learn from . . ,, ... .
In the 1840s, th o u san d s of fam ilies m oved w est
Sallie s d ia ry ? to O regon and Califo rnia in covered w agons.
Spring, 1849
When we camp at night, we form a corral with
our wagons and pitch our tents on the outside.
Inside of this corral we drive our cattle, with guards
stationed on the outside of the tents. . . .
W e have a portable table, tin plates and cups,
cheap knives and forks, camp stools, etc. . . .
W e live on bacon, ham, rice, dried fruits, molasses,
packed butter, bread, coffee, tea and milk, as we
have our own cows.
Make Connections
What can we learn about history from diaries,
newspapers, and photographs? e s s e n t i a l q u e s t i o n
9
The
a surprising soup.
Genre* Folktale
Essential Question
281
One summer day, after a full morning of fishing, I
decided to stop early for lunch.
“Time to eat, boys!” I yelled. “Dock the boat.”
After the Chang brothers got the boat tied up, my work
really began. Those boys were too dull to know what to do.
“Ting! Gather firewood. Pong! Prepare the cooking pot
and clean the fish. Kuai! Get some fresh water.”
“The cooking pot isn’t here,” interrupted Ting, the
oldest, a troublemaker. He always talked back to his elders.
“What do you mean the pot isn’t here? Where is it?”
They looked at one another and shrugged.
“You boys forgot the cooking pot? How could you?”
I asked.
“It’s your pot,” said Ting. “You should have remembered
to bring it.”
Those stupid potato heads! What were we to do now?
Pong, the middle one and the most well-mannered of the
three, tried to apologize. “Sorry, Uncle. W e left in a hurry
this morning, and we— ”
Kuai, the youngest, interrupted. “W e don’t really need
a pot to cook lunch.” He whispered something to his
brothers. Kuai is always full of silly ideas.
“How are we supposed to cook lunch?” I asked. “With
a hole in the ground?”
Those crazy boys must have thought I meant it. N o
sooner had those words left my mouth than they started
digging a hole in the sandy beach.
“What are you doing?” I asked.
“Cooking lunch, of course,” said
Kuai. He began to line the hole with
banana leaves. Meanwhile, Ting
and Pong started a huge fire next
to the hole.
“Now we need some stones,” said Kuai.
“For what?” I asked
Kuai didn’t answer. He picked up a
nearby rock and held it to his ear. “This is a
fish stone,” he announced. Then he threw
the rock in the fire.
“Come now,” I said. “Even you can’t be
foolish enough to believe— ”
“Shh!” Ting interrupted, holding a stone
to his ear. “I need to hear what it is telling
me. Aha! This is a fine vegetable stone.” He
tossed his rock into the fire, too.
I tried listening to a couple of stones. I didn’t hear a
thing. The hunger must have gone to their heads. “If you’re
so clever, what kind is this?” I handed a stone to Pong. He
listened for a moment.
“Aha! Uncle, you are brilliant. You picked out a yummy
egg stone.” He pitched my stone into the fire.
I had no idea what he was blabbering about. But
by this time I was hungry enough to eat anything,
even stones.
284
“W e need something to carry water from the river and
to eat the soup with,” said Kuai.
“Oh, Uncle,” said Pong. “Could you use your mighty ax
to make some bowls from bamboo stalks?”
“Aiyo /” I grumbled. “I have to do all the work, as always!”
But it was true that none of them could be trusted with my
sharp ax.
With a few quick chops, I made four bowls from a thick
stalk. The boys used them to fill the hole with water.
285
I shook my head at them. “Now we have
puddle and a fire. How do you expect to ge
the water over the fire?” I asked.
“Leave that to us,” said Ting.
“Uncle, you made the best bowls in the
village with nothing more than an ax,” said
Pong. “Could you use your graceful knife
to make some chopsticks to go with them?”
“Aiyo /” I cried. “You lazy boys want me
to do all the work.” Nevertheless, I carved
out some chopsticks. Unlike the Chang
brothers, I wasn’t stupid enough to eat hot
stones with my fingers.
286
When I finished, I gave each boy a pair of my
skillfully carved chopsticks. “How long does it take the
stones to cook?” I worried that the stones might burn
like potatoes. Then I couldn’t believe what those crazy
boys did next. With long sticks, Ting picked a stone out
of the hot fire, and instead of offering it to his elder first,
he held it before Kuai and Pong!
They didn’t eat it, though. They whispered to it,
“Yu, yu, y u ” (“Fish, fish, fish”), and blew on it.
Then Ting dropped the stone into the
hole. Sploosh!
“A iyo /” I yelled.
Bubbles of steam shot off the stone as it sank to the
bottom. The steam carried a wonderful fish smell. I saw
pieces of fish floating in the soup. Those boys had told
the truth— it really was a fish stone! M y stomach purred
like a kitten.
287
Kuai gently stirred the soup. “Hmm, this is turning
into a tasty soup. If only we had a little salt, it would be
a soup fit for a schoolmaster.”
“Ting!” I said. “Get the salt off the boat.”
“It’s your salt. You get it,” Ting said rudely. I was
too hungry to teach him good manners. So I went to
get the salt.
288
As I returned with the salt, T in g picked up the second
stone and held it before his brothers. “ Cai, cai, cai. ” They
whispered the word for vegetables three times and blew
on the stone. T in g dropped it into the soup.
Shoosh! M ore steam leapt into the air. Surprisingly,
I smelled vegetables! T he aroma was so yummy, my
stomach growled like an angry tiger.
Kuai stirred the soup again and sprinkled
in a little salt. “This is a wonderful
vegetable stone. If only we had a little
sesame oil, this would be a soup fit
for an emperor,” said Kuai.
“Ju st a moment!” I cried. “I’ll be
right back with the sesame oil.”
When I returned with the sesame oil, T in g was holding
up the last stone. All three boys yelled, “Dan, dan, dan!”
(“Egg, egg, egg!”) Then they each blew hard on the stone,
one at a time.
“Why are you shouting at that stone, you potato
heads?” I asked.
“E gg stones don’t hear very well,” said Ting. He
dropped the stone into the soup.
Shoom! T he hot stone brought the soup to a wild boil.
I couldn’t believe it when I saw threads of egg float to
the top. A luscious fragrance fdled the air. Even the
monkeys came closer to get a whiff.
Kuai drizzled in the sesame oil. M ore delectable
smells! By now I was sure the sounds from my hungry
stomach could be heard back in the village.
Finally, T in g did something right. H e filled
one of the bamboo bowls with soup and served
me, his elder, first.
292
I could hardly wait to taste it. I lifted the steaming bowl
to my lips and took a sip. “Mmmmm .. . Hao chi! Hao chi'!”
(“Tastes good! Tastes good!”) I must tell you that I have
never tasted such a wonderful soup! T he fish from the
fish stone was tender and fresh. T he wild mushrooms
and onions from the vegetable stone were flavorful. T he
threads o f egg from the egg stone were cooked just right.
Thanks to the bowls and chopsticks I had made,
now the boys could enjoy the soup, too. T he rest o f the
afternoon, they were happy and even worked a little
harder. N o t harder than me, o f course.
293
From that day on, I always carried rocks in my
pockets and told everyone the secret o f making stone
soup. I even demonstrated how to whisper to fish and
vegetable stones, and how to yell at egg stones. But the
truth is, I still haven’t had time to make it. You know,
I work too hard already.
And that, my friends, is how I invented the real stone
soup. I don’t know how people ended up with that silly
old folktale.
295
About the
Author and Illustrator
Ying Chang Stephane Jorisch
Compestine says lived near a big
that writing keeps her river in Canada
close to China, where as a teenager. He
she grew up. Ying loved floating in
writes cookbooks as boats of all kinds.
well as children’s books. She Stephane’s father illustrated
travels around the world talking comic strips. T hat inspired
about her life and her writing. Stephane to become an artist.
Ying says that traveling to new Stephane also illustrated
places lets her find the best food Emily'’s Piano and Anancy and
and the best stories. the Haunted House. H e now
lives in Montreal, Canada.
Authors Purpose
Why are the illustrations an
important part of this story?
296
Respond To Reading
Summarize
Summarize the main events in the story.
Use the details from your Point of View
Chart to help you.
Text Evidence
1. How do you know that The Real Story
o f Stone Soup is a folktale? g e n r e
Make Connections
Which healthful foods do the Chang
boys choose to put in the soup?
ESSENTIAL QU ESTIO N
Food Is Energy
What’s for dinner? There are so many
choices. Every time you go to the market you
find a va r ie ty of foods to eat. Which ones do
you choose? Why does it matter what you eat?
It matters because you move around and
think all day long. You go to school. You play
with friends. You do chores and homework.
All that activity takes energy. You get
energy from the food you eat. You need to
eat energy-producing food because, unlike a
plant, your body can’t make its own food.
298
The next time you go to the
market, w hat will you buy?
You might choose a juicy red
tomato for tw o reasons. It’s
healthful and delicious, and
it’s good for you, too. It gives You can get
many healthful
you energy! vegetables at a
grocery store.
Make Connections
Why is it important to choose
healthful foods? e s s e n t i a l q u e s t i o n
299
Clementine has a big problem. She has no
talents, and tonight is the big Talent-Palooza.
Every third and fourth grader will be dancing,
singing, or turning cartwheels—except
Clementine. Even Margaret, her best friend,
has an act. Now Clementine has to tell Mrs.
Disney-Hyperion, an imprint of Disney Book Group LLC. All Rights Reserved. British Commonwealth Rights: The Talented
The Talented Clementine © 2007 by Sara Pennypacker, Illustrated by Marla Frazee © 2007. Reprinted by Permission of
Essential Question
How can you use what you know
to help others?
Clementine by Sara Pennypacker, © 20 07.
■€jfi '
302 K ; M
About a million kids laughed, even though
he was N-O-T, not funny. But he was right—when
I get embarrassed my face gets red and hot. So
I didn't yell anything back to him. I just stood
there with my red, hot face hanging down.
Mrs. Rice called me over. "Come sit beside
me, Clementine,” she said. "You can keep me
company during the rehearsal.”
So I had to sit in between Mrs. Rice and Margaret's
teacher, right there at the side of the stage where all
the kids could see me and know that I had no talents.
The first act was called A Dozen Doozie
Cartwheelers. TWelve kids lined up, six on each side
of the stage.
“Wait!" I yelled. I ran into the gym and dragged a
tumbling mat back into the auditorium. I placed it on
the floor in front of the stage. Then I got some of the
Dozen Doozies to help me. Pretty soon we had all the
mats piled up.
J —— _A
306
The girl on the right said, “I once went for five
hours and thirteen m inutes.”
The girl on the left made a face that said,
“That's nothing!”
“Well, you need to have an ending tonight,”
I said. “There are a lot of acts after yours."
I borrowed the jump-ropers’ CD player and
explained about how they could Hula-Hoop to the
music and then S-T-O-P, stop when it was over.
And I didn’t even get to sit down again for the
rest of the afternoon because everybody needed
my help for something. Finally, after everyone
had a chance to practice their acts, I went over
to Mrs. Rice.
“May I go into your office and use the phone?
I need to call my parents and tell them not to
come.”
“I think it's a little late for that.” Mrs. Rice
showed me her watch and then called out, “Thke
your places, people. Five minutes to showtime!”
308
a i i
* ☆
STOP A N D CHECK
312
The next act was the O’Malley twins. Lilly had
convinced Willy not to do the thing with his lunch,
and to play a duet on the piano with her instead.
But when Lilly got up to the mike to announce the
act, she got so nervous she threw up.
I looked at Willy, sitting on the piano bench.
Willy does everything Lilly does. And sure enough,
he was getting ready.
“Not on the piano!” I yelled. Just in time.
Then I ran over and closed the curtains quick,
so the whole audience wouldn't get started, too.
When the janitor came running out to clean
everything up, I had a good idea.
“Send Sidney out now, in front of the curtains,”
I told Mrs. Rice.
“Why?” she asked. “There’s no microphone
out there.”
“That's okay. Sidney's really loud. And she's
going to recite a poem so there’s no cartwheeling,
just standing still. Besides, she’s got really
skinny feet, so she can fit out there if she stands
sideways.”
So Sidney went onstage and stood sideways and
yelled her poem. By the time she was done, the
stage was all mopped clean.
Next came the Hula-Hoopers, and they
completely forgot what I’d told them about
stopping. The music ended, but they just kept on
going. Finally, I had to close the curtains to pull
them off the stage so the jump-ropers could go on.
The jump-ropers must have figured that if the
Hula-Hoopers didn't have to stop at the end of
the music, neither did they. So I had to close the
curtains on them, too.
Then came Margaret.
She did fine at the walking-on-stage-on-time
thing, which not everybody did. But just as she
got to the microphone, Alan took a picture of her
from the audience. Which was a bad mistake.
Whenever anyone takes a picture of Margaret
that she isn't expecting, she freezes. She says it’s
the horror of not knowing if she looks perfect or
not. Which I don’t understand, because Margaret
always looks perfect.
No matter, there she was, frozen on the stage
with her mouth hanging open. For one tiny
second, a little part of me thought, Good! No
showing off for you tonight!
But then my empathetic part took over.
I ran over to where Margaret could see me and
waved until I got her eyes to unfreeze. I pointed
to my hair and pretended to brush it.
Margaret nodded like a robot. She turned to
the audience. “First, always brush your hair.
Even if it’s cut off like m ine.”
She looked back at me. I pretended to do up
some buttons, then I pointed to my right.
“Always make sure you’re buttoned up right,”
Margaret told the audience.
Then I lifted my foot and crossed my fingers
over my sneaker.
“Never wear green sneakers!” Margaret said.
“Green sneakers are the worst!” Then she shook
herself, as if she’d been asleep. She went up
closer to the mike.
“Wait a minute," she said. "I was just kidding
about that one. You can wear any color sneakers
you want. And green is the most fashionable
of all.”
She zoomed me a smile so huge all her teeth-
bracelets sparkled like diamonds in the spotlight.
I zoomed her one back—except with no
teeth-bracelets because I don’t have them yet.
After that, Margaret was okay.
I went back and climbed up onto the director’s
chair, and Principal Rice gave me a huge smile,
too. She leaned over and said, “I have the answer
for you now, Clementine. About why you
can't have a substitute. It’s because there is no
substitute for you. You are one of a kind!”
And that’s when I realized I didn’t have
the worried feeling anymore. Instead, I had the
proud feeling: like the sun was rising inside
my chest.
U U i
STOP A N D CHECK
317
About the
Author and illustrator
Sara Pennypacker was
shy as a girl. She loved
books, art, and baseball.
In fact, her dream was to
play major league baseball. Sara has not
yet lived her baseball dream. But she has
been able to combine her other two loves
She works with books and art! First she
was a watercolor painter with her own
studio. After that, she started writing
children's books.
A uthor's Purpose
Why do you think the author chose
Clementine as the story's narrator?
Respond to Reading
Summarize Details
Te^t Evidence
1. How do you know that The Talented Clementine is realistic
fiction? GENRE
3 . Find the word impossible on page 311. How can the prefix
im- help you figure out what impossible means? p r e f i x e s
Make Connections
How does Clementine use what she
knows to help others? e s s e n t i a l q u e s t i o n
319
K
[. A
m
ccsl Genre • Realistic Fiction
Compare Texts
Read about how Clementine's parents help her
gain confidence and get ready for a change.
From
by Sara Pennypacker
pictures by Marla Frazee
I t ’s alm ost tim e for th e fam ily
m eetin g a t C lem entine's house, a n d
C lem entine is really nervous. W hat
[Reprinted by Permission of Disney«Hyperion. an imprint of Disney Book Group LLC. All Rights Reserved.
By Laurence Pringle
Essential Question
How do animals adapt to challenges
in their habitat?
Read about how different animals in the
Mojave Desert survive in a dry, hot place
Go Digital!
eserts are challen g in g places to live. They
are d ry and o fte n ve ry hot. Each year o nly a few
inches o f rain fall in th e Mojave (M o-H A -vee). It
is N orth A m e ric a ’s sm allest desert. It lies m o s tly
in parts o f so uthern C alifornia and so uthern
Nevada. The Mojave has b o th m ou ntain s and
valleys. It includes Death Valley, th e low est and
h o tte s t place in N orth Am erica.
On a car ride th rough the Mojave desert, you
may pass by many miles o f bare, dusty earth and
scattered bushes. However, on a m orning hike you
can discover th at a desert is a lively place. Birds
sing. Lizards scurry after insects. Jackrabbits and
roadrunners dash am ong the bushes and cactus
plants.
A Living Place
A lth o u g h it is very dry, the
Mojave is a living place or
e n viro n m e n t fo r m any fascinating
animals and plants. Over m any
years th ey have changed, or
adapted, so th e y live very well in a
dry, hot environm ent. They do this
in d iffe re n t ways. In the Mojave you
m ig h t see several kinds o f lizards.
They are all related. All lizards are
reptiles. Reptiles all have scaly skin.
However, th ey are d iffe re n t in m any
ways. The desert spiny lizard, fo r
example, is only a few inches long.
Most o f its fo o d is insects. This hawk looks out
for food from the
top of a yucca palm.
Mojave Desert
The name Mojave KEY
means “alongside
yl|P
!^ National Park
or Preserve
w a te r” It comes Water
328
The chuckwalla is very different. It can grow
to almost three feet long. This big lizard eats
leaves, flowers, and fruit of plants. It also has a
special way of protecting itself. If a chuckwalla
senses danger, it quickly hides in a crack between
rocks. Then it gulps in air, making its body fatter.
It becomes tightly wedged in so that a predator
cannot pull it out.
STOP A N D CHECK
331
Escaping the Heat
Desert animals are all alike in one way. They find
ways to avoid m id d a y heat. D iffe re nt animals do
this in d iffe re n t ways. Most o f th e m rest d u rin g the
h o tte s t tim e o f day. They are active in co o le r times,
such as m ornings, evenings, or at night.
D ifferent animals avoid heat in d iffe re n t ways.
Scorpions usually hide in shady places. However, if a
scorpion m ust be o u t in daytim e, it can stand tall on
its legs. This is called “ s tiltin g .” It keeps th e s c o rp io n ’s
b o d y fro m to u c h in g the h ot surface. A snake, o f
course, ca nn ot “ s tilt” because it has no legs! On a hot
day some snakes and lizards crawl up into bushes.
There, the air is cooler than on the h o t soil surface.
A scorpion uses
its legs to raise its
body above the
hot ground.
w
* '- ' '
335
‘-mm
Morning Warmth
Desert animals have m any d iffe re n t ways to avoid
overheating. Som etim es, however, th e y need to g et
warm ! A t night, the desert air is q u ite cool. By dawn,
some animals need to w arm up. Lizards and snakes
crawl to a sunny place. They tu rn th e ir bodies to w a rd
the Sun to raise th e ir b o d y tem perature.
Desert iguanas have an am azing a b ility fo r w a rm in g
and also fo r cooling. They change color! In the m orning,
th eir skin is dark. This helps th e m abso rb heat fro m
the Sun. Then the day gets h o tte r and
hotter. By early a fte rn o o n the iguanas’ The desert
iguana's skin
skin has tu rn e d w hite, reflecting is dark in the
sunlight. Then, as th e air becom es
cooler in the evening, th e ir skin
darkens again.
STOP A N D CHECK
Author’s Purpose
Why do you think the author calls
the animals of the Mojave "amazing
Respond to Reading
Summarize
How have different animals in the
Mojave adapted to the challenges
in their habitat? Information from
your Venn Diagram may help you
summarize.
Text Evidence
1. Tell how you know that Amazing Wildlife o f the
Mojave is expository nonfiction. Identify the text
features, g e n r e
Make Connections
Describe how one of the animals in the
selection has adapted to its environment.
ESSENTIAL QU ESTIO N
Compare Texts
Read about Little Half Chick. Find
out how he adapts to life in the city
340
It started to rain. A small fire on the side of the road
crackled, “Please give me shelter from this rain, or I will
go out!” Little Half Chick stretched out his wing to protect
the fire until the rain stopped.
Further down the road Little Half Chick met a wind
that was tangled in a prickly bush. “Please untangle me,” it
whispered. Little Half Chick untangled the wind. Then he
hopped on to Mexico City.
Little Half Chick did not meet the mayor. He met the
mayor’s cook. She grabbed him, plunged him into a pot
of water, and lit a fire. However, the fire and the water
remembered Little Half Chicks kindness. The fire
refused to burn, and the water refused to boil. Then,
the grateful wind picked him up and carried him
safely to the top of the highest tower in Mexico City.
Little Half Chick became a weather vane. His flat
body told everyone below the direction the wind blew.
And he learned this lesson: Always help someone in need
because you don’t know when you’ll need help.
Make Connections
Explain how Little Half Chick adapted
to his new habitat, e s s e n t i a l q u e s t i o n
Essential Question
How are people able to fly?
Read to find out what it's like
to fly in a hot air balloon.
Ready £or Take 0££
It is early morning. People unload a huge
colorful bag in an open field. They turn on a strong
fan. They aim it into the opening of the bag. The
bag starts to grow. It's a balloon! But it isn’t the kind
of balloon you get at a birthday party. This balloon
is taller than sixteen men!
Suddenly, fire roars into the balloon. It starts to
rise. People climb into the basket under the balloon
while others hold it steady. Then the balloon takes
off, carrying its passengers into the sky. They
float higher than the houses, higher than the trees,
up to where the birds fly.
Can you imagine what it would be like to float so
high? Cars would look like tiny dots. You'd be able
to see for miles. The wind would be your guide.
What would it feel like to ride with the wind?
H o t a i r i s lig h te r th a n cool
air. A b u r n e r h e a ts th e a ir in
a balloon so it will r i s e fro m
th e ground.
(I) A3609 Daniel Karmann/dpa/Corbis (r) Carl & Ann Purcell/Corbis
T h e £abric o£ a
balloon slowly
in f l a t e s u n til it
i s £ull.
J e a n -P ie rre B lan ch ard
c ro s se d th e E n g l i s h
C h a n n e l fr o m E n g l a n d
to P r a n c e in a balloon.
Ballooning H istory
Throughout history, people have
wondered what it would be like to fly. The
Chinese watched their kites move with the
wind. The Greeks told stories of men who
made wings to help them fly. People drew
pictures of flying machines. But flying
seemed im possible.
In the late 1700s in France, the
Montgolfier [mont-GOL-fee-ay] brothers
noticed something about paper and fire. If
paper got too close to the flames, it burned. h
E a rly inventors J
But they saw that if the paper was above drew pictures o£ '
the fire, the hot smoke seemed to make unbelievable £lying
(t) Mary Evans Picture Library/The Image Works (b) Blue Lantern S tudio/C orbis
347
Other French people made balloons
filled with a gas called hydrogen.
Hydrogen can rise like hot air does.
In 1785 Jean-Pierre Blanchard flew a
gas balloon over the English Channel,
a waterway between England and
France. He also flew the first balloon in
America. George Washington watched
Blanchard’s balloon lau n ch in 1793 from
Pennsylvania on its way to New Jersey.
Ballooning became very popular.
Pilots tried flying balloons higher and
farther than ever before. People found
uses for balloons during war. Balloons
could carry messages. They could spy S old iers used balloons to
from the sky. scout out the battlefield.
used for sport. Today, people join hot air Reread Why were
balloon clubs. Teams hold balloon races. airships better than hot
Passengers take rides in the sky to see the air balloons? Reread page
beautiful land below. 349 to find the answer.
The burner heats the
a ir inside the envelope
to inflate the balloon.
few sp a p ers/M .
A t a balloon festival
many balloons take off
at the same time and
fill the sky with color.
f 351
The big balloon is called an envelope. Most
envelopes are larger on the top and narrower on the
bottom. They come in all colors. The envelope is
made out of strong, light cloth called nylon.
Just like a paper envelope holds a letter, the
balloon envelope holds the hot air. Pilots heat the air
in the balloon with a burner. The burner sends out
a huge flame into the envelope. When the balloon is
full of hot air, it starts lifting off the ground.
A basket hangs below the burner. This basket
carries the pilot and the passengers. The basket is
light, but strong enough to carry several people.
Sean Cayton/The Image W orks
353
Up to the W ind
You turn your handlebars to steer your bike.
But a pilot can’t steer a balloon. He can make it
fly higher or lower, but he can’t make it go from
side to side. He needs some help from the wind.
Wind moves in different directions. Wind
might be moving one way high in the sky. It
might be moving another way lower in the sky.
These paths of wind are called currents. A pilot
uses these currents to move the balloon from
place to place. He moves the balloon up and
down with the burner and parachute valve.
When he finds a current going in the d irection
he wants to go, he lets the balloon ride the wind
right or left.
/Corbis
Pilots can't control how fast or how slow the
balloon moves. That's con trolled by the wind.
But too much wind can be dangerous. It can tear
the balloon or send it in the wrong direction.
So pilots always check the weather. A day
with clear skies and not too much wind is best
for ballooning. They often launch right after the
sun comes up when the wind is calm and the air
is cool. They can also launch in the evening, but
must land before the sun sets.
Balloons don't usually land in the same place
they started. A pilot talks to his crew on the
ground with a radio. They look for a safe place
to set the balloon down. The crew meets the
balloon when it lands. They will let the air out
of the balloon and pack it up again.
Riding a hot air balloon is an adventure.
Where will the wind take you?
About the Author
As a child, Dana M eachen Rau drew
pictures everywhere. She illustrated the
family’s mailbox and the walls of their
garage! Then her father brought her big
stacks of paper so she could write and
draw on them. That was the beginning
of Dana’s love for writing. Today, she
has written more than 200 books for
children and young adults. Besides fiction
stories, Dana has written nonfiction books
on many topics such as nature, cooking, and
science. She continues to write every day.
A u th o rs Purpose
The author uses many photographs
and captions in Hot Air Balloons.
How do these text features help you
understand what you read?
Image W orks
©Sean Cayton/The
Respond to Reading
Sum m arize
Tell the important ideas and
details that you learned about
hot air balloons. The details from
your Cause and Effect Chart may
help you summarize.
Text Evidence
1. How do you know that Hot Air
Balloons is expository nonfiction?
What text features do you see? g e n r e
Make Connections
Why do you think people like to ride f
in hot air balloons? e s s e n t i a l q u e s t i o n
357
-v
Bellerophon $
and Pegasus
A Greek M yth
Make Connections
Why was Bellerophon able to fly?
E S S E N T IA L Q U E S T IO N
The
Winntngest Woman
ofthe
tditatod Dog Sled Rate
Susan Butcher (1956-2006) Four-Time Winner
Essential Question
How can others inspire us?
Read about people who are
courageous.
I rode the whole Iditarod
From A nchorage to Nome!
The husky sleigh, eleven day
Iditarod to Nome.
Text Evidence ;
1. How can you tell that "The Theme
Winningest Woman of the Iditarod
Dog Sled Race" is a narrative
free verse poem? g e n r e
Make Connections
What words did the poets use to show
that Susan Butcher and the firefighters
are inspiring? e s s e n t i a l q u e s t i o n
Make Connections
Why do you think Narcissa inspires
the poet? E S S E N T IA L Q U E S T IO N
"v
CCSS Genre • Fairy Tale
ne summer morning long ago,
a poor boy named Jack found an invitation
slipped beneath his cottage door. It read:
. Op
' * a c k i J t m , f l i t f i r t h ,
, V ,,
M e
Inniessj TodI $klU
P a t $
' 1 " % c /
“A party!” exclaimed Jack. “For the princess!”
His mother sighed. “What a shame you can’t go.”
“Why not?” asked Jack.
“Because we’ve nothing fine enough to give her,” his
mother replied. “And no money to buy a gift.”
Jack had to admit his mother was right. His pockets
were empty except for the matchsticks he always carried.
As for their few belongings—a spinning wheel, a
threadbare quilt, a pitted ax—what princess wanted those?
The boy thought a moment. “Then I will make her
something,” he declared. “I will make her
a cake.” ,4.
“From what?” asked his mother.
“From the dust in the cupboard?
From the dirt on the floor?”
“I have a better idea,” said Jack.
368
And that same morning, he traded
his ax for two bags of sugar, and his
quilt for a sack of flour.
He gave the hen an extra handful
of seed in exchange for two fresh eggs,
and he kissed the cow on the nose for
a pail of her sweetest milk.
He gathered walnuts.
He dipped candles.
And in the strawberry patch, he
searched ... and searched ... and
searched until he found the reddest,
juiciest, most succulent strawberry
in the land.
“Delicious!” said Jack
as he plucked it from its stem.
370
That same night, Jack stood back to admire his
creation —two layers of golden-sweet cake covered
in buttery frosting and ringed with ten tiny candles.
Across the cake’s top, walnuts spelled out “Happy
Birthday, Princess.” And in the very center—in the
place of honor—sat the succulent strawberry.
“What a fine, fine gift,” said Jack’s mother.
Jack grinned.
Early the next morning, with combed hair and
clean shirt, Jack set off for the castle, holding the
cake proudly before him.
Before long, he came to a bloom-speckled meadow.
Perhaps I should pick a bouquet for the princess, thought
Jack, just as four-and-twenty blackbirds rose into the air.
Like a sudden summer storm cloud, they swirled around
the cake, pecking, nipping, flapping, picking.
“Get back!” hollered Jack.
“I’m taking this cake to the princess.”
“Aw-caw-caw-caw-caw!” cackled the birds.
And as quickly as they had come, they were
gone, taking with them the walnuts that spelled
“Happy Birthday, Princess.”
Jack looked at his gift. “At least I still have
two layers of cake, ten candles, and the succulent
strawberry,” he said. Holding the cake proudly
before him, Jack continued on to the castle.
Before long, he came to a bridge.
372
i on: a voice demanded.
Out stepped a wild-haired troll.
“No one crosses my bridge without paying.”
“But I haven’t any money,” said Jack.
The troll licked his lips. “But you do have a cake.”
“I’m taking this to the princess,” said Jack.
“And just how will you get it there?” growled the troll.
“You and your cake are on this side of the river. The princess
is on that side, and my bridge is the only way across.”
Jack considered the problem. “I will make you a deal.
If you let me cross, I will give you half this cake.”
“Agreed,” grunted the troll.
So Jack slid out one layer and, as the troll slobbered
and gobbled, crossed the bridge.
373
On the other side, he looked down at his gift.
“At least I still have a layer of cake, ten candles, and
the succulent strawberry,” he said.
Holding the cake proudly before him, Jack continued
on to the castle.
Before long he came to the forest. No birds chirped
here. No squirrels chittered.
As if under a spell, the entire wood lay silent, sleeping
Only the wind seemed to whisper, “Beware! Beware!”
Pulling the cake closer, Jack pressed on.
The road grew narrower. 'The trees grew thicker.
The light grew dimmer. Soon it was so dark that Jack
couldn’t see the cake in front of his face.
“Turn back!” the wind whispered. “Turn back!”
“I can’t! ’’ criedJack. “I’m taking this cake
to the princess.”
And he reached into his pocked for a matchstick,
struck it on his shoe, and lit one of the ten candles.
The tiny flame cast a magical circle of light. In its
warm glow, Jack carefully made his way forward.
But the little candle quickly burned down and—
P ffft!— snuffed out.
So Jack lit a second candle.
But he had not gone much father before—P ffft!—
it, too, snuffed out.
So Jack lit a third ... then a fourth ... then a
fifth ... until the tenth and final candle flickered,
fluttered, sputtered to its end.
G-U-U-U-L-P!
“Hey,” cried Jack, “that bear ate the
princess’s cake!”
PATOOIE!”
“But not the strawberry,” said the gypsy.
“Samson hates fruit.”
Jack looked down at his gift, and for
several seconds he was unable to speak.
Finally, he said, “At least I still have this—
the reddest, juiciest, most succulent
strawberry in the land.”
377
And holding the strawberry
proudly before him, Jack continued
on to the castle.
Across the drawbridge . . .
Through the fortress walls . . .
. . . Straight into the courtyard.
What a sight! There, smack in the center of all the
merry festivities, sat the princess on her velvet throne,
a long line of guests stretched before her. One by one,
they presented her with their gifts, each more fabulous
than the last.
But even the most m agnificent treasures did not seem
to interest Her Highness. “More rubies?” she said with a
bored yawn. “How tiresome. Another tiara? How dull.”
Joining the line, Jack glanced down at his hum ble gift.
378
I
“And just what have you brought the
princess?” a guard asked from behind him.
“A strawberry,” said Jack. “The reddest,
juiciest, most succulent one in the land.”
He held it out for the guard to see.
“That is a fine piece of fruit,” agreed
the guard. “But I cannot allow you to give
it to the princess.”
“W hy not?” asked Jack.
“Because she is allergic to strawberries,”
said the guard. “One taste and she swells up
like a balloon.”
379
Now Jack found himself at the
front of the line.
The princess turned her gaze to him.
“And what have yow brought me?” she asked.
Jack gulped. He blushed. He shuffled his feet.
“W ell?”
Jack took a deep breath and knelt down
before her.
“Your Highness,” he began, “let me explain
what happened.”
And he told the princess about trading for
the ingredients to bake a golden-sweet cake just
for her. He told her about the swirling storm of
blackbirds, the wild-haired troll, and the dark,
dark wood. He told her about the old gypsy
woman and her concertina, and the bear who
loved to dance but hated fruit.
“And in the end,” said Jack, “I still had the
succulent strawberry, b u t...” The boy sighed.
“You’re allergic to strawberries.”
He waited for her to yawn.
“So the guard ate it,” he concluded.
380
The princess laughed and
clapped her hands in delight.
“A story!”
she exclaimed. “And an adventure
story at that! What a fine gift.”
382
Then the princess rose from her throne and
proclaimed, “Time for birthday cake. And my new
friend Jack shall have the honor of cutting it.”
About the
Author and Illustrator
When Candace G. Brian Karas had
Fleming was a little his first art lessons
girl, she liked to tell when he was five. His
tall tales about her sister taught him to
three-legged cat and draw Pilgrims. He
a family trip to Paris. Candace has been passionate about books
continued to tell great stories when and drawing since then. Brian has
she was an adult. In fact, she is now illustrated more than fifty books
the author of more than twenty-five for children. He has also written
books for young people, including books, including a book about the
fiction, nonfiction, and biographies. Atlantic Ocean.
(I) Scott Fleming (r) Photo courtesy of G. Brian Karas
Author's Purpose
What is the theme, or lesson,
of this story? What details help
you figure it out?
384
Respond to Reading
Summarize
What are the important events
in the story about Jack? The details
from your Point of View Chart may
help you summarize.
Text Evidence
1. How can you tell this story is a fairy tale? gen re
Make Connections
How does Jack get what he needs
to bake the Princess's cake?
E S S E N T IA L Q U E S T IO N
385
ccss Genre • Expository Text
Compare Texts
Read to find out how people barter and
trade goods for the things they need.
when Corn
Was Cash
Think of the last time you traded snacks, baseball cards
or video games with a friend. You traded something you
had for something you wanted. No money was exchanged.
This is called bartering.
W hy do people barter? It is a good way to get what
they need without money. People have bartered for
thousands of years!
Farmers used
to trade their
crops for the
things that
they needed.
Ocean/Corbis
The Barter System Native Americans
Long ago, there was no money. In the past, Native Americans
As a result, people bartered to get often used the barter system.
food, clothing, and shelter. A family People from different families and
that raised chickens traded eggs for villages got together to exchange
milk with neighbors who had a cow. items. They traded crops such as
Sometimes there were problems corn, beans, and tobacco. They
with bartering. What if a farmer exchanged dried fish and meat.
wanted to trade apples for shoes They traded stones for making
when the shoemaker didn’t want arrowheads and animal hides for
apples? Then there was no trade. making clothes.
People had to decide the value of Native Americans in the
the different things they traded. Northeast valued beads made from
They also had to agree on how quahog clamshells. The beads were
many apples to trade for shoes. called wampum. Wampum means
In spite of problems, people all “strings of white shell beads” in
over the world bartered. Bartering the Algonquian language. Native
was also an important part of Americans used wampum in
America’s history. ceremonies. They gave it as gifts.
Later, when Native Americans
began trading with colonists from
Europe, wampum even became a
form of money.
Northern colonies,
such as Massachusetts
and Rhode Island
Make Connections
How do people get what they
9
w
need by bartering? e s s e n t i a l Tobacco
Q U E S T IO N
Southern colonies,
Think about what you've read such as Virginia
Southern colonies,
such as Georgia and
South Carolina
Livestock
Throughout
the colonies
ill.
by Brian Meunier
illustrated by Perky Edgerton
Essential Question
How can we reuse what we already have?
Read about how howTavo finds a way to
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dribble-
T h e ball bounced off the hoop.
Tavo had missed again.
He bent down to fix the duct
tape flapping around his patched
sneakers. The tape held the soles to
what remained of the canvas tops.
But Tavo wasn’t easily discouraged.
He was excited, for he had the whole
summer to practice before the
regular basketball season started.
Tavo had seen the NBA games on the new satellite TV
at the village store, and he wanted to play ball like one of
those big American players.
He imagined that one day he, too, would have a great
basketball name. A name like Air or Magic.
But for now, he was just Tavo. Gustavo the second ...
named after his father.
“If only I had new sneakers,” Tavo said to himself as
he tucked the ball under his arm and started up the path
toward home. “Then I’d play better.”
The ground crunched beneath his shoes, leaving
trails of dust. The mountainside stretched before him, a
patchwork of plowed fields separated by the remnants
of ancient irrigation ditches called zanjas. It reminded
him of the quilt on his bed, but in shades of brown. Tavo
looked down at his frayed sneakers and kicked at the
parched earth.
“If only I had new sneakers,” he muttered again.
When he reached home, Tavo found his father
poking around the old zanja, the ancient irrigation ditch,
which ran along the edge of their field. Gustavo was
always tinkering with something. Today he was putting
up yet another scarecrow.
“Papa ... look. Look at my sneakers. They are turning
into sandals! I bet you can’t fix them anymore,” said Tavo.
“Tavo, I’ve told you this already,” Gustavo replied
wearily. “We can’t afford new sneakers right now. Not
until the rains come.”
Sure, Tavo thought in frustration. A n d then ... I ’ll
have to wait fo r the corn to grow. Then, to dry on the stalk.
Then, to be harvested. Then, to be brought to the molino
to be ground into flour. Then, to be sold in the market.
The basketball season will be over by then!
Tavo looked up at the sky as some dark thunderclouds
rumbled with the promise of rain. One cloud slipped
through the peaks and drifted out over the valley.
The two Gustavos watched silently as the cloud broke
apart in the blazing sun, like a bursting pinata.
“Hopeless!” Gustavo said, throwing up his hands in
exasperation. “There is only one thing left to do. I have a
plan, and I’m going to present it at the meeting tonight.”
The villagers had been called to an emergency meeting to
discuss the drought. As the two Gustavos neared the village
square, they could hear that the meeting had already begun.
To Tavo’s surprise, his father marched right up to the front
and faced the crowd.
“We cannot wait for the rains to begin,” he said. “Our
ancestors knew the solution. The solution is in the zanjas!
We must dig them up again, up into the mountains until we
reach the ancient source of the water!”
“Gustavo,” the mayor said, pausing for effect. “Go talk
to your scarecrows!” The crowd burst into laughter. “If the
zanjas worked so well in the past, why did our ancestors stop
using them?” The mayor puffed up his chest and poked his
finger in the air. “We must move forward, not backward!”
Gustavo abruptly turned and walked out. Tavo ran after
him, his back burning with embarrassment.
395
Early the next morning, Tavo awoke with a start.
His father was shaking his shoulder.
“Tavo, wake up.”
Tavo rubbed his eyes and protested. “It is still
dark outside!”
“Get up, Tavo. We have a lot of work to do.”
“But Papa, I have practice today.”
Gustavo handed Tavo a shovel. “Son, basketball
comes later.”
The two Gustavos started work at the edge of their
field. All day long they shoveled out the silt that had
filled in the ancient zanja. When night finally came,
Tavo slumped into bed, every bone in his body aching.
They began all over again the next morning.
Digging and digging and digging some more. Hours
turned into days. Days turned into weeks as father and
son slowly worked their way up the mountain.
406
For the next several weeks, Gustavo was much
in demand helping the other villagers connect their
own fields to the main zanja. And Tavo rejoined
his teammates on the basketball court for the first
game of the season.
From midcourt, Tavo could see his father, sitting
in a place of honor next to the mayor.
Then the game began.
rmi
W yr - |1TF__________________________ -
Sw-o-o-o-sh!
The villagers went wild.
“Tavo, Tavo! Bravo, Tavo!” They chanted
in unison.
And he liked the sound of it. Tavo was
a great basketball name!
It was late by the time the two Gustavos started
up the mountain toward home.
Gustavo looked over the moonlit fields high
with corn. He stopped and put his hands on Tavo’s
shoulders.
“Son, it’s time for new sneakers. What do
you think?”
Tavo wiggled his toes. They still tingled with
magic energy.
“No, Papa, these will do.”
410
Respond to Reading
if?
Summarize
Summarize the main events in
Bravo, Tavo!The details from your
Point of View chart may help you.
Text Evidence
1. How do you know that Bravo Tavo!
is realistic fiction? g e n r e
Make Connections
How does Tavo reuse what he
already had? e s s e n t i a l q u e s t i o n
411
Genre • Expository Text/Directions
Compare Texts
Read to find out how some artists reuse everyday materials.
412
Artists can make
mobiles from many
different kinds of
recycled objects.
of old airplanes. The alum inum cam e G Cut different lengths of string.
in large sheets. It w as easy to cut into 0 Tie each object to one end of a
interesting shapes. And it w as light string. Tie the other end of string
to the hanger.
enough to move quickly. Calder reused
0 Hang the mobile up and give
the old metal to create his huge it a spin.
moving sculptures.
Miwa Koizumi’s Sea Creatures
W hen artist Miwa Koizum i cam e to New York City, she
saw em pty plastic bottles everyw here. Plastic bottles
overflowed from trash cans. They littered the streets.
She decided to use som e of these bottles in her art.
Today Koizum i cuts and m elts the plastic bottles into
shapes. Then she attaches the shapes to each other to
create form s that look like sea anim als. She hangs them
so that they seem to be sw im m ing. Koizum i changes
bits of old plastic into fantastic floating sea creatures.
To Koizum i, finding art m aterials in the trash w as
only natural. People have hunted for m aterials to reuse
since ancient tim es. Even anim als reuse bits of junk.
Birds build nests with old scrap s of fabric and discarded
m aterials. W hy shouldn’t artists search around outside
for art m aterials?
Marion C. Martinez’s
High-Tech Hrt
Alm ost tw enty-five years
ago, New Mexico artist
Marion C. Martinez opened
up her com puter to fix it.
She made a big discovery.
The circuit boards and
wires inside the m achine
were beautiful.
Martinez asked herself,
“ How can I use these am azing
designs in my a rt? ” Soon she
began collecting com puter circuit
boards and other electro nics from the
trash. Martinez recycled these electronic
parts. She made them into fabulous jew elry
Marion C. Martinez
and wall sculptures. Now, the artist Marion made this bear pin from
Martinez is also helping the Earth by recycling. old computer parts.
♦
Every year, people throw
away billions of plastic
bottles. They toss out millions
of tons of old electronics. Make Connections
They get rid of old m achinery. How do people reuse what they
A lex Calder, Miwa Koizum i, already have? e s s e n t i a l q u e s t i o n
and Marion C. Martinez have What other articles and stories
Courtesy of Marion C. M artinez
helped recycle these bits have you read about reusing old
of trash. items? TEX T TO TEXT
415
Genre • Expository Text
by Seymour
Simon
Essential Question
How do teams work together?
Read about wildfires. Find out what
causes them and how emergency
Liz Roll/FEMA Photo News
Go Digital!
W ildfires are scary. Flames leap from one tree
to another. Sometimes they move faster than a
person can run. Wildfires can be They
burn trees, destroy homes, and cost human lives.
But wildfires are not all SS2SQS1- They can help
as well as hurt. Burning old trees lets small, young
trees grow. Some trees, such as giant sequoias,
need fires to release their seeds. Wildfires are not
endings, but part of the cycle of the natural world.
417
How Fires Start
Heat causes fires. A flash of lightning can start a fire.
So can an accidental spark from a cam pfire. A leaf starts
burning. The heat sets fire to more leaves. The flaming
leaves set fire to a branch. Then the w hole tree is on fire.
The heat sets fire to a nearby tree w ithout even touching
it. A huge, raging w ildfire can be set ablaze by a flam e
from a careless m atch.
Fires also need fuel and oxygen to burn. Dry wood
or dry grasses are the fuel of w ildfires. O xygen is an
invisible gas in the air around us. W et wood rarely burns
because the w ater keeps oxygen from getting to the fire.
Th at’s w hy w ater is splashed on fires to put them out.
Wildfires Are Not All Bad!
It’s only partly true that “only you” can prevent
forest fires. Few w ildfires are started on purpose.
Lightning starts most w ildfires in the W estern United
States. Fires are natural in the w ilderness. Com plete
wildfire prevention is not possible or wanted.
W ildfires create openings in a forest for new trees
and shrubs. Parts of burned trees turn to ash. Rain
and snow carry the m inerals in the ash back into the
soil. Flow ering plants grow in full sunlight of the new
forest clearings.
Cones from som e pine trees release seeds only
when they are heated. Even seeds in cones that
fell fifty years earlier can grow after a fire. Som e
trees, such as the W estern larch, have thick barks
that guard them from heat. These trees often
survive m any w ildfires.
Anim als are not usually killed in w ildfires. Most
can run faster than the spreading flam es. Birds and
m am m als eat the seeds they find in the clearings
after a fire. Som e plants grow quickly. They are food
for anim als that might otherw ise starve.
1
Author’s Purpose
Why do you think Seymour
Simon wrote about wildfires?
(bkgd) Liz Roll/FEMA Photo News (inset) Charles H arbutt
Respond to Reading
Summarize
Summarize what you learned
about wildfires. The details from
your Point of View Chart may
help you summarize.
Text Evidence
1. How do you know that Wildfires
is expository text? What text features
do you see? g e n r e
Compare Texts
Read how Windy Gale and her pet panther
Gusty worked together to stop a hurricane.
U/tadtj (aafe
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<3T«at fforrfcaA€
Once, in Florida, a baby girl w as born. That night
w as so windy that all the mountains blew away.
Only the flat land w e call the Everglades w as left.
Well, some of that wind must have blown into that
baby girl. From the time she w as knee-high to a
tadpole, she could control the wind w ith her breath
alone. That’s w hy they called her Windy Gale.
One day w hen Windy w as nine years old, a
warning sounded on the radio. “A hurricane’s
a-comin’ ! We can’t stop it! Prevention is out of the
question, folks. You’ll just have to stay inside and
wait it ou t! ”
Windy called Gusty, her pet Florida panther.
Illustration: Mark Eberhardt
Windy said, “I don’t believe for one windy minute
that w e should just w ait out this storm! It’ll hit
Miami soon, and I need you to run me there fast! ”
She jumped on G usty’s back.
Gusty gave a roar. Then he ran so fast that he
arrived a clear tw o minutes before he even left.
The hurricane w as zooming up the Gulf. Windy
knew just w hat to do to stop it. She took three BIG
breaths, 1 . . . 2 . . . 3 . . . and sucked the wind right
out of that hurricane. When she w as done sucking,
all that w as left w as a shy little breeze.
To thank Windy and Gusty, the mayor of
Miami gave them both medals. He said, “This
could have been one of the biggest disasters
in the state of Florida. You are both heroes! ”
Windy breathed a sigh of thanks and blew
the hat right off the mayor’s head!
Make Connections
Tell how Windy and her panther
Gusty worked together to prevent
the hurricane, e s s e n t i a l q u e s t i o n
Elizabeth
Leads the Way
Elizabeth
Cady Stanton
and the
Right to Vote
by
Ta nya L ee Stone
i l l u s t r a t e d by
R ebecca G ibbon
Essential Question
What do good citizens do?
Read about how good citizen
Elizabeth Cady Stanton fought
for women's right to vote.
\A/hat would you do
if someone told you
you can’t be what you want to be
because you are a girl?
illustrations by Rebecca Gibbon. Text copyright © 2008 by Tanya Lee Stone, Illustrations © 2008 by Rebecca Gibbon. Reprinted by
today if Elizabeth hadn’t led the way.
Text and art of the book, ELIZABETH LEADS THE WAY: Elizabeth Cady Stanton and the Right to Vote. Text by Tanya Lee Stone,
433
She was only four years old the first time she heard
someone, a woman, say life was better for boys.
435
Elizabeth was horrified by this unfairness.
She said that the law should be cut out of every book!
Judge Cady told her that wouldn't
change anything.
STOP A N D CHECK
437
She won a prize for being the best in Greek studies.
He was an abolitionist,
speaking out against slavery.
441
One day her friend Lucretia Mott invited her to a lunch.
442
A meeting that would gather together
lots and lots of women
from all around to talk.
Married women
couldn't own property
or even the money
they worked to earn!
443
That was it!
That was the one thing
that could change everything.
STOP A N D CHECK
445
But on July 19, 1848,
when Elizabeth arrived at the meeting place,
she saw for herself that she hadn’t.
446
Their Declaration of Rights and Sentiments
challenged the idea from the Declaration of
Independence
that “all men are created equal.”
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448
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Author’s Purpose
Why do you think the author
wrote a book about Elizabeth
Cady Stanton's life?
(I) Ambient Photography (r) Johnny M endelsson
Respond to Reading
Summarize
Tell about the important events in
Elizabeth Cady Stanton's life. The
details from your Author's Point of
View Chart may help you summarize.
Text Evidence
1. Tell h o w y o u k n o w t h a t Elizabeth
Leads the Way is a b i o g r a p h y , g e n r e
Make Connections
In what ways was Elizabeth Cady Stanton
a good citizen? e s s e n t i a l q u e s t i o n
Compare Texts
Read about how one person's good citizenship
made a difference for women in the United States.
su *an Anthonv
★Takes Action! ★
Susan Brownell Anthony was born in Massachusetts
in 1820. Her family believed that all people are equal.
At the time Susan was born, however, this idea of
equality was very unusual. Men and women did not
have the same rights. Women could not do many of
the things men did. Women could not vote and they
could not own property. Life was different for Susan.
She learned to read and write at the age of three, even
though she was a girl.
452
Early Struggles
When Susan went to school, she saw that
boys and girls were not treated the same way.
One of her teachers refused to teach Susan
long division. She said that girls did not have
any reason to know math. As a result, Susan’s
family took her out of school and taught her
at home.
Susan’s family felt strongly about equality In 1978, the United
States mint released
and good citizenship. They spoke out against a dollar coin to honor
slavery. When Susan was twenty-six years old, Susan B. Anthony.
45 3
Women Can Vote! This time line shows im portant dates in the life o f Susan
B. Anthony and in the fight for women’s right to vote.
454
1869
Founded National
1872
A rrested
19 6 s
Died in
1920
W om en
W om an Suffrage for trying to R o chester, get the right
A sso ciation with cast a vote in New York to vote
Elizabeth C a d y Stanton an electio n
You Can Be a
Good Citizen, Too!
You can particip ate in your community,
just like Susan B. Anthony did.
•Volunteer your time.
•Get to know your neighbors.
•Talk to people. Listen to their ideas.
Tell them your ideas.
•W ork peacefully with others.
•Help others.
•Make your com m unity a great place
to live!
Make Connections
In what ways was Susan B. Anthony a good citizen?
ESSEN TIA L QUESTION
Datacraft Co Ltd/Getty Im ages
45 5
Genre • Expository Text ►TiA 4 E
\l’s A II in the
WIND
Essential Question
What are different kinds
of energy?
Read about how people are using
the wind as a source of energy.
Wind Is Energy
Why are people using W ind has power because it is air
wind power? that moves. W hen warm air rises,
cooler air m oves in to take its
place. These actions cause wind
Pee ople have been using wind as to form . A s the wind rises above
an energy source since ancient Earth, it blows faster. The faster
tim es. Sailors w ere the first to use the wind blows, the more energy
wind power. Strong w inds caused it creates. This is the energy that
ships with sails to glide quickly pow ers w indm ills.
across the water. Then people W hen a strong wind blows
decided to use the wind to do on the blades of a w indm ill, it
other hard jobs, such as grinding causes them to spin around. The
grain or pumping water. A s a blades are connected to a long
result, they invented windm ills. rod. W hen the blades spin, they
W indm ills are m achines that turn the rod. The turning rod
capture the w in d ’s power. produces energy that can be
used to do work.
STOP A N D CHECK
458
Wind Gets Stronger
W ind m achines are the fastest-
growing energy source in the
United States. In 2 0 0 0 , seventeen
states used wind power to create
electricity. Ten years later, the
number of states using wind
grew to thirty-six.
One state that uses wind
power is Missouri. Rock Port,
Missouri, becam e the first
Am erican city to be powered
com pletely by energy from
the wind. The c ity ’s four wind
m achines supply enough
electricity for the 1,300 residents Rock Port, Missouri, gets its electricity
from four wind machines like this one.
of Rock Port.
Rock Port is not the only
place that is saving m oney
on electricity. Schools from Respond to Reading
Nebraska to Verm ont use wind 1. Tel I how you know that "It's All
m achines to save m oney and to in the Wind" is expository text.
create cleaner energy. GENRE
Every year, more com panies
2. What causes a windmill to
are placing wind m achines near
produce energy? Tell the steps
com m unities. R ecently 3 ,0 0 0
in the order in which they
wind m achines w ere put in place happen, c a u s e a n d e f f e c t
in one year. These new m achines
are five tim es larger than the 3. Find the homophone rows on
ones made thirty years ago, and page 458. What does rows mean
in this sentence? h o m o p h o n e s
they produce fifteen tim es more
energy. T h a t’s good news for the 4. Why are more people around
planet! Clean energy with wind the world using wind power?
power is here to stay. TE X T TO WORLD
Genre • Expository Text T iM E
Compare Texts
Read to find out how people
around the world are getting
energy from the sun.
Namibia is a country
on the southwest
coast of Africa.
TOP 5 ENERGY SAVERS
Alternative Power
Here are five easy w ays
Comes to the Rescue! that you can save energy
Then life in Tsum kwe changed. every day. Try them all!
A com pany from Germ any built
a solar power system in the
Turn off lights.
village. The new system supplies 1 •B-
OFF
electricity to 100 hom es. A s a
result, now the villagers can have
electricity 24 hours a day. Use energy-
m
The people in Tsum kwe are
not the only ones struggling to
get electricity. A lm ost two billion
f saving light
bulbs.
461
Genre • Drama/Myth
Essential Question
How do you decide what is
important?
Read about how King Midas
discovers what he values most
ATI D 4 y
AND THE
by Margaret H. Lippert
illustrated by Gail Armstrong
Storyteller
King M idas
Princess M arigold, King Midas’s daughter
Nikolas, King Midas’s servant
Rosie, a gardener’s daughter
Rex, King Midas’s horse
Mysterious Traveler
SCENE ONE
In the palace. Early morning.
Storyteller: The story of King Midas takes place long
ago and far away, in the country of Greece. King Midas
possessed more gold than anyone in the world. One
morning, he is counting his gold in his treasure chamber.
King Midas (tying the last hag of gold): So much gold.
So much wealth. I love it!
Marigold: (callingfrom o ff stage) Papa! Where are you?
King Midas: (calling) Here, Marigold.
(Marigold enters.)
464
Marigold: Counting your gold again? You spend
more time with your gold than with me.
K in g Midas: I’m locking it up because I’m leaving
on a journey.
Marigold: I’ll miss you, Papa.
K in g Midas: I’ll miss you too, Marigold.
Marigold: More than your gold?
K in g Midas: (laughing) Of course! I have a roomful
of gold, but only one Marigold! (He looks out the window)
I see your friend Rosie is playing in the garden. Run
along now. I’ll say goodbye before I leave.
(Marigold exits.)
K in g Midas: (calling) Nikolas!
(Nikolas enters)
Nikolas: Yes, your Majesty?
K in g Midas: Saddle my horse.
Nikolas: As you wish.
(Nikolas exits. King Midas puts the bags of gold into
the trunk and locks it. He exits.)
465
SCENE TW O
Storyteller: A few minutes later, in the palace rose
garden, Rosie is jumping rope.
Rosie: (chanting in rhythm to herjumping)
Roses are red, Violets are blue,
Sugar is sweet, And I AM TOO!
Roses are red, Violets are blue,
Sugar is sweet, And —
(Marigold runs in, twirling herjum p rope.)
M arigold and Rosie: I AM TOO!
(They stopjumping and Marigold stoops down)
Rosie: What are you doing?
Marigold: Hunting for a stone to give Papa.
Rosie: (picking up a stone) How about this one?
Marigold: I want to find one that looks like a heart.
(Marigold picks up several stones and tosses them down again,
then picks up a heart shaped stone and shows it to Rosie.)
Marigold: I found one!
(King Midas enters. Marigold runs to him and gives him the stone.)
Marigold: Here, Papa. A heart, to remind you that I love you.
(King Midas puts the stone in his pocket.)
K in g Midas: Thank you, my darling.
467
(Nikolas enters.)
Nikolas: Rex is saddled, Your Majesty.
K in g Midas: (to Marigold) I must go now.
Marigold: Is it really necessary?
K in g M id a s: Yes. (He picks a rose and gives it to Marigold)
But here is a gift for you. I will return in seven days, before
it wilts.
Marigold: (smelling the rose) Mmmmm. I love the smell,
almost as much as I love you.
K in g Midas: Farewell, my daughter.
Marigold: Farewell, Papa.
(King Midas and Nikolas exit)
Marigold: (to Rosie) I’ll put this rose in a vase by my bed.
Come with me.
(Marigold and Rosie exit)
SCENE THREE
Storyteller: One week later, early in the morning, King Midas
rides Rex through a forest. He is returning home from his journey.
(Traveler moans offstage.)
K in g Midas: Hark! Someone is hurt.
(Traveler moans again.)
K in g Midas: (stops and looks around.) Am I dreaming?
(Traveler moans louder.)
Rex: (Neighs)
K in g Midas: (patting Rex) Calm down, Rex. Don’t be alarmed.
(Traveler enters limping and falls to the ground.)
K in g Midas: W hat ails you, Traveler?
Traveler: My leg. I fell off my horse.
K in g Midas: You need help. My palace is just over the hill.
Traveler: My horse ran away.
K in g Midas: Then ride with me.
(King Midas and Traveler ride
Rex together.)
Rex: (Neighs.)
K in g Midas:Good boy,
Rex. We’re almost home.
(They exit.)
f
Wmk
SCENE FOUR
Storyteller: Soon they arrive back at the rose garden.
(King Midas and Traveler dismount.)
K in g Midas: Here we are. I’ll call my servant.
Traveler: Wait. As a reward for your kindness to a poor
Traveler, I will grant you a wish.
K in g Midas : You grant wishes?
Traveler: Make a wish, and see if it comes true.
K in g Midas : Well, I love gold! So I wish that everything
I touch turns to gold!
Traveler: Your wish is granted.
K in g Midas: Really? I’ll try it on the stone Marigold gave me!
(He takes the heart stone out o f his pocket. It turns to gold.)
475
ABOUT THE
AUTHOR AND ILLUSTRATOR
M argaret H. Lippert is a teacher, Gail Armstrong has been
a storyteller, and an award-winning a paper sculptor for more
author of children’s books. She has than twenty years. She uses
traveled around the world sharing the traditional craft of paper
stories. Margaret has written many folding, or origami, to create
books in which she retells folktales people, animals, flowers,
and stories from different cultures. and castles, then turns
She was excited to write a play these paper sculptures into
about King Midas because his story illustrations for books on a
is one of her favorite myths. She computer. Gail says, “I find
had fun naming the characters in it fascinating how something
the play. She says, “I thought a as ordinary as a piece of
king who loved gold might name paper can be transformed
his daughter Marigold.” with a simple cut or fold.”
A U T H O R S PU RPO SE
What message was the author
trying to tell in this play?
.fir
RESPOND TO READING
S U M M A R IZ E
What are the most important events
in this story? information from your
Theme Chart may help you summarize.
T E X T E V ID E N C E
1. How do you know that King Midas and the
Golden Touch is a play and a myth? g e n r e
Make Connections
What did King Midas value at the
beginning of the play? How did his feelings
change by the end? e s s e n t i a l q u e s t i o n
Compare Texts
Read about a boy who learns
to value something different.
Carlos’s Gift
Carlos wanted a puppy in the worst way.
He dreamed about puppies—big ones, little
ones, spotted ones, frisky ones. Now it was
his birthday, and Carlos had one thing on
his mind. A puppy! When Mama handed
him a flat, square box, Carlos almost
started to cry.
It was a book about caring for dogs.
Papa smiled, “You need to learn how
to care for a puppy before you get one.”
Carlos read the book that night. He found
a photograph of the exact kind of bulldog
puppy that he craved. He eagerly showed
Mama the next morning.
“That kind of dog is too
expensive,” said Mama.
Noticing his crestfallen
expression, she added,
“Try earning some money.
Ask our neighbors if they
have jobs you can do.”
Illustration: Frank Morrison
Mama’s suggestion made Carlos more
optimistic. He could save up for the puppy
of his dreams!
After two weeks, Carlos had saved
twenty-six dollars. It seemed like a treasure,
but it was not enough to buy a puppy. Then
Papa pointed out a poster at the store: City
Animal Shelter Needs Your Help!
“The shelter takes care of abandoned
pets,” Papa said. “Carlos, you can learn a lot
by working there. Let’s visit.”
At the shelter, Miss Jones, the manager
said,“We only take volunteers who work
for free. All our money is devoted to
helping animals.”
“You’ll learn a lot about dogs,” Papa
urged Carlos.
Carlos’s shoulders drooped. How was he
ever going to accumulate enough money for
a puppy? Finally, he agreed to give it a try.
Carlos started working at the shelter on Saturday. His
assignment was sweeping. Afterwards, the dogs scampered
out to play. One dog named Pepper had a funny curly tail
that never stopped wagging. She was fully grown but as
playful as a puppy. When Pepper leaped in the pile of sticks
and leaves that Carlos had just swept up, he laughed.
Carlos went to the shelter every weekend. He began to
treasure his time with the dogs, especially Pepper. One day
Carlos asked why Pepper was still at the shelter.
Miss Jones sighed, “W e’ve had trouble finding a home
for Pepper. Most people don’t want such an energetic dog.”
Carlos suddenly realized he didn’t want a bulldog puppy.
He wanted Pepper. “I wish I could buy her,” he replied.
480
Miss Jones smiled, “You can’t buy her, but you can
adopt her. There’s a fifteen-dollar fee, and your parents
must complete a form proving that you can give Pepper
a good home.”
Both Mama and Papa agreed that Carlos had learned
enough about dogs to adopt Pepper. Carlos was so thrilled
that he ran all the way to the shelter to get Pepper.
Carlos used part of his hard-earned w ealth to pay the
fee. And he decided to donate the rest of his puppy fund
to aid more shelter dogs. “I thought I wanted a bulldog
puppy, but I got Pepper instead.” Pepper barked with joy.
Make Connections
What does Carlos value at the
story's beginning? How have his
feelings changed at the end of
the story? e s s e n t i a l q u e s t i o n
N o r a ’s A r k
by Natalie Kinsey-Warnock
illustrated by Emily Arnold McCully
Essential Question
How can weather affect us?
Read about a farm family that
survives a storm and terrible flood
Go Digital!
W h e n I was born, Grandma
said I was so small I looked like a
little bird. That’s why I was named
Wren. Grandma may look small,
too, but she’s made of granite, and
she says I’m tough, just like she is.
Good thing, or we never would have
483
Grandpa was building Grandma a new house. It sat on a
hill and, when finished, it would have electricity, a wringer
washing machine, and best of all, an indoor bathroom.
“I don’t need a new house, Horace,” Grandma said.
“W e’ve lived here forty years, raised eight children, and
been as happy as a family could be. That new house is
just gravy.”
“What do you mean?” I asked her.
Grandma thought how she could explain it to me.
“You like potatoes, don’t you, W ren?”
484
“Yes, ma’am,” I told her. Grandma made the best
mashed potatoes in the world, with lots of milk, butter,
and pepper in them. You could make a meal out of just
her potatoes.
“You like gravy on them?”
“I reckon.” Grandma did make good gravy. “But your
potatoes taste good without gravy, too,” I told her.
“Exactly,” Grandma said. “Gravy tastes good, but
you don’t need it, and I don’t need that new house. I like
living here.”
But Grandpa kept right on building.
When it began to rain on November 2, 1927, no one
along the river had any idea nine inches of rain would fall
in two days. Life in Vermont was about to change forever.
The rain came down in torrents. It drummed so loudly
on the roof we couldn’t talk. Grandma spent the morning
baking bread. By noon, she’d made twenty-seven loaves.
“Grandma, why’d you make so much bread?” I shouted.
Grandma watched the water stream down the windows.
“We might need it,” she
said, but I couldn’t imagine how
we’d eat twenty-seven loaves
of bread.
When Grandpa came in for
lunch, he poured a quart of
water out of each boot.
“I’ve never seen the river rise
so fast,” he said. “I think we’d
best get up to the new house.”
485
For once, Grandma didn’t argue. By the time she’d
packed quilts, candles, her photo albums, and a sack of
potatoes, the water was up to the porch.
Grandpa let all the cows and horses out of the barn.
“What will happen to them?” I asked.
“They’ll get to higher ground and be all right,” he said.
“Don’t worry, W ren.” But I could tell he was the one who
was worried.
I loaded all those loaves of bread into my old baby
carriage, covered it with an oilcloth, and pushed it
through the mud and rain to the new house.
“Guess I built this place just in time,” Grandpa said.
“If I didn’t know better, I’d think you caused this flood
just so I’d have to move into the new house,” Grandma
said, but she seemed glad to be on higher ground, too.
W e’d scarcely set foot inside when we heard pounding
on the door.
The three Guthrie boys stood on the porch, burlap
bags in each hand. The bags squirmed and squawked.
“Our barn’s flooded. Can we keep the chickens here?”
They emptied the chickens onto the kitchen floor.
“Some of our heifers are stranded in the fields,” one
of the boys said. “W e’re gonna see if we can push them
to higher ground.”
“I’ll go with you,” Grandpa said.
“May I go, too?” I asked.
“No!” Grandpa and Grandma both said at once.
“Be careful,” Grandma told him, and he and the boys
disappeared through the rain.
Even with all those chickens, the house seemed empty
with Grandpa gone.
487
Grandma saw me shiver and wrapped a quilt
around me.
“It’s getting colder,” she said. “I wish I had my
cookstove here.” She held me close as we stood
watching the rain.
“I wish Grandpa would come back,” I said.
“Me, too,” said Grandma.
We both shrieked when a huge head appeared in the
window. It was Major, one of the Fergusons’ horses.
I was even more astonished when Grandma
opened the door and led him in.
“You’re bringing Major into the house?”
“We don’t have a stove,” Grandma said. “He’s big.
He’ll add heat to the place.”
488
Major took up half the kitchen. The other half was
taken up by loaves of bread and chickens.
We had chickens in the cupboards, chickens on the
shelves and in the baby carriage, even chickens roosting
on Major’s back.
Our next visitors were Mrs. Lafleur and her daughter,
Madeleine. Mrs. Lafleur didn’t speak much English.
“Our house wash away,” Mrs. Lafleur said. “We row
boat here.”
Madeleine looked around the kitchen, and her eyes
opened wide.
“Des poulets dans le chariot de bebe?” she said. I
guess she’d never seen chickens in a baby carriage before.
489
By nightfall, the house was full to bursting. Besides
Mrs. Lafleur and Madeleine, Mr. and Mrs. Guthrie, the
Fergusons, and the Craig family had moved in, twenty-
three people in all. There were also three horses, a cow,
five pigs, a duck, four cats, and one hundred chickens.
490
The river rose until the house became an
island, and we watched our neighbors’ houses
wash down the river.
Mr. and Mrs. Guthrie had brought a side of salt pork
with them, though we had no way to cook it. The Fergusons
had saved their radio, a skillet, a bag of dried apples, and a
three-legged cat. They were delighted to find Major alive
and well and in our kitchen.
The Craigs had lost everything but the clothes on
their backs.
“W e’re just glad we all got out alive,” Mrs. Craig said,
which only reminded Grandma and me that Grandpa had
still not returned.
We had bread and dried apples for supper, and rainwater
Madeleine and I scooped out of the Lafleurs’ rowboat. The
water had a few fish scales in it, but no one complained.
With no stove or beds, we all huddled together for
warmth, sharing Grandma’s quilts as best we could. We
sang Scottish songs and “Row, Row, Row Your Boat”
V
498
The Craigs, Fergusons, Guthries, and Lafleurs
were glad to see us. Madeleine even hugged me.
“She was afraid you’d drowned,” Peter said. He
blushed. “I was, too,” he added.
When Grandpa saw all the animals in the kitchen,
he burst out laughing.
“Nora, I thought I was building you a house, but
I see it was really an ark.”
499
It took three days for the water to go down enough so
our neighbors could go see what was left of their farms.
Grandpa put his arm around Grandma.
“I’ll finish this house the way you want it, Nora,”
he said. But he shook his head when the Fergusons led
Major out.
“I don’t know as I’ll ever be able to get those
hoofprints out of this floor,” he said.
500
I’ve now lived in my grandparents’ house for more
than forty years, and those hoofprints are still in the
floor. I never sanded them out because they remind me
of what’s important: family and friends and neighbors
helping neighbors.
Like Grandma said, everything else is just gravy.
501
A b o u t t h e
A u t h o r a n d Il l u s t r a t o r
N a t a l ie K in s e y - E m il y A rnold
W a r n o c k ’s M c C u l l y ’s
A u t h o r ’s P u r p o s e
Why do you think the author wrote
a story about a Vermont flood that
happened long ago?
R e s p o n d t o R e a d in g
Su m m a r iz e
T e x t Ev id ence
Make Connections
What did people in the community do
to survive bad weather and a flood?
ESSENTIAL QUESTION
Compare Texts
Read about a contest
between the Wind and the
Sun to see who is stronger.
TheWind
and the Sun
from th e fa b le b y A e so p
.IlMl
Make Connections
Why is the Sun stronger than the
Wind? E S S E N T I A L Q U E S T I O N
*
The Ellen Ochoa Story
by Liane B. Onish
Essential Question
Why are goals important?
Read about Ellen Ochoa. Find out
how she reached her goals.
NASA/JPL-
Go Digitall
U (JI I I UK Ul I U IU IU
-Ellen Ochoa
3 #
At Stanford, Ochoa studied subjects
related to space. She did research for several
inventions that helped solve problems in
space. One of her inventions helped guide
robotic arms for work in space. Robotic Ochoa controlled ^
arms look like human arms. They have th e space sh u ttle s
parts that move like a shoulder, an elbow, robotic arm.
and a wrist. They do jobs that are too
hard or dangerous for people.
Many tasks in outer space require
astronauts to use robotic arms.
Ochoas experience with
robotic arms helped her get
into the astronaut program
in 1991.
One of Ochoa s
inventions helps
guide robotic arms.
NASA
Training in Space
Before she could join the space
program and be an astronaut, Ochoa
had one more problem to solve. She had
to get herself ready. It was not an easy task.
She began training in 1990. Her strong background
in math and science helped her do well in these
new classes. She also had to pass a physical exam Astronauts are trained
to get into the program. She learned to work on the to get used to feeling
weightless.
real machines astronauts use during space flights.
“In training, things keep breaking, and problems
have to be solved,” Ochoa says. “I was in training
for three years before my first mission.”
During training, astronauts work on machines
that get them used to working in
space. One machine creates
“weightlessness” conditions that
astronauts feel in space.
(t) ESA - NASA and P. Anders (Gottingen University Galaxy Evolution Group - Germany) (tr) NASA-JSC (b) NASA-JSC
jobs done.
. ; *■
.
Each person in Mission Control B K Ml
works together to make the
mission a success.
513
Space Jobs
In 1999, Ochoa was a mission specialist again on a
space flight. During this flight, she and the crew delivered
supplies to the International Space Station. She also
“walked” in space for the first time during this mission.
Finally, in 2002, Ochoa took her last space flight.
Again, she worked on the International Space Station.
She used the robotic arm to deliver supplies and help
build new parts of the space station.
Between missions, Ochoa continued working. She
worked with astronauts and ground crew to prepare for
other space missions.
(t) NASA-MSFC (b) NASA Human Spaceflight Collection/NASA
514
Ellen Ochoa’s Life Today
Today, Ochoa likes to travel to
tell students and teachers about her
experiences as an astronaut. She finds it
exciting to communicate with students.
She tells them how she solved the problem
of becoming an astronaut. She likes to
describe life aboard the space shuttle.
“I’m not trying to make every kid
an astronaut, but I want kids to think
about a career and the preparation they’ll
need,” Ochoa says. “I tell students that the
opportunities I had were a result of having
a good educational background. Education
is what allows you to stand out.”
Ellen Ochoa has realized her dream. She Some facts about
became an astronaut and she has traveled Ellen’s trips
...........
into space four times. Altogether, Ochoa STS-56 ATLAS-2 Discovery
has spent nearly 980 hours in space! Her Date: A pril 4-17, 1993
space missions have taken her more than Time in Space: 9 days
STS-96 Discovery
Date: May 27-June 6, 1999
Time in Space: 10 days
STOP AND CHECK Miles Traveled: 3.8 m illion
ifc..
Summarize What do STS-IIO Atlantis
astronauts do? Tell the Date: A pril 8-19, 2002
Time in Space: 10 days
details you learned in In i 1
NASA-MSFC
Author’s Purpose
Why do you think that the
author included the interview
with Ellen Ochoa?
Summarize
Summarize the important events
in Ellen Ochoa's story. The details
from your Problem and Solution
Chart may help you.
Text Evidence
1. How do you know that Out o f This
World! is a biography? What text
features do you see? b i o g r a p h y
i
Make Connections
Tell how goals helped Ellen Ochoa to
become an astronaut, e s s e n t i a l q u e s t i o n
Make Connections
What was Maria's goal? What did she
do to reach it? e s s e n t i a l q u e s t i o n
A m & t ° P®
Essential Question
How can learning about animals
help you respect them?
Read a b o u t tw o a m a zin g re ptiles.
Find o u t w h y w e s h o u ld re sp e ct th e m .
Go Digital!
521
vvV'r
’*«■
524
PALEONTOLOGISTS are
scientists who learn about ancient
life by studying fossils, the remains
of a plant or animal that lived at
to n tn m ic n n r l »i q o *-£> n n n
525
WHERE ALLIGATORS AND CROCODILES LIVE
ALLIGATORS CROCODILES
NORTH EUROPE
AMERICA
ATLANTIC
OCEAN v
AFRICA
526
WHERE AMERICAN ALLIGATORS AND
CROCODILES LIVE IN THE UNITED STATES
ALLIGATORS &
ALLIGATORS
CROCODILES
NORTH
CAROLINA
ALABAMA ATLANTIC
o cean V
TEXAS
LOUISIANA
GULF QF MEXICO
BACK
THICK, SKIN-COVERED
BONY PLATES
AN AMERICAN ALLIGATOR’S
MOUTH AND TEETH
TEETH
STRONG Only TOP TEETH
JAWS can be seen when STRONG
TAIL
jaws are closed.
528
AND AN AMERICAN CROCODILE
AN AMERICAN CROCODILE’S
MOUTH AND TEETH
TEETH
UPPER AND
LOWER TEETH
STRONG can be seen when
JAWS jaws are closed.
NARROW
HEAD
The HEAD, BACK, and TAIL
are TAN or GREENISH GRAY. NARROW,
SENSORY PITS LONG SNOUT
THICK, SKIN-COVERED all over body
BONY PLATES
NOSTRILS
TONGUE
LEG
529
CARNIVORES are Alligators and crocodiles each have
animals that eat meat. about sixty pointed teeth. When they
lose a tooth, a new tooth takes its
place. They can grow about three
thousand new teeth during their lives.
530
Cold-blooded animals do not eat
as often as warm-blooded animals.
r 531
ALLIGATORS AND CROCODILES
LIVE IN THE WATER . . .
532
CRAWL
WALK
RUN
w sm
HIGH WALK
0C 3D ^>/ u tlft
534
Alligators and crocodiles can make roaring,
grumbling, and hissing sounds w hen they are
protecting their territory. They will puff out their
necks to show that they are ready to fight.
During mating season, males and females
communicate by making grunts, barks, and low,
rumbling sounds. Often they rub snouts, blow
bubbles on the w a ter’s surface, and swim together
in circles. Sometimes they will make sounds by
slapping the surface of the w ater to attract a mate.
535
AN AMERICAN AN AMERICAN
ALLIGATOR’S NEST CROCODILE’S NEST
The female lays about forty-five The female digs a hole in the
eggs on a bed of leaves and grasses. ground and lays about fifty eggs.
She then completely covers them She covers each layer and the
with a mound made of leaves, top with sand.
grasses, and mud. The mound is
about 6 feet (1.8 meters) wide.
536
The warmth of the inside of the The mother can hear her young
nest helps determine whether the making squeaking sounds from inside
newborns will be males or females. the eggs. They are ready to hatch.
When the temperature of the
nest is above 88° Fahrenheit
(310Celsius), most
of the hatchlings
will be males.
When the AMERICAN
temperature ALLIGATOR
is lower,
most will be
females.
AMERICAN ALLIGATOR
HATCHLING
537
An American crocodile can grow The hatchlings have
to be about 20 feet (6 meters) long. needle-sharp teeth
and can hunt and
feed on small fish and
insects right away.
An American
alligator can grow
to be about 12 feet American alligator hatchlings have
(3.6 meters) long. yellow stripes on their bodies, which
fade away as they grow older.
538
BgS&tPf;
539
WaOllFE PK£S£fW£
STOP AND CHECK
540
Wildlife preserves have been created to
protect them.
Alligators and crocodiles have been around
for millions of years. Now they are en dangered.
The lives of these f a s c i n a t in g creatures should
be respected.
About the
Author and Illustrator
Gail Gibbons created her first picture book
w hen she w as four. She used yarn to hold the
pages together. She studied art and w ent on to
become an award-winning author and illustrator.
Gail has written more than 170 nonfiction books
about topics, such as dogs, dinosaurs, penguins,
apples, knights, kites, and giant pandas. She
lives mostly in Vermont, where she makes maple
syrup in the spring. When she is not at home,
you might find her in a tropical rain forest or at
the top of a skyscraper! Gail travels around the
world doing research for her books.
Author’s Purpose
Why do you think the author wrote
about alligators and crocodiles?
Kent Ancliffe
542
Respond to Reading
Sum m arize
Tell what you learned about
alligators and crocodiles. The
details from your Venn diagram
may help you summarize.
Text Evidence
1. Tell why Alligators and Crocodiles is expository
nonfiction. Identify the text features, g e n r e
Make Connections
^ Why did learning about alligators
and crocodiles teach you to respect
them? E S S E N T IA L Q U E S T IO N
nw M jili i ¥C'lw'in
Compare Texts
Read this folk tale about how
Old Croc learns to respect Monkey.
y The Monkey
and the Crocodile ”
an A frican folktale
Old Croc was the greatest hunter on the Congo
River. All the wildlife that lived there feared him.
The only animal he couldn’t catch was Monkey.
Each day he watched Monkey scamper fast, fast,
across the rocks in the river to play with his friends
on the other side.
One day, Old Croc came up with a plan. He would
catch Monkey and have him for lunch. Old Croc hid
in the river so his back stuck out of the water like a
rock, and he waited for Monkey to
cross. When Monkey stepped 4
on his back, Old Croc grabbed
his tail. "You're caught, ?
Monkey! Now I will eat |
you," he growled.
HA
Monkey, who was clever as well as nimble,
said, “Oh, then it is too bad you can’t climb the
tamarind tree. It is a requirement that you must
have a monkey with tamarind fruit. Otherwise,
I am poisonous to eat.”
Old Croc frowned. He was very hungry but he
didn’t want to eat a poisonous monkey. Then he
had an idea.
“Oh, but you can climb, M onkey,” said Old Croc
with a toothy grin. “Go pick a fruit and bring it
back to m e.”
“No problem!” said Monkey, and with a hop , hop
he jum ped to the shore and climbed to the top of
the tamarind tree. Then he laughed, “Old Croc,
you have been tricked! You should know that a
monkey is always too clever and fast to get caught
by a crocodile.”
With a grumble, Old Croc swam away and never
tried to catch a m onkey again.
Make Connections
Explain why Old Croc learns to respect
monkeys, e s s e n t i a l q u e s t i o n
Essential Question
What makes you laugh?
Read this humorous poem
about a lively classroom pet
Ollie escaped in the classroom,
and that w as an awful mistake.
It would have been folly
to try and catch Ollie,
since Ollie’s a seven-foot snake.
He w iggled his w ay toward the teacher,
who jumped on her desk w ith a scream.
Faster and faster,
he squiggled right past her.
Old Ollie w as picking up steam!
The rest of us ran for the closet i|
as Ollie slid right out the door. \
We heard a loud squall
as he entered the hall.
He’s a difficult snake to ignore.
He slithered his w ay to the office
as teachers jumped out of his way.
But Principal Poole
is the boss of the school.
We wondered just w hat he would say.
It didn’t take long for an answer. < 1^
In fact, he decided to scoot.
He burst through the door w ith a terrified roar
and a seven-foot snake in pursuit!
Ollie the snake w as excited,
and w e, of course, thought it w as fun
to see teachers hiding
while Ollie w as sliding
and Principal Poole on the run.
They ordered us out of the building,
and somebody called the police.
There w ere doctors and vets
and men w ith big nets
to make sure the problem would cease.
But Ollie, at last, w as exhausted.
He snaked his w ay back to his den.
When they searched all around,
he w as finally found—
curled up, asleep, in his pen.
— Dave Craw ley
548
S u m m a r iz e Details
T e x t: E v i d e n c e
1. How can you tell that "Ollie's
Escape" is a narrative poem? genre
Make Connections
What did the poet do to make
g you laugh? e s s e n t i a l q u e s t i o n
The
'Gentleman
Bookworm
There once was a Gentleman Bookworm
Ate his words with a fork and a spoon.
When friends crawled down
From Book End Town,
He offered them Goodnight, Moon.
Make Connections
Why is a poem like "The Gentleman
Bookworm" good entertainment?
E S S E N T IA L Q U E S T IO N
Guide Words
Guide words at the top of each page tell you
the first and last words on the page.
^ anticipation/barbeque
Sample Entry
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.
Pronunciation w . A i
Part of speech
552
Pronunciation Key
You can understand the pronunciation respelling by
using this pronunciation key. 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.
Phonetic Phonetic
Spelling Examples Spelling Examples
553
“ * * * accid e n ta l/a sto n ish e d
554
astronomy/celebrate
at; ape; far; care; end; me; it; Tee; pierce; hot; old; The symbol e stands for the unstressed vowel
song; fork; oil; out; up; use; rule; pull; turn; chin; sound in about, taken, pencil, lemon, and circus,
sing; shop; thin; this; hw in white; zh in treasure.
555
citizenship/cooperation
courtage (kur'ij) noun. The strength to de*sign (di zin') verb. To make a
face danger; bravery. The firefighters plan, drawing, or outline of, or make
show great courage every day. a pattern for. They will design the
costumes for our play.
cou*ra*geous (ka ra'ja s) adjective.
Showing bravery in the face of fear or di*rec*tion (d irek'sha n) noun. The way
danger. The courageous police officer or route towards a specific point, We
arrested the robber. walked in the direction o f the park.
cre*at*ed (kre at' id) verb. Caused dis*ap*pear (dis'a pTr') verb.To go out of
som ething to exist or happen. The artist sight. We watched the plane disappear
created a sculpture for the museum. behind a cloud.
at; ape; far; care; end; me; it; Ice; pierce; hot; old; The symbol e stands for the unstressed vowel
song; fork; oil; out; up; use; rule; pull; turn; chin; sound in about, taken, pencil, lemon, and circus,
sing; shop; thin; this; hw in white; zh in treasure.
557
dis»cov«er«y (dis kuv'a re) noun. Seeing en*cour*aged (en kur'ijd ) verb. Gave
or finding ou t som ething for the first help or hope. The teacher encouraged
time. The discovery o f electricity led to her students to study.
many inventions.
en*dan*gered (e n d a n 'ja rd ) adjective.
dis*m ay (dis ma') noun. A feeling o f fear Close to no longer existing or being
or being discouraged in the face of extinct. Many plants and animals are
danger. 1felt dismay when 1missed the becoming endangered when their
school bus. habitats are destroyed.
do*nat*ed (d o 'n a 'tid ) verb. Gave; en«er«gy (e n 'a rje ) noun. The ability to
contributed. The children donated their do work. A runner must have a lot o f
money to the pet shelter. energy to take part in a marathon.
558
example/gazing
ex*am«ple (egzam ' pal) noun. fla*vor*ful (fla 'v a rfa l) adjective. Full
Something tha t is used to show w hat o f pleasant taste. A tray o f flavorful
other similar things are like. The teacher brownies was eaten in minutes.
gave us an example o f the project we
flight (flit) noun. An object's m ovem ent
had to do.
through the air. The Wright brothers'
ex*cel*lent (ek' so la nt) adjective. first airplane flight was in Kitty Hawk,
Very good; outstanding. Julia won North Carolina.
a prize for her excellent essay.
for-bid (fa r bid') verb. Not allow
ex*pect (ekspekt') verb. To th in k that someone to do som ething. I forbid you
something w ill happen. We expect that to use my computer.
school will be closed tomorrow because
fore-cast (for'kast') noun. A prediction
o f the snowstorm.
about the weather. The weather
ex*treme*ly (ek strem ' le) adverb. Very. forecast predicted rain.
The baby developed an extremely high
frus-tra-tion (frus'tra 'sha n) noun.
fever overnight.
The feeling o f being annoyed or upset.
Our mother showed her frustration
when she yelled at us.
Ff_____________ fu-ri-ous-ly (fy u r'e a s le ) adverb.
fab*u*lous (fa b'ya las) adjective. Frantically; w ith anger. The dog barked
Unbelievable; amazing. The circus furiously at the stranger.
performers put on a fabulous show!
at; ape; far; care; end; me; it; Ice; pTerce; hot; old; The symbol e stands for the unstressed vowel
song; fork; oil; out; up; use; rule; pull; turn; chin; sound in about, taken, pencil, lemon, and circus,
sing; shop; thin; this; hw in white; zh in treasure.
559
globe/improved
globe (glob) noun. A round ball w ith a hum*ble (h u m 'b a l) adjective. Not big
map o f the w orld on it. Find the country or im portant. This neighborhood is made
where you live on the globe. up o f many humble homes and small
apartment buildings.
goal (gol) noun. Something tha t a
person aims for or tries to get. My goal
is to graduate from college.
l i ________________________________
gov*ern«ment (g u v 'a rn m a n t) noun.The
group of people in charge o f managing i«den*ti*cal (I den' ti ka I) adjective.
a country, state, or other place. The Exactly the same. The identical twins
government makes our laws. looked and even dressed alike.
g race fu l (gras'fa I) adjective. Beautiful or iMe*gal ( ile 'g a l) adjective. Against rules
pleasing in design, movement, or style. or laws. If you break the law, you are
The graceful dancer gave a wonderful doing something illegal.
performance.
i*ma*gine (i m aj' in) verb. To picture a
grand (grand) adjective. Large and person or thin g in the mind. Close your
splendid. The old castle looks like it eyes and imagine you are on vacation.
would be a grand place to live in.
im*i*tate (im 'ita t) verb. To behave just
as another person does. My little sister is
56 0
independent/luscious
in*spect*ed (in spek' tid) verb. Looked ju*bi*lant (ju'ba lant) adjective. Feeling
inspected the car for safety problems. team was jubilant over their victory.
at; ape; far; care; end; me; it; Ice; pierce; hot; old; The symbol e stands for the unstressed vowel
song; fork; oil; out; up; use; rule; pull; turn; chin; sound in about, taken, pencil, lemon, and circus,
sing; shop; thin; this; hw in white; zh in treasure.
561
magnificent/offered
Mm___________ Nn____________
mag»nif»i»cent (m agnif'a sant) adjective. na*tion*al (nash'a nal) adjective.
Very grand and splendid. The queen Belonging to a nation. The president
looked magnificent in her fancy gown. runs the national government.
562
opportunity/prevention
op»por»tu»ni»ty (o p 'a rtu 'n i te) noun. poMu*tion (pa lii'shen) noun. Harmful
A good chance to do something. materials th a t d irty or harm the
The student got the opportunity to go environm ent. Smog, or dirty air, is a
to college. cause o f air pollution.
P p ____________________________
Emily is very popular and always has
a lot o f friends.
par*ti*ci*pate (p a rtis 'a pat') verb.Take
part or join w ith others. My cousins pop*u*la*tion (pop'ya la'sha n) noun.
wont to participate in the family reunion The num ber o f people w ho live in a
activities. place. The population o f the city has
grown over the years.
pas*sen«gers (p a s'a n ja rz) plural noun.
People w ho travel by different types of pos»sess (pa za s') verb. To own or have.
transportation. The passengers on the They possess several keys to the house.
train gave the conductor their tickets.
p ra o tio in g (p ra c tis in g ) verb.
p a y m e n t (pa'm ant) noun.The act of Doing an action over and over to gain
paying for som ething. You have to make skill. You will learn to play the piano
a payment to the store. better by practicing.
at; ape; far; care; end; me; it; Ice; pierce; hot; old; The symbol e stands for the unstressed vowel
song; fork; oil; out; up; use; rule; pull; turn; chin; sound in about, taken, pencil, lemon, and circus,
sing; shop; thin; this; hw in white; zh in treasure.
563
pride/remained
pro*posed (pra pozd') verb. Suggested re*cy»cle (re sT'kel) verb. To fix up to
som ething for consideration. We be used again. My community plans to
proposed taking the subway to the city recycle cans, bottles, and paper.
to save money.
re*fused (ri fuzd') verb. Said no; rejected.
pro-nounce (pra nouns') verb. To make My mother refused to celebrate her
a sound o f a letter or word. As the child birthday.
reads a new word, she has to pronounce
re*lat*ed (ri la'tid) adjective. W ithin the
every letter slowly.
same family. We are related on my
pro*tec*tion (pratek'sha n) nou/i.Theact father's side o f the family.
o f keeping safe. A turtle's shell offers it
r e la t iv e s (rel'ativz) plural noun.
protection from harm.
Animals or people w ho belong to
p u rp o se (pur'pa s) noun. A reason for the same family. Uncle John and Aunt
which som ething is done. The purpose Martha are my favorite relatives.
o f studying is to learn.
re*lief (ri lef') noun. The ending of
w orrying over som ething. We felt
Qq_______
relief when the test was finished.
564
remind/simple [■
at; ape; far; care; end; me; it; Ice ; pterce; hot; old; The symbol a stands for the unstressed vowel
song; fork; oil; out; up; use; rule; pull; turn; chin; sound in about, taken, pencil, lemon, and circus,
sing; shop; thin; this; hw in white; zh in treasure.
565
solar system/traces
so*lar sys»tem (so'la r sis'ta m) noun. s u rv iv e (sa r vlv') verb. To stay alive.
The Sun and all the planets and objects We were lucky to survive the storm!
that revolve around it. Earth is part o f
synvbol (sim 'bal) noun. Something that
the solar system.
represents som ething else. The symbol
so*lu*tion (sa lu'shan) noun.The answer for addition is the plus sign.
to a problem. Have you found the
solution to the problem?
566
tradition/warmth
tra*di*tion (tra d is h 'a n ) noun. A belief, u*nique (u nek') adjective. Being the only
custom or way o f doing things tha t is one o f its kind. Each family member has a
passed down. It is a tradition to have unique personality.
a parade on the Fourth o f July.
Uu____________
un*a*ware (un'a war') adjective. Not
Ww____________
realizing or knowing. The child was warmth (worm th) noun. The state
unaware o f the danger o f lightning. or quality o f being warm; heat. The
warmth o f the thick blanket made me
un*fair*ness (u n fa r'n e s) noun. The act
feel cozy.
of being not fair or right. The teacher
showed unfairness when she picked her
favorite student as the winner.
at; ape; far; care; end; me; it; Tee; pTerce; hot; old; The symbol a stands for the unstressed vowel
song; fork; oil; out; up; use; rule; pull; turn; chin; sound in about, taken, pencil, lemon, and circus,
sing; shop; thin; this; hw in white; zh in treasure.
567
w a tc h fu l/w ild life
asure Found!