Explanatory Writing: Unit 4 Writing Workshop - Ellis...

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pObjectives Identify features of

explanatory writing Plan and organize ideas by

using a graphic organizer to prewrite

Draft and revise a how-to article

Proofread, publish, and present a how-to article

Materials

Unit Writing Transparencies 1924

Explanatory Writing: How-to ArticleRead Like a Writer

Read the following excerpt from Me and Uncle Romie. Explain that this excerpt comes from a how-to article that explains a process or task. Ask students to listen for

an introduction that identifies the task that will be explained; step-by-step directions;

specific details that clarify the steps;

time-order and spatial words.

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

What is the topic? (how to make a collage)

What is the first step in the process? (picking a story or theme for the collage)

What details does the author give about making the background for the collage? (Choose colors that you want to peek through in the finished picture.)

What time-order words does the author use? (begin, once, start, next) What spatial word? (on)

Features of Explanatory

Writing It informs or explains how to

complete a certain task. It gives step-by-step

directions in a logical order. It provides clear details that

are easy to follow. It uses time-order words,

such as first or next, or spatial words, such as under or above, to make the steps clear and provide smooth transitions between steps.

Use Illustrations to Construct Meaning To help students understand the process explained in the excerpt, invite a student with good visual abilities to illustrate the steps as you read. Then ask other students to take turns retelling the steps in their own words as they look at the illustration.

Making a Collage

To begin your project, pick a story or theme for your collage. . . .

Once youve settled on the story or theme, think about images you can use in your collage to illustrate what you want to say. . . .

Start by deciding whether or not its important to have the images youll be using in any particular order. If it is, you can lay them out to get an idea of how they will look together.

Next, paint or color the background on your paper or board. Use colors you want to peek through in the finished picture.

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Transparency 19

Unit Writing Transparency 19

Think, Pair, Share Ask students to discuss their charts with partners and identify details about each step that need to be explained. Have students note these details on their charts.

Flexible Pairing Option Pair students with similar topics so they can share ideas.

PrewriteSet a Purpose Explain that one purpose of explanatory writing is to inform the reader by explaining a task.

Know the Audience Tell students to think about the audience for their explanatory writing. Ask, How can you explain this process to someone who knows little about the subject?

Choose a Topic Tell students that they will be writing an article that explains how to do a specific task. Ask the following questions to help students brainstorm, then narrow the focus of their ideas.

What do you like to do or make? Consider a game you play, a food you make, or a project youve completed.

Would others be interested in learning to do this?

Could you explain the process in a few simple steps?

Encourage students to look back through their weekly writing and other work in their portfolios. They may choose to develop one of these pieces instead or self-select a different topic.

Mini Lesson ORGANIZATION

Display Transparency 19. Explain that together you will follow Diana J.s progress as she develops a how-to article. Point out the following details in Diana J.s sequence chart:

She gives step-by-step directions.

She puts the steps in order.

She explains how to make and use a code wheel.

Organize Ideas After discussing Diana J.s sequence chart, ask students to create their own sequence charts to plan their how-to articles. Use Transparency 19 to demonstrate how to organize ideas.

Writing Topic Think of a task or project to explain. Narrow your choice to one that you think is easy to understand, is interesting, and is appealing to your audience. Write a how-to article that explains how to do this task or project. Remember to use details to clarify each step in the process.

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Draft Mini Lesson STEP-BY-STEP DIRECTIONS

Display Transparency 20 and read it with students. As you discuss Diana J.s draft, point out the following features:

When I read this draft, I notice that Diana J.s opening paragraph shows enthusiasm and tells the reader what shes going to explain.

She gives step-by-step directions. She explains each step in its own paragraph.

She gives details that explain each step.

She uses time-order words and spatial words to provide smooth transitions through the directions.

Note that Diana will have the chance to revise and proofread in later stages.

Review Your Sequence Chart Have students review their sequence charts. As they write, tell them to refer to their charts to help keep their steps in order.

Write the Draft Remind students to concentrate on getting their main ideas on paper. They will have plenty of time to revise and correct their work later. Share the following tips as students begin to write:

Gain your audiences attention from the start. Try opening with a question or a bold statement.

Picture yourself doing the task. Then write what you see. Give the steps in a logical order.

Provide details to explain the fine points.

Use precise adjectives and verbs, time-order words, and spatial words to tell the reader exactly what to do.

Maintain a consistent tone throughout.

Draw On separate index cards, have students draw pictures to show each step they want to explain. Ask students to put the cards in the right order. Then help them write a sentence or two below each picture to explain the step. Tell students to refer to the cards as they write their essays.

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Writers ResourcesUse Spell Check Tell students that when they use a word-processing program for their writing, the computers spell checker can be a useful tool for catching spelling errors. Emphasize, however, that a computers spell checker will not catch all errors. For example, the spell checker cannot tell when a writer is using the wrong homophone, as in My parents drove there car to the beach. Similarly, it cannot indicate that you typed form instead of from. Writers still need to proofread with a careful eye.

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Revise Mini Lesson ORGANIZATION

Display Transparency 21 and point out how Diana J. revises a good how-to article to make it excellent.

She organizes a list of supplies in the first paragraph. (Organization)

She adds more time-order words and rearranges steps to clarify procedure. (Organization)

She replaces the vague verbs make and put with more precise ones, punch and push. (Word Choice)

She adds a detail about how to write the secret message. She deletes an unnecessary comment. (Ideas and Content)

You may want to note that Diana J. will need to proofread her writing to make final corrections. Guide students to think about the following writing traits as they revise their articles.

Ideas and Content Do you explain all the steps and detailssomeone would need to carry out the task or project? Do you anticipate readers questions and answer them?

Organization Do you start with a topic sentence, then present the steps in a logical order? Should you move any paragraphs or sentences?

Voice Is your enthusiasm and knowledge of the subject obvious? Are your language and tone right for the audience?

Word Choice Do you use precise adjectives and verbs to paint a clear picture of the process? Do you use spatial words and time-order words to guide readers?

Sentence Fluency Do you use a variety of sentence lengths and types?

Think, Pair, Share Have partners take turns reading their drafts aloud. Ask listeners to describe which steps were easy to follow and which were more difficult. In a collaborative drafting effort, have pairs discuss revisions that would clarify confusing steps. Then have students share how their partners helped.

Flexible Pairing Option Consider pairing two who are unfamiliar with each others topics.

Extend Vocabulary On the board, draw a two-column chart with the following labels: time-order words, spatial words. List appropriate words under each category, such as first, then, next, now, after, and finally for time-order words and over, under, behind, through, above, right, and left for spatial words. Invite students to offer sentences using these words.

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How to Make a Code Wheelby Diana J.

Its fun to send secret messages. Heres how you

can create a code wheel to write a coded message.

First, cut about two inches from the outside edge

of a paper plate. Trim all the way around the plate.

Use the tip of a pencil or pen to make a whole in the

center of each plate. Be careful not to poke yourself!

Put the brad through the wholes to connect the plates.

Place the small plate over the large one and line up the

wholes.

Use the ruler to divide the rim of the large wheel

into 26 equal spaces. In each space, write a letter of

the alphabet. Go from A to Z. Divide the small wheel in

the same way. This time write a number from 1 to 26 in

each space.

Your ready to use your code wheel. Turn the small

wheel so that a number is right under the letter A.

Lets say you lined up the letter A with the number 10.

Write A=10 on a scrap of paper. This is the key to your

code. Look at the code wheel to tell what number to

write for each letter. As you write, put a dash between

numbers to show that each stands for one letter. Ive

made three code wheels.

Finally, have some fun! Send your secret message to

some friends. Share the key with him if he needs help.

You need two paper plates, a scissors, a ruler, a pencil or pen, a paper fastener

(also called a brad), and a sheet of paper.

Next,punch

Push

Then

Now

Leave a space between words.

exactly

Examine


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Think, Pair, Share Ask students to proofread their partners edited drafts. Urge them to look at homophones carefully to make sure they are correct. Have students share some of their partners corrections.

Have students read their how-to pieces aloud and present their visuals. Share these strategies.

SPEAKING STRATEGIES

Practice speaking in a loud, clear voice.

Watch the audience. Slow down or repeat steps if they look confused.

Organize visual aids so you can find what you need.

LISTENING STRATEGIES

Prepare to listen. Predict if the explanation will help you.

Focus on the speaker. Ask for clarifications at the end.

Try to paraphrase information. Analyze where organization needs improvement.

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wholes.





each space.











You need two paper plates, a scissors, a ruler, a pencil or pen, a paper fastener

(also called a brad), and a sheet of paper.

Next,

punch

Push

Then

Now

Its

hole

holes

holes

youre

Leave a space between words.

them they










wholes.





each space.











exactly

Examine

Proofread Mini Lesson CONVENTIONS

Display Transparency 22 to point out Diana J.s proofreading corrections.

She added apostrophes in contractions.

She changed incorrect homophones to hole and holes.

She made pronouns agree with the antecedent and made the verb agree with the plural pronoun.

Have students reread their articles to correct mistakes. Suggest they check for one kind of error at a time. Have students use the proofreading marks on Teachers Resource Bookpage 152. Tell students that proofreading involves correcting punctuation, spelling, paragraphing, capitalization, and grammar. Review pronouns and antecedent agreement.

TEACHER CONFERENCE

As students finalize their articles, circulate and ask questions to foster self-assessment: In what way did you inform your audience? Could a reader perform the process based on your explanation? Do you tell readers more than they need to know?

PublishAsk students to write or type final copies of their how-to articles. Remind them to correctly form letters and use appropriate spacing between words, sentences, and paragraphs. Ask them to use standard margins. Have students add visual aids and compile a classroom how-to book. Display the book in the class library. You may also wish to encourage students to publish weekly writing pieces in a similar way.

PRESENTATION

Consider asking students to give how-to demonstrations, with props and supplies, to teach classmates the tasks.

Authors Chair Invite students with effective work to present their how-to articles from the Authors Chair.

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Raising ScoresREAD AND SCORE

Display Transparency 23 and tell students to follow along as you or a volunteer reads the how-to article aloud. Then have students use the student rubric on page 156 of the Teachers Resource Book to assess the writing sample. Guide students to understand that this how-to article is only a fair writing sample, which would score only a 2, and that they will work together to improve it.

RAISE THE SCORE

Point out the following shortfalls in the writing sample:

Ideas and Content The writer gives step-by-step directions for making a puzzle card, but some information is missing. Some details are incomplete or hard to follow.

Organization The writer introduces the topic in the first paragraph, but the beginning isnt very engaging. The essay could use more transitions to link steps and details.

Word Choice The essay could use more time-order words and spatial words. Vague verbs fail to create clear pictures.Ask students to work in small groups to revise the how-to article to raise the score. Remind them to refer to the student rubric and to apply the writing skills they learned in this unit.

SHARE AND COMPARE

Have groups share their revised versions explaining how they improved the writing. Then display Transparency 24 to show the same article at an excellent level. Have each group compare its revised version with the transparency in publishing successive versions. Remind students that there is no single way to improve a paper. Then have students review the how-to articles they wrote and raise their scores.

Test Strategy

Objective Revise a how-to article to

raise the writing score from a 2 to a 4

CREATE A RUBRIC

Distribute copies of the blank rubric form on page 159 or 160 in the Teachers Resource Book. Remind students that an explanatory writing rubric should assess whether the how-to article gives step-by-step directions for carrying out a task, provides details that explain the steps, and uses time-order words and spatial-words to guide readers. Students should use the following four levels to assess writing: Excellent, Good, Fair, and Unsatisfactory.

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Encourage students who are pleased with their work to add their published explanatory writing pieces to their portfolios. Allow time for partners to share portfolios, offer constructive comments, and determine the progress each writer is making. Remind students that portfolios should include more than just finished work. Have them jot down ideas for future writing assignments or tell what they learned about explanatory writing to include in their portfolios.

Refer to Anchor Papers for explanatory writing on pages 204207 in the Unit and Benchmark Assessment for a sample of each writing level.

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

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SCORING RUBRIC FOR EXPLANATORY WRITING: HOW-TO

Excellent Good Fair Unsatisfactory

Ideas and Content Crafts a focused explanation that shows a reader how to carry out a task; accurate details clarify the steps

Ideas and ContentPresents a solid explanation of a task; includes details that help clarify a step-by-step description

Ideas and ContentAttempts to explain a task; some steps or details may be unclear

Ideas and ContentDoes not explain a complete process; writing may go off in several directions without purpose

Organization Introduces the topic in an engaging way; moves the reader through a logical sequence

Organization Effectively introduces the topic; presents steps in logical sequence; ties steps together

Organization Has trouble putting steps in order; some details are inappropriately placed

Organization Does not have a clear beginning; steps are not given in an order that makes sense

Voice Shows knowledge of the task; matches personal style to the purpose and audience

Voice Shows knowledge of the task; attempts to convey a genuine personal tone to reader

Voice Does not convey enthusiasm; explanation lacks a clear connection to audience

Voice Shows little knowledge of topic; does not convey a personal voice or style

Word Choice Uses time-order and spatial words that provide smooth transitions between steps; weaves precise verbs into the explanation

Word Choice Includes some time-order and spatial words to guide the reader and provide smooth transitions; uses some precise verbs to clarify meaning

Word Choice Includes few time-order or spatial words; some verbs do not convey a precise picture of the steps or details

Word Choice Fails to use time-order or spatial words; uses words that do not explain the process

Sentence Fluency Crafts fluid simple and complex sentences that facilitate understanding and vary in length

Sentence Fluency Crafts careful, easy-to-follow sentences with a variety of lengths

Sentence Fluency Sentences are readable but lack variety in length and patterns; some rereading required

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

Conventions Is skilled in most writing conventions; needs little editing

Conventions Small errors in spelling, capitalization, punctuation, and usage do not interfere with reading the text

Conventions Errors interfere with a smooth reading of the explanation; needs substantial editing

Conventions Makes serious errors in spelling, capitalization, punctuation, and usage; some parts not understandable

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

Presentation Handwriting or word-processing is readable; formatting supports the explanation

Presentation Text is somewhat difficult to read; formatting or spacing is erratic

Presentation Text is difficult to follow due to irregular or inconsistently formed letters; formatting impedes the reader

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SCORING RUBRIC FOR EXPLANATORY WRITING: HOW-TO ARTICLE Exceptional Excellent Good Fair Poor Unsatisfactory

Ideas and ContentProvides accurate, detailed step-by-step directions for carrying out a task

Ideas and ContentCrafts a cohesive, focused explanation; relevant, accurate details clarify the step-by-step description

Ideas and ContentPresents a solid explanation of a task; provides details that help clarify the directions

Ideas and ContentAttempts to explain a task; some steps or details may be unclear

Ideas and Content Provides little explanation of the task; leaves significant gaps in the directions

Ideas and ContentSteps are incomplete, irrelevant, or unfocused; writing may go off in several directions without a sense of purpose

Organization Well-planned, logical sequence moves the reader smoothly through each step

Organization Guides the reader through the steps in a logical sequence; effective transitions link ideas

Organization Follows a logical sequence to present the steps; steps and paragraphs are tied together

Organization Tries to introduce the topic but may have trouble putting steps in order

Organization Steps are disorganized; makes few explicit connections between steps or details

Organization Does not have a clear beginning; steps are not given in an order that makes sense

Voice Demonstrates a strong sense of audience; shows expertise and an active interest in the topic

Voice Shows originality and knowledge of the task; carefully matches personal style to the purpose and audience

Voice Shows knowledge of the process; attempts to convey a genuine personal tone to the reader

Voice Demonstrates familiarity with the topic but may not show enthusiasm; explanation lacks a connection to the audience

Voice Lacks knowledge or involvement with the topic and audience; writing gives little sense of who is behind the words

Voice Shows little knowledge or involvement with the topic; does not convey a personal voice or style

Word Choice Expertly uses time-order and spatial words; smooth transitions between steps; uses colorful language and precise verbs

Word Choice Capable use of time-order and spatial words guide the reader through the process; weaves precise verbs into the explanation

Word Choice Includes some time-order and spatial words; uses some precise verbs to clarify meaning

Word Choice Includes few time-order or spatial words; some verbs do not convey a precise picture of the steps or details

Word Choice Uses few if any time-order or spatial words; imprecise or inaccurate language creates confusion for the reader

Word Choice Fails to use time-order or spatial words; uses words that do not explain the task or that confuse the reader

Sentence Fluency Crafts varied and creative simple and complex sentences that flow smoothly and build meaning

Sentence Fluency Crafts fluid simple and complex sentences that facilitate understanding and vary in length and structure

Sentence Fluency Crafts careful, easy-to-follow sentences with a variety of lengths, beginnings, and patterns

Sentence Fluency Sentences are readable but may be limited in length and patterns; some rereading may be required

Sentence Fluency Sentences may be rambling, awkward, or choppy; text may be hard to follow or read aloud

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



Conventions Small errors in spelling, capitalization, punctuation, and usage do not interfere with reader comprehension

Conventions Errors interfere with a smooth reading of the explanation; needs significant editing

Conventions Frequent errors in spelling, capitalization, punctuation, and usage make the explanation difficult to read; needs extensive editing

Conventions Serious errors in spelling, capitalization, punctuation, and usage interfere with reading; some parts of text may be undecipherable

Presentation Text form, whether handwritten or word-processed, enhances the readers understanding

Presentation Neatly handwritten or word-processed text enhances the message; formatting supports the explanation

Presentation Handwriting or word-processing is mostly neat and consistent

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

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

Presentation Text is difficult to follow due to irregular or inconsistently formed letters; formatting impedes the reader

Refer to Anchor Papers for explanatory writing on pages 204207 in the Unit and Benchmark Assessment for a sample of writing at different levels.

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

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Theme: Viewpoints

Objectives Perform research on the

Internet to find data Create a database to collect,

organize, and display information

Materials

www.macmillanmh.com database application

Using Databases for Research

ACCESS PRIOR KNOWLEDGEDiscuss with students:

What are some of the ways we organize and store information? (using graphic organizers, notebooks, address books, calendars)

What type of information can be stored on a computer?

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

Tell students that when they find information through research, it must be organized. Keep in mind that proper citations must be used.

Information can be saved on a computer by entering it into a database. The database can then be searched by others.

MODEL Show students how to open a database application. This can be a

word processor or spreadsheet application, or anything else that can be used to store data.

Show how to enter the information into a database and review how to name and save a database record.

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research a careful study to find and learn facts

database a collection of information that can be stored, organized, and changed with a computer

image a picture or other likeness of a person or thing

Image Searches An image is a picture of someone or something.

Images can be stored, transmitted, and displayed on a computer. A photograph or drawing can be scanned into a computer to make it an electronic image.

Images can be found on the Internet. Some search engines even allow you to perform a search for images only. Once an image is found, it can be saved on a computer. Some images are protected by copyright, and should not be copied.

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http://www.macmillanmh.com

Remind students not to save too many files on a computer. Saving information on a floppy disk or compact disc can save memory space on the computers hard drive.

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

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

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Approaching

Have students use the Internet to do research on a topic, such as the birthdays of their favorite athletes.

On Level

Have students open a database application and create a database of student birthdays. Have them enter their birthdays and do an image search on the Internet to find a picture they can copy and paste next to their names in the database.

Beyond Level

Have students create the student birthday database with images. Have them expand the database to include the birthday of a favorite athlete that falls on or near their birthday, and an image of the athlete they find.

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http://www.macmillanmh.comhttp://www.sratechknowledge.com

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rTheme Project Wrap-UpResearch and Inquiry

After students complete Step 1, Step 2, Step 3, and Step 4 of their project, have them work on the following.

Create the Presentation Have students present what they learned by creating multimedia presentations on the events or people they researched. Presentations should emphasize viewpoints and may include photographs, videos, newspaper articles, and computer images.

Review and EvaluateUse these questions to help you and students reflect on and evaluate their research and presentations.

Teacher ChecklistAssess the Research Process

Planning the Project Discussed viewpoints in a

group. Identified a viewpoint to

investigate.

Doing the Project Used personal criteria to

choose reading material. Skimmed and scanned reading

materials to narrow choices. Compared viewpoints from

different cultures and times.

Assess the Presentation

Speaking Used compare and contrast to

convey information. Stayed focused on the topic. Expressed opinions and

respected others opinions.

Representing Used multimedia and

technology. Visuals explained the

viewpoint. Compared and contrasted

media with a written story.

Assess the Listener

Focused on the presenter.

Showed understanding of the information presented.

Asked relevant questions.

Connected and related ideas to speakers.

Student Checklist Research Process Did you identify a viewpoint you

could investigate?

Did you use personal criteria for reading?

Used fiction and nonfiction?

Compare viewpoints from other times and places.

PresentingSpeaking Did you present clearly?

Did you follow conversation rules?

Could you answer questions?

Representing Could viewers understand the

viewpoint?

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rSCORING RUBRIC FOR THEME PROJECT

Excellent Good Fair Unsatisfactory

The student: Presents the

information in a clear and interesting way.

Uses words and visuals that effectively present important information.

May offer sophisticated reflections.

The student: Presents the

information in a fairly clear way.

Uses words and visuals that present relevant information.

May offer thoughtful reflections.

The student: Struggles to present

the information clearly.

May use adequate words and visuals.

May offer irrelevant reflections.

The student: May not grasp the

task. May present sketchy

information in a disorganized way.

May have extreme difficulty with research.

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Home-School ConnectionInvite family members, other students, and members of the community to attend students presentations of their projects. Introduce each guest by name.

Have students introduce their relatives.

Respect the age, gender, social position and cultural traditions of the speakers.

Videotape the presentations for family members to borrow or to show at the parent/teacher conferences. Each presentation should have a clear introduction, body, and conclusion.

Have students select an evaluated presentation for publication and give a rationale for the selection.

Then have students decide where they might publish their research.

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Assessments for Instructional Planning

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

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

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

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

Administer the TestUNIT 4 READING ASSESSMENT, pp. 6378

TESTED SKILLS AND STRATEGIES Strategies: Analyze Text Structure, Generate

Questions, Evaluate Skills: Draw Conclusions, Persuasion,

Sequence, Compare and ContrastVOCABULARY STRATEGIES

Dictionary Context Clues Word PartsTEXT FEATURES AND STUDY SKILLS

Line Graphs Glossary Media CenterGRAMMAR, MECHANICS, USAGE

Pronouns: subject, object, reflexive, possessive Antecedents Homophones Pronoun-verb agreement Pronoun-antecedent agreement Contractions and possessivesWRITING

How-to Article

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

Assessment Tool

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Analyze the Data

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

Diagnose Prescribe

ASSESSMENTS IF THENUNIT TEST 023 questions

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

FLUENCY ASSESSMENT

Oral Reading Fluency98101 WCPM097 WCPM

Fluency SolutionsEvaluate for Intervention.

RUNNING RECORDS

Level 38 or below Reteach comprehension skills using the Additional Lessons (pp. T1T4). Provide additional Fluency activities.

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Glo

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

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

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

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

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

Inter. article n. conj. adj. n.

Wow! A dictionary and useful glossary

v. adv. pron. prep. n.

tell almost everything about words!

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

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

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

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

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

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

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

Each word is divided into syllables. The way to pronounce

the word is given next. You can understand the pronunciation

respelling by using the pronunciation key at the right. A

shorter key appears at the bottom of every other page.

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

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

Sometimes an entry includes a second meaning for the word.

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First word on the page Last word on the page

Guide Wordsabruptly/annoyed

Sample Entry

Definition

Main entry &Syllable division

Pronunciation

abruptly ( brupt l) adverb.

Happening without warning. Ben

abruptly dropped the hot potato

onto the floor.

Part of Speech

Pronunciation Key

Example sentence

789

Aaaccessories (ak ses rz) plural noun.

Extra parts or add-ons that are useful

but not essential. We bought several

accessories for our new car.

accomplishments ( komplish mnts)

plural noun. Successes; actions of

which one can feel proud. The parents

stood and applauded their childrens

accomplishments at their elementary

school graduation.

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

will not accuse someone of something

unless I am sure.

acquaintance ( kwntns) noun. A

person one knows, but who is not a

close friend. Carole is an acquaintance

from camp.

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

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

was an activist for peace and social

justice.

advanced (ad vanst ) adjective. Beyond

the beginning level; not elementary.

As a singer, Sheila was really advanced

for her age.

agile (aj l) adjective. Able to move and

react quickly and easily. Bonita is an

agile softball player.

allergies (al r jz) plural noun.

Conditions that cause a person to

have an unpleasant reaction to certain

things that are harmless to most

people. My aunt has allergies in the

spring when plants bloom.

amazement ( mzmnt) noun. Great

surprise or wonder. To the amazement

of the audience, the children played

some difficult music perfectly.

ambulance (am by lns) noun. A

special vehicle that is used to carry

sick or injured people to a hospital.

My neighbor once had to call an

ambulance to take him to the hospital.

ancestors (anses trz) plural noun.

People in the past from whom one

comes. Your great-grandparents are

some of your ancestors.

ancient (n shnt) adjective. Very old.

An ancient castle sat on the edge of

a lake.

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

his little sister came out to join the game.

accessories/annoyed

790

apologize ( pol jz) verb. To say

one is sorry or embarrassed; make

an apology. Aaron said, Id like to

apologize for being late.

applauded ( pld d) verb. Showed

approval for or enjoyment of

something by the clapping of hands.

The crowd applauded the soldiers as

they came off the ship.

appreciated ( pr sh t d) verb.

Understood the value of; was grateful

for something. The boss appreciated

how much his workers did for the

company.

assignments ( snm nts) plural noun.

Tasks that are given out or assigned.

The teacher gave us two math

assignments for homework.

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

success of the festival.

astronaut (as tr nt ) noun. A person

trained to fly in a spacecraft. The

astronaut will walk on the moon.

Word HistoryAstronaut is made from the Greek

words astron for star and nautes

for sailor (as in nautical).

astronomer ( stron m r) noun. A

person who works or specializes in

astronomy, the science that deals with

the sun, moon, stars, planets, and

other heavenly bodies. An astronomer

will speak at the next science fair.

apologize/astronomer

791

Glo

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Glossary 539P

audition ( dish n) noun. A test or

try-out for an actor or other kind of

performer. Mariana was nervous about

her audition, but she played very well.

Word HistoryAudition is formed from the Latin

auditio, which means a hearing.

avoided ( void d) verb. Stayed away

from. Butch avoided doing hard work.

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

or uncomfortable. Until Julio learned

the steps, his dancing was awkward.

Bbbackground (bak ground) noun. The part

of a picture that appears to be behind

the rest. I painted a bright figure

against a dark background.

barbecue (br bi k) noun. A meal,

usually meat, cooked outdoors over an

open fire. We had a great barbecue in

the park.

bayous (bz) plural noun. Slow-moving

or stagnant streams, rivers, or inlets,

especially in the southern United

States. We canoed through many quiet

bayous during our trip.

blizzard (blizrd) noun. A strong

windstorm marked by intense cold and

blowing snow. No one should try to

drive in a blizzard.

audition/blizzard

792

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

confidence, courage, or knowledge.

Rory said he could fly, but I knew he

was bluffing.

border (brdr) noun. A line between

one country, state, county, or town

and another. A river runs along the

border between the two states.

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

work for a person, nation, or business.

The community plans boycotts of all

the unfair businesses.

Word HistoryBoycotts comes from Charles

Boycott who was shunned by

Irish farmers for his harsh actions

against them.

brittle (britl) adjective. Likely to break

or snap. Susans fingernails became

brittle and started to break.

bumbling (bum bling or bum bl ing) adjective.

Making clumsy mistakes. The bumbling

detective would never solve the mystery.

Cccamouflage (kam flzh) verb. To hide

or conceal by using shapes or colors

that blend with the surroundings. The

chameleon is able to camouflage itself

by changing the color of its skin.

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

posters. I like to store my small toys in

shoe boxes made of cardboard.

career (k rr ) noun. A job or occupation

pursued for all or part of someones

life. My grandmothers career as a

research biologist lasted for many

years.

casting (kas ting) noun. The process of

choosing people for the different parts

in a play or movie. Casting for the new

movie went on for weeks.

bluffing/casting

793

cautiously (k shs l) adverb. In a

careful way. Because so many cars

were coming, we crossed the street

cautiously.

circular (sr ky lr) adjective. Having

or making the shape of a circle. The

referees arm made a circular motion

as he blew the whistle.

citizen (sit zn) noun. A person who

was born in a country or who chooses

to live in and become a member of

that country. Carmine is an Italian

citizen but often visits the United

States.

climate (klmit) noun. The average

weather conditions of a place or

region through the year. Most deserts

have a hot, dry climate.

cluttered (klutrd) verb. Filled with

a messy collection of things. Vals

bedroom was cluttered with all of her

sports equipment.

coaxing (kks ing) verb. Persuading

or influencing by mild arguing.

The instructor was coaxing young

swimmers into the water.

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

other things in an arrangement on a

surface. Once I made a collage of my

day, and it was full of bright colors and

cotton balls.

Word HistoryCollage comes from the French

word collage, from colle, meaning

glue or paste.

colony (kol n) noun. A group of

animals living together in the same

place. The noise from the penguin

colony was deafening.

commotion (k mshn) noun. A noisy

disturbance; confusion. We ran out

into the hall to see what was causing

the commotion.

communication (k m ni kshn) noun.

An exchanging or sharing of feelings,

thoughts, or information. Some forms of

communication do not require speech.

completed (km pltd) verb. Done,

finished. I could hardly wait until my

brother completed his Thanksgiving

project and we could all go to the

movies.

cautiously/completed

794

consideration (kn sid r shn) noun.

Thoughtfulness for other people and

their feelings; something carefully

thought about. Leroy showed great

consideration for his grandmother.

consisted (kn sis td) verb. Contained;

was made up. The batter consisted of a

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

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

Growing children can consume a lot of

food.

convinced (kn vinst ) verb. Caused a

person to believe or do something.

The coach convinced the team they

could win, and they did.

coral (krl) adjective. Made of coral, a

hard substance like stone made up of

the skeletons of tiny animals. We went

snorkeling on the coral reef.

cranky (krang k) adjective. Cross or in a

bad temper; grouchy. Roni is always

cranky before shes had breakfast.

craters (kr trz) plural noun. Bowl-shaped

pits or holes made by the impact of a

meteorite. Craters are easier to spot in

the desert.

crisscrossed (kris krst) verb. Went

across, back and forth. Grandma

crisscrossed lengths of dough to make

a pretty pie top.

current (krnt) noun. A portion of

a body of water or of air flowing

continuously in a definite direction.

The lifeguard blew his whistle when he

noticed that the current was taking the

boys out too far.

consideration/current

795

Glo

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539Q

Dddecayed (d kd) adjective. Having

undergone the process of

decomposition; rotted. We walked

past decayed stumps in the woods.

demonstrated (demn str td) verb.

Showed by actions or experiment. The

performer demonstrated great skill

with both the piano and the drums.

descendants (di send nts) plural

noun. People who come from a

particular ancestor. My neighbors are

descendants of a French explorer.

desperate (despr it) adjective. Very bad

or hopeless. I needed money, but I was

not desperate for it.

devic-es (di vsz) plural noun. Things

used or made for specific purposes.

You can choose from several kinds of

devices for help in opening a can.

digested (d jestd) verb. Broke down and

absorbed food. The snake rested while it

digested the rat it had swallowed.

director (di rek tr) noun. The person

in charge of a play, movie, or TV

show. The director called for a dress

rehearsal over the weekend.

disappointment (dis pointmnt) noun.

A feeling of being disappointed or

let down. Losing the match was a

disappointment, but I still like tennis.

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

that has been wiped out.

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

to hide it or to look like something

else. The king disguised himself as

a peasant and walked through the

market.

disgusted (dis gus tid) adjective. Having a

strong feeling of dislike. I felt disgusted

by the way the bully was treating others.

dizzy (diz) adjective. Having the feeling

of spinning and being about to fall.

Riding the Ferris wheel makes me dizzy.

decayed/dizzy

796

documenting (dok y ment ing) verb.

Making a record or collecting

information. The scientists took notes

documenting their findings.

dove1 (dv) verb. Plunged head first into

water. We watched as the woman dove

perfectly off the board and into the

deep pool.

dove2 (duv) noun. A medium-size bird

of the pigeon family. The dove cooed

quietly on the window ledge.

downstream (dounstrm) adverb. Moving

in the same direction as the current of

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

downstream than to push upstream.

dynasties (d n stz) plural noun.

Periods of time during which a line

of rulers from the same family is in

power. Construction of the Great Wall

of China took place from the Han to

the Yuan dynasties.

Eeeavesdropping (vz droping) noun.

Listening to other people talking

without letting them know you are

listening. Eavesdropping is not a polite

thing to do.

echolocation (ek l k sh n) noun. A

way to find out where objects are

by making sounds and interpreting

the echo that returns. Bats rely on

echolocation when they hunt for insects.

eerie (r) adjective. Strange in a scary

way. We heard an owls eerie hooting

as we walked home in the dark.

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

the form of energy carried in wires for

use to drive motors or as light or heat.

Dad carefully connected the electrical

cables to the positive and negative

terminals on his cars battery.

Word HistoryElectrical comes from the Latin

electrum, meaning amber,

because of ambers property

of attracting other substances

when rubbed.

documenting/electrical

797

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

endless, and not everyone would get a

ticket.

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

endured the hot sun all day.

enterprising (entr pr zing) adjective.

Showing energy and initiative; willing

or inclined to take risks. Brian, an

enterprising young man, ran for class

president and won.

environment (en v rn mnt) noun.

Everything that surrounds an animal

and affects it. Polar bears have adapted

very well to their cold environment.

estimated (est m td) verb. Judged or

calculated, as of the value, quality, extent,

size, or cost of something. It is estimated

that there are only 30,000 to 50,000

Asian elephants left in the world.

ethnic (eth nik) adjective. Being part

of a group of people with religion,

language, national origin, or some

other background in common. We

went to World Food Day and sampled

many ethnic foods.

evaporate (i vap rt ) verb. To change

from a liquid or solid into a gas. When

heat makes water evaporate, the water

seems to disappear.

Word HistoryEvaporate comes from the Latin

evaporatus, to disperse in vapor,

from ex, out, and vapor,

exhalation.

eventually (i vench l) adverb. In the

end; finally. We eventually got a DVD

player because the good movies were

not being released on video.

evidence (ev i dns) noun. Proof of

something. People thought the

knave stole the tarts, but they had no

evidence.

exasperated (eg zasp rt d) verb.

Annoyed greatly; made angry. My dad

got so exasperated helping with my

math that my mom took over.

exploration (ek spl rshn) noun. The

act of traveling through unfamiliar

areas in order to learn about them.

Remote-controlled vehicles are

carrying out an exploration of the

surface of Mars.

endless/exploration

798

exposure (ek sp zhr) noun. The

condition of being presented to view.

Each time the dog saw a new toy was

counted as one exposure.

Fffade (fd) verb. To become gradually

weaker, fainter, or dimmer. When a

song ends, sometimes it will fade out.

faint (fnt) adjective. Not clear or strong;

weak. A faint noise came from outside,

but I couldnt see anyone.

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

running and swimming, the children

were famished.

flicked (flikt) verb. Hit or moved with a

quick, light snap. Fred flicked the fly

off his face.

flinched (flincht) verb. To draw back or

away, as from something painful or

unpleasant; wince. When the door

suddenly slammed, Myra flinched.

fluke1 (flk) noun. A chance happening;

an accidental turn. The substitute

players touchdown pass must have

been a fluke.

fluke2 (flk) noun. The flat part of a

whales tail. The whale smacked the

water with its fluke.

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

race across the street, but my mom

will not allow that foolishness.

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

lived long ago. The fossil we found had

imprints of ancient seashells in rock.

fragile (fraj l) adjective. Easily broken;

delicate. My toothpick ship is too

fragile to take to show and tell.

fuels (f lz) plural noun. Substances

burned as a source of heat and power,

such as coal, wood, or oil. When the

world runs out of fossil fuels, we

will be forced to use alternate energy

sources.

exposure/fuels

799

Glo

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Glossary 539R

Gggaped (gpt) verb. Stared with the mouth

open, as in wonder or surprise. The

audience gaped at the acrobats.

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

genuine effort to help kids new to the

school.

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

be exciting.

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

glistening (glis n ing) adjective. Shining

or sparkling with reflected light. The

glistening eyes of the children looked

out from the stage.

globe (glb) noun. The Earth (as a

shape). Our globe is the home of

billions of people.

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

magnificent. The autumn colors were

just glorious.

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

older brother sometimes acts like my

guardian.

guide (gd) noun. Someone who shows

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

followed the guide carefully along the

narrow trails.

Hhhabitat (habi tat) noun. The place

where an animal or plant naturally lives

and grows. A pond is a good habitat

for frogs.

Word HistoryHabitat comes from the Latin

habitare, meaning to dwell.

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

Be useful. Its amazing how many times

a dictionary can come in handy.

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

mean, but really she is harmless.

gaped/harmless

800

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

magazine article. The most important

news has the biggest headlines.

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

generations or from the past; tradition.

Jazz is now a part of our countrys

cultural heritage.

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

eat a lot to get ready to hibernate.

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

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

history. Historians can help us to

understand the past.

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

men soon grew tired.

Iiidentified (dent fd) verb. Proved

that someone or something is a

particular person or thing. The

fingerprints on the gold watch

identified the butler as the thief.

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

painted large images of the people

and animals she saw every day.

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

one country from another. Many

immigrants come to the United States

every year.

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

strong impression. The track team

won five races, which was their most

impressive result all year.

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

or others. America gained its

independence from Great Britain.

headlines/independence

801

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

fight injustice, and everyone should

know them.

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

other pests. Some insecticides can

reduce the number of mosquitoes.

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

inspected our car and declared that it

was safe to drive.

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

inspire some people to write poetry.

insult (in sult) noun. A remark or action

that hurts someones feelings or pride.

Not to invite Marta to the party would

be an insult.

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

Mr. Lee asked an intelligent question.

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

meddle. My mom hates to interfere,

but she often gives me good advice.

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

and get information. A detective

investigates mysteries for a living.

Jjjealousy (jel s) noun. A feeling of envy

of what a person has or can do. Ken

felt some jealousy when he saw Lins

new bike, but he got over it.

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

or taking considerable time. Ping

made a journey to China to meet his

grandparents.

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

a jumble of toys and books, so I have

to clean it.

Lllegendary (lej n der) adjective.

Relating to a legend, or a story that

has been handed down for many years

and has some basis in fact. Johnny

Appleseeds efforts to spread the

apple tree have become legendary.

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

only a limited number of choices.

injustice/limited

802

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

When it rains, I do the logical thing

and put my bicycle in the garage.

loosened (l snd) verb. Made looser; set

free or released. Brad loosened his

necktie when the ceremony was over.

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

lumbering hippo in the water and it

becomes a graceful swimmer.

lurk (lrk) verb. To lie hidden. Many

animals lurk in their dens to escape the

heat of the day.

Mmmagnify (magn f) verb. To make

something look bigger than it really is.

Devices such as microscopes help to

magnify small things.

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

wrestler had a massive chest.

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

electrical signals, which can then be

recorded, broadcast, or amplified.

We couldnt hear the principal in the

back of the auditorium because her

microphone was broken.

Word HistoryMicrophone comes from the

Greek words mikros, meaning

very small, and phone, meaning

sound.

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

to be seen with the naked eye. To see

small cells in the body one needs to

use a microscope.

Word HistoryMicroscope comes from the

Greek words mikros meaning

very small, and skopein,

meaning to view or

examine.

logical/microscope

803

Glo

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539S

midst (midst) noun. A position in the

middle of a group of people or things.

There is a poet in our midst, said the

principal, and we need to clap for her.

mischief (mis chif) noun. Conduct that

may seem playful but causes harm or

trouble. The kittens were always getting

into mischief when we werent home.

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

the wrong idea. I misunderstood the

directions and did the wrong page for

homework.

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

unclear way with the mouth closed.

I saw he was mad by the way he

muttered to himself.

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

of mystery. The fact that the cookies

were missing was mysterious.

Nnnatural (nach r l) adjective.

1. Unchanged by people. We hiked

through natural surroundings of

woods, streams, and meadows.

2. Expected or normal. The natural

home of the dolphin is the open ocean.

negatives (neg tivz) plural noun.

1. Photographic images made when

film is developed. The photographer

looked at the negatives through the

magnifier. 2. Words or phrases that

mean no. We heard nothing but

negatives in the report.

neglected (ni glekt d) verb. Failed to give

proper attention or care to; failed to do.

I neglected to finish my science project

and could not present it at the fair.

nonviolence (non v lns) noun. The

philosophy or practice of opposing

the use of all physical force or

violence. The demonstrators practiced

nonviolence during the march on

Washington.

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

with typewriters nowadays.

midst/nowadays

804

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

mountain climbers faced numerous

problems, but they still had fun.

nutrients (n tr nts or n tr nts) plural

noun. Substances needed by the bodies

of people, animals, or plants to live and

grow. Sometimes we get ill because we

are not getting the proper nutrients.

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

the nose. My dog will nuzzle me when

he wants attention.

Ooobedience ( bd ns) noun. The

willingness to obey, or to carry out

orders, wishes, or instructions. It is

important to show obedience to

safety rules.

Word HistoryObedience comes from the Latin

word oboedire, meaning to

hearken, yield, or serve.

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

times. School offers many

opportunities to be involved in clubs.

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

around another. When we studied

orbits I learned it takes Pluto 248.53

years to go around the sun.

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

whose natural parents are absent

or dead. Martina had to travel to the

Chinese orphanage to adopt her son.

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

outstretched palm held the quarter

I had dropped.

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

was able to overcome losing the lead

to go on to win the game.

numerous/overcome

805

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

small apartment was overcrowded

with furniture.

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

hear. I overheard my brother planning

a surprise party for me.

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

when we won the soccer game.

Pppaleontologist (p l n tol jist) noun.

A scientist who deals with fossils of

prehistoric animal and plant life. The

paleontologist spoke to the class

about the history of dinosaurs.

paralyzed (par lzd) adjective. 1. Having

lost movement or sensation in a part

of the body. 2. Made powerless or

helpless. The actress felt paralyzed by

stage fright.

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

more people share the work and

profits. Janell, Pat, and Erik formed a

gardening partnership.

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

varied parts. From the air, the land

looked like a patchwork of green and

brown fabrics.

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

that I was being watched.

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

was a period of railroad building.

2. A mark of punctuation (.) at the

end of a declarative sentence or an

abbreviation.

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

difficulties or obstacles. Running a

business requires persistence.

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

but not containing both a subject and

predicate. When I proofread my report, I

made phrases into complete sentences.

overcrowded/phrases

806

politicians (pol i tish nz) plural noun.

People who hold or seek elected

offices. Four politicians were running

for the one seat in Congress.

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

right here on the counter.

powwow (pouwou) noun. A North American Indian ceremony

characterized by feasting and dancing.

People were selling wild rice and fry

bread at the powwow.

precious (presh s) adjective. 1. Having

great cost or value. 2. Held in high

esteem; cherished. Gold is a precious

metal.

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

started recording history. Prehistoric

artists sometimes made cave paintings

to tell a story.

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

of my school papers every year.

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

20 as the day for our annual class trips.

professionals (pr fesh nlz) plural

noun. People who have an occupation

that requires special training.

Engineers and architects are

professionals.

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

minerals, such as gold. California was

full of prospectors during the Gold

Rush of 1849.

protested (pr test d) verb. Complained

against something. When the workers

lost their jobs, they protested to the

union.

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

of logs or boards fastened together.

Floating down the river on a raft is a

nice way to spend a summers day.

politicians/raft

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

being a famous rock star, but I should

also be realistic and stay in school.

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

or coral at or near the surface of the

ocean. Boaters have to be careful not

to scrape against the reef below.

reference (ref r ns or ref rens) noun.

A statement that calls or directs

attention to something. The speech

makes a reference to a play by

Shakespeare.

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

food or rest. Lemonade refreshes on a

hot summer day.

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

from the others. Nine of the original

thirteen colonies can be found in the

Northeast region.

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

performances. We have two weeks to

rehearse before opening night!

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

Reptilia, which includes lizards, snakes,

alligators, crocodiles, and turtles. Most

reptiles lay eggs, although some give

birth to live young.

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

job, duty, or concern. Taking care of

the dog was my responsibility.

risks (risks) plural noun. Chances of loss or

harm. Explorers were willing to take risks

in the hope of discovering new lands.

roamed (rmd) verb. Moved around in a

large area. The grizzly bear roamed

over a wide valley and the nearby

mountains.

roles (rlz) plural noun. Characters or parts

played by an actor. Indira got one of

the leading roles in the class play.

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

turn around on or as on an axis. I had

to rotate the image because the photo

was upside down.

realistic/rotate

808

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

thunder woke me up.

Sssacred (s krid) adjective. Dedicated

to or set apart for a religious use or

purpose. In ancient Greece, olive trees

were sacred to Athena.

sanctuary (sangk ch er) noun. A

refuge for wildlife where predators are

controlled and hunting is not allowed.

My friend runs a sanctuary for injured

hawks and owls.

scattered (skat rd) verb. Spread or

thrown about here and there. Practice

balls were scattered all over the

tennis court.

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

in which a problem is stated, a

hypothesis is formed, data are

collected through observation or

experimentation, and the hypothesis

is proved or disproved by analyzing

the data. The crime lab is an essential

ingredient in the detectives application

of scientific method.

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

someone is looked down upon and

considered bad or worthless. The critic

spoke scornfully about the new artists

paintings.

rumbling/scornfully

809

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

heard scuffling from upstairs, we knew

Grandpa had finished his nap.

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

verb. To take possession of for

safekeeping. The police will secure the

birdcage to use as evidence at the trial.

segregation (seg ri g shn) noun. The

practice of setting one racial group

apart from another. There are laws

against segregation in public schools.

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

time selecting the right gift.

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

and desires before those of others. A

second piece of cake sounded good,

but I didnt want to be selfish.

sensible (sen s bl) adjective. Having or

showing sound judgment; wise. If you

make a mistake, the sensible thing to

do is apologize.

shimmer (shim r) verb. To shine with

a faint, wavering light; glimmer. The

walls of the canyon began to shimmer

in the rays of the setting sun.

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

2. Like silk in appearance. Antonio wrote

a poem about the girls long silken hair.

skyscrapers (sk skr prz) plural noun.

Very tall buildings. The city has many

skyscrapers, and some of them are 50

stories high!

slithered (slith rd) verb. To slide or glide

like a snake. When the snakes slithered

across the ground, they hardly made a

sound.

snickering (snik r ing) verb. Laughing

in a mean or disrespectful manner.

The children stopped snickering when

their mother told them to be kinder.

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

was snoring on the porch when I came

home.

snuffled (snuf ld) verb. Breathed noisily

because of partly stopped-up nasal

passages. Because of a bad cold, I

snuffled all day.

scuffling/snuffled

810

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

escape, the prisoner was placed in

solitary confinement.

Word HistorySolitary comes from the Latin

solitarius, meaning alone, lonely.

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

hands had sores after raking leaves all

morning with no gloves on.

specialty (spesh l t) noun. A special

thing that a person knows a great deal

about or can make very well. Making

quilts is my Aunt Lisas specialty.

strikes (strks) plural noun. 1. The stopping

of work to protest something.

The workers threatened strikes if

conditions did not improve. 2. Pitched

balls in the strike zone or that a batter

swings at and misses.

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

around in her new boots from Italy.

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

stubbing ones toe, or tripping over an

obstacle. stumbled upon verb. To

come upon something unexpectedly

or by chance. We stumbled upon the

clues that would lead us to the treasure.

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

people commute from the suburbs into

the city.

Word HistorySuburbs come from the Latin

suburbiumfrom sub under

and urbs, meaning city.

survey (sr v ) verb. To view or

examine as a whole. (srv) noun. A

comprehensive view. A survey of the

crime scene revealed three possible

points of entry.

suspicious (ss pish s) adjective.

Causing doubt and mistrust; causing

the feeling that something is wrong.

When my mom saw me by the cookie

jar, I could tell she was suspicious.

solitary/suspicious

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539U

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

mouth into the stomach. Kathys sore

throat hurts every time she swallows.

Word HistorySwallows comes from the Old

English word swelgan with the

same meaning.

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

body and a forked tail.

Word HistorySwallows comes from the Old

English word swealwe, meaning

this bird.

swamp (swomp) noun. A kind of wetland

in which grasses and shrubs grow on

land almost permanently covered by

shallow water. Many endangered birds,

such as the snowy egret, can be found

in this swamp.

swarms (swrmz) plural noun. Large

groups of insects flying or moving

together. When the hive fell, swarms of

angry bees flew out.

Tttangles (tangglz) plural noun. Knotted,

twisted, confused masses. The garden

hose had not been rolled back up and

was full of tangles.

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

in a science, art, sport, or profession.

Part of Allisons technique in running

is to breathe in and out on counts of

seven.

Word HistoryTechnique comes from the Greek

word tekhnikos, meaning relating

to an art or craft.

swallows/technique

812

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

Visitors to Athens can tour many

temples of the ancient Greeks.

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

for selling office supplies is in North

Carolina.

testify (tes t f ) verb. To give evidence

under oath in a court of law. The

woman took her place on the witness

stand to testify.

threatened (thret nd) adjective. Having

a sense of harm or danger. The dark

storm clouds made the players feel

threatened with a rain-out.

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

as if about to fall. The baby tottered as

she first tried to walk.

traditions (tr dish nz) plural noun.

Knowledge, beliefs, or customs

handed down from one generation

to another. People of many cultural

traditions live in the United States.

Uuunconstitutional (un kon sti t

sh n l) adjective. Not in keeping

with the constitution of the United

States. Segregation was declared

unconstitutional by the Supreme Court.

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

Punishing all of us for the actions of my

little sister seemed unfair.

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

jobs and improve working conditions.

Labor unions fight to get workers the

safety equipment they need.

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

ways, the Everglades is unique.

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

planets, the stars, and all of space.

Many scientists spend their lives

studying the wonders of the universe.

temples/universe

813

unstable (un st b l) adjective. Not

settled or steady; easily moved or put

off balance. Although the raft looked

unstable, it floated very well.

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

girls did not realize they were about to

get sprayed by the hose.

Vvvaluable (val b l) adjective. Of

great use, worth, or importance. The

excavation gave us some valuable new

information about the settlers.

venture (ven ch r) noun. A business or

some other undertaking that involves

risk. Reas new venture was a carpet-

cleaning service.

vessels (ves lz) plural noun. Ships or

large boats used to transport or carry

over water. The ocean liner known as

the Titanic was larger than all other

oceangoing vessels of the time.

Wwweekdays (wkdz ) plural noun. The days

of the week except Saturday and Sunday.

We only go to school on weekdays.

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

forward with great force. 2. Anything

resembling a whirlwind. She moved

about the apartment, packing like a

whirlwind.

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

naturally in an area. We saw lots of

wildlife on our hike in the woods.

wingspan (wing span ) noun. The distance

between the tips of the wings of a

bird, insect, or airplane. The wingspan

of some hawks is five feet.

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

good, and true. When Im not sure what

to do, I look to my grandpas wisdom.

Word HistoryWisdom comes from the Old

English word wisdom, from wis,

meaning having sound judgment,

learned.

wistfully (wist f l ) adverb. In a sadly

longing way; yearningly. My grandma

looked at her wedding pictures wistfully.

unstable/wistfully

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Glossary 539V

Grade 4Unit 1Unit 2Unit 3Unit 4Planning the UnitUsing the Student BookDear Mrs. LaRuePuppy TroubleDear Mrs. LaRueDog Amazes Scientists!Writers Craft: Write About Solving a ProblemSmall Group Pages

The Blind HunterThrough Elizabeths EyesThe Blind HunterMake Life Easier For EverybodyWriters Craft: Write DirectionsSmall Group Pages

The Power of OilClean as a BreezeThe Power of OilWindmills on the PrairiesWriting Frictional Narrative: Write to a PromptSmall Group Pages

Adelinas WhalesA Whale of a Trip!Adelinas WhalesLimericksWriters Craft: Share Your Point of ViewSmall Group Pages

At Home in the Coral ReefCoral ReefsAt Home in the Coral ReefPoseidon and the Kingdom of AtlantisWriters Craft: Write about a Community ProjectSmall Group Pages

Test Strategy: Author and Me

Wrapping Up the UnitAdditional Lessons and Resources

Unit 5Unit 6

Explanatory Writing: Unit 4 Writing Workshop - Ellis...

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