LEVEL 21 | Structural Analysis Structural Analysis ...€¦ · helped it overcome its shyness....

Name: LEVEL 21 | Structural Analysis

Vocabulary Strategies 3

Lexia Skill Builders® 1

7 Write your own definition for each word you used to complete Sentences 7 to 10. Think about theword parts to help you.

Read each sentence, and underline the word with the given prefix or suffix. Then, draw a line from the sentence to the part of speech and meaning of the word you underlined.

1 fore- The white cat in the foreground of the photo

contrasted with the dark forest behind it.

2 trans- Cyclists in the transcontinental race started in

Europe and finished in Asia.

3 in- The moth was so well camouflaged as it rested

on the leaf that it seemed to be invisible.

4 -ure The community swimming pool announced its

closure at the end of the summer.

5 -ic My sister, who has paintings in a local museum,

is the most artistic person in our family.

6 -ity The puppy's curiosity about its new home

helped it overcome its shyness.

(adjective) having the qualities of an artist

(adjective) extending across continents

(noun) the ground in front

(noun) the state of being curious

(adjective) not visible

(noun) the process of closing

Read the words in the box below, and think about their meanings. Circle the prefix or suffix in each word. (One word has both.) Then, find the word that best completes each sentence, and write it on the line.

transformation moisture indirectly forethought

7 Most living things get energy from the sun—either directly from sunlight or

____________________ from another living thing in the food web.

8 When people exercise, their bodies keep cool by letting off ____________________

in the form of sweat.

9 The caterpillar undergoes a miraculous ____________________ from a worm-like

creature to a delicate butterfly.

10 When packing for her trip to the lake, Lola had the ____________________ to pack an

umbrella in case it rained.

Name: Structural Analysis


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7 Choose five words from the box at the top of the page, and write a sentence for each.

Read the words in the box, and think about their meanings. Circle the prefix (fore-, in-, trans-) or suffix (-ic, -ity, -ure) added to the base word. Then, use the words to complete the crossword puzzle.

equality

inaccurate

foretell

negativity

invisible

exposure

systemic

transport

insincere

athletic

Use the words in the box to complete the crossword puzzle. Look for hints in the clues below to help with the meaning of each word.

1 2

3

4

5

6 7

8

9

10

ACROSS

1. having the qualities of a system

4. a state of being critical or negative

6. the state of being equal

9. the process of showing or exposing

10. not able to be seen

DOWN

2. not correct

3. to predict or tell ahead of time

5. to carry across

7. having qualities of an athlete

8. not showing genuine feelings

1 2

3

4

5

6 7

8

9

10

ACROSS

1. having the qualities of a system

4. a state of being critical or negative

6. the state of being equal

9. the process of showing or exposing

10. not able to be seen

DOWN

2. not correct

3. to predict or tell ahead of time

5. to carry across

7. having qualities of an athlete

8. not showing genuine feelings



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Read the words in the box, and think about their meanings. Circle the prefix (fore-, in-, trans-) or suffix (-ic, -ity, -ure) added to the base word.

forestall

inconsequential

metallic

rigidity

pressure

foremost

inadequate

hygienic

transform

ability

Choose the word from the box that matches each part of speech and definition, and write it on the line. Then, use the word in a sentence.

1 __________________________________ (adjective) not important or not consequential

____________________________________________________________________________

2 __________________________________ (verb) to change in form or appearance

____________________________________________________________________________

3 __________________________________ (noun) the state of being able

____________________________________________________________________________

4 __________________________________ (adjective) before anything else in rank

____________________________________________________________________________

5 __________________________________ (adjective) having the qualities of metal

____________________________________________________________________________

6 __________________________________ (adjective) not adequate or not enough

____________________________________________________________________________

7 __________________________________ (adjective) having qualities of cleanliness

____________________________________________________________________________

8 __________________________________ (noun) the action of pressing

____________________________________________________________________________

9 __________________________________ (noun) to stop or pause ahead of time

____________________________________________________________________________

10 __________________________________ (noun) the quality of being rigid or hard

____________________________________________________________________________

7 Read your sentences to a partner.



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7 Read this passage to a partner. Talk about the information and explain your answers to thequestions above.

Read the words in the box, and think about their meanings. Circle the prefix or suffix added to the base word. One word has a prefix and a suffix.

massive

hazardous

problematic

reproduce

collection

unpredictable

transported

pollution

natural

reassembled

Read the passage. Think about word parts to help with the meaning of complex words.

Life can be unpredictable and full of surprises. You never know when inspiration may strike.

For Dutch inventor Boyan Slat, it happened while scuba diving, at age sixteen, when he noticed

more garbage than fish.

Boyan began to investigate the issue. Massive garbage patches were floating around the world’s

oceans—one of them three times the size of France! Boats and nets were being used to haul it

out, but this was slow and problematic. Wildlife was getting caught in the nets, and the boats

were spewing hazardous fumes and deadly poisons into the air, adding to the pollution problem.

Boyan explored the idea of using natural ocean currents to gather trash. After years of

research, he helped create a system of giant floating barriers called booms. The mile-long

booms are constructed on land out of pipes. Then, they are transported out to sea in sections

and reassembled there.

The booms are curved in a wide arc and designed to reproduce the effects of a beach,

gathering trash along the edges, then funneling it into a collection bin.

Use word-part clues and context clues to help you answer the questions below. Write in complete sentences.

1 The author claims that life can be unpredictable. What does unpredictable mean?

____________________________________________________________________________

2 What was the inspiration for Boyan Slat’s invention?

____________________________________________________________________________

3 Why is the process of using boats and nets to clean ocean pollution problematic?

____________________________________________________________________________

____________________________________________________________________________

4 In your own words, explain how the system of giant barriers works to reduce pollution.

____________________________________________________________________________

____________________________________________________________________________



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7 Read this passage to a partner. Then, discuss other innovative products that make life easier.

Read the words in the box, and think about their meanings. Circle the prefix or suffix added to the base word. One word has a prefix and a suffix.

redesigning

accidentally

unveiled

internationally

activity

innovative

foremost

inventive

creativity

globally

Read the passage. Think about word parts to help with the meaning of complex words.

Ayla Hutchinson wasn’t expecting to invent an innovative product that would be sold globally,

all around the world. She was trying to do homework. Her science project would be due soon,

and she didn’t have an idea yet.

She sat and thought while her mother chopped kindling (wood for a fire). Coming up with an

idea was difficult. What if she wasn’t an inventive person? Maybe creativity wasn’t her strength.

Whack! The hatchet hit her mom’s finger and cut it open. When the bleeding stopped, Ayla

knew she’d stumbled upon an idea. Cutting kindling was unsafe. She’d accidentally uncovered an

activity in need of a better solution.

Ayla went to work, designing and redesigning her idea with safety foremost in her mind.

Instead of swinging a hatchet, she thought, why not flip the blade upside-down and put it

on the ground? But someone might stumble and fall on the blade unless a safety ring was

constructed around it. She sketched out yet another design.

The first Kindling Cracker™ was unveiled at Ayla’s school science fair in New Zealand. Today,

thousands are being distributed internationally.

Use word-part clues and context clues to help you answer the questions below. Write in complete sentences.

1 Ayla wonders whether she’s an inventive person What does inventive mean?

____________________________________________________________________________

2 Ayla uncovered an activity in need of a better solution. What was this activity?

____________________________________________________________________________

3 Why did Ayla spend time designing and redesigning her invention?

____________________________________________________________________________

____________________________________________________________________________

4 In your own words, explain how the Kindling Cracker™ works.

____________________________________________________________________________

____________________________________________________________________________



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Name: LEVEL 21 | Fluency

Fluent Reading 3


7 Read each sentence to a partner. Your partner should be able to tell which word you put emphasis on.

Read each sentence aloud, and put emphasis on the bold word. Then, circle the question that the bold word answers.

1 The doctor asked, “Is the new

microscope available?”What? When? Which one?

2 The doctor asked, “Is the new

microscope available?”What? When? Which one?

3 Jaxon exclaimed, “Eight astronauts

will visit my school tomorrow!”When? Who? How many?

4 Jaxon exclaimed, “Eight astronauts

will visit my school tomorrow!”When? Who? How many?

5 My geography teacher said, “Please

draw a small map tonight.”What kind? When? What?

6 My geography teacher said, “Please

draw a small map tonight.”What kind? When? What?

7 With so many modern technologies,

do people use telegrams anywhere?Who? Where? What?

8 With so many modern technologies,

do people use telegrams anywhere?Who? Where? What?

Read each sentence and the question that follows it aloud. Circle the word in the sentence that answers the question. Then, reread the sentence, putting emphasis on the circled word so it stands out.

9 “I signed those autographs quickly,” he answered. Which ones?

10 “I signed those autographs quickly,” he answered. How?

11 Long ago thousands of bison roamed the plains. How many?

12 Long ago thousands of bison roamed the plains. What?

13 The thunder boomed loudly and startled me. Who?

14 The thunder boomed loudly and startled me. How?

Name: Fluency

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Fluent Reading 3


7 Read each correct sentence to a partner. When you pause, your partner should tap the table quietly.

Read each sentence aloud. Circle the sentence that has a pause (/) in the best spot.

1 Like many / musicians and athletes, he practices often.

Like many musicians and athletes, / he practices often.

Like / many musicians and athletes, he practices often.

2 They hung up the telephone / ending the conversation.

They hung up / the telephone ending the conversation.

They hung / up the telephone ending the conversation.

3 Maria worked quickly so she / finished early and went home.

Maria worked / quickly so she finished early and went home.

Maria worked quickly / so she finished early and went home.

4 Without enough / water that plant will wilt and eventually die.

Without enough water that plant will / wilt and eventually die.

Without enough water / that plant will wilt and eventually die.

5 He loves seafood, / including lobster, shrimp, and scallops.

He / loves seafood, including lobster, shrimp, and scallops.

He loves seafood, including / lobster, shrimp, and scallops.

6 Above all / we hope to inspire future archeologists.

Above / all we hope to inspire future archeologists.

Above all we hope to inspire future / archeologists.

7 In the afternoon Elena / attends art class with her brother and a friend.

In the afternoon / Elena attends art class with her brother and a friend.

In the / afternoon Elena attends art class with her brother and a friend.

8 When they saw the audiogram, the / doctors frowned.

When / they saw the audiogram, the doctors frowned.

When they saw the audiogram, / the doctors frowned.

Name: Fluency

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Fluent Reading 3


7 Read Sentences 11 to 14 to a partner. When you pause, your partner should tap the table quietly.

Read each sentence aloud. Add a pause (/) in the best spot.

1 Suddenly the rain stopped.

2 As the puppy slept it snored.

3 They live in Wakefield, a village on the lake.

4 We will cook, and they will clean.

5 I live in this house, which has blue doors.

6 If the pie burns please bake a new one.

7 As of tonight the power is still out.

8 In the first weeks of spring, the weather can be cold.

9 To arrive on time make sure to leave by noon!

10 Occasionally that clock chimes quietly.

Choose four sentences from a book you are reading, and write them on the lines below. Then, add a pause (/) in the best spot. Some of your sentences may have more than one pause!

11 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

12 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

13 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

14 _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Name: Fluency

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Fluent Reading 3


7 Write a poem that fits the following rhyme scheme: A B C B. Then, read your poem to a partner.

Read each poem. Underline the word at the end of each line. Then, circle the the correct rhyme scheme.

1 The Young Doctor

You really should read this story

about a doctor named Clara McCory.

It says that when she was just six,

an injured leg she could easily fix.

A B C B

A B A B

A A B B

2 Treasure

Sitting on the shelf near a jar of honey,

I spotted many coins.

Quite a lot of newfound money!

Now I wonder: Can I buy

that really fancy silk necktie?

A B A C C

A A B B A

A B B A A

3 Look Up

Always look up toward the sky

as you never do quite know

what might happen to go by.

In the sunshine, rain, or snow,

will you see a hawk, a jet, or butterfly?

A B B A A

A A B B A

A B A B A

Read each poem. Underline the word at the end of each line. Then, write the rhyme scheme next to the poem.

5 Oops!

After he’d finished the sweet dessert, _____

he looked up from his plate. _____

“I’d planned to eat just half of this, _____

but now I see that it’s too late!” _____

6 The Farm Escape

Through the gate the goat did run, _____

enjoying its freedom in the sun. _____

Past the barn the horse did trot, _____

ignoring the rules it had been taught. _____

Around the grass Farmer Val did spin, _____

as she tried to get both animals in. _____

Name: Fluency

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Name: LEVEL 21 | Vocabulary

Academic Vocabulary 3


1 To

is to make different.

2

are substances that help

plants and animals live.

3

is a signal word that

means even with.

4 To

is to change something

from one form to another.

5

are units that measure

the energy a food makes.

6

describes something that

is bad.

7 With a partner, play a word guessing game. Describe one of the words without saying the word itself. Use the definition, synonyms, and examples as clues. Once a word is guessed correctly, switch roles.

vary

I try to vary what I do so I’m not bored.

Match the words at the top of the page with their definitions below. Then, draw an image and write an example sentence that helps you remember the definition. This can be a thing, a person, or a way to use the word.

vary calories despite negative nutrients process

Name: Vocabulary


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7 Create a poster about junk food with pictures, words, and diagrams. Explain the negative effects of processed foods, and provide suggestions of foods with healthy nutrients to eat instead.

Read the words at the top of the page. Then, use these words to fill in the blanks in the passages.

1 Lawmakers Should Make the Rules

A healthy human diet includes fats. Fats provide _____________________ for energy,

make muscles work, and help cells grow. Fats from vegetables, nuts, and fish are healthy,

but one kind of fat has _____________________ effects on health. These “trans” fats were

once put in pastries, chips, and other foods that are _____________________ in factories

before people eat them. In the 1990s, scientists showed links between trans fats and heart

disease. Governments passed laws to stop restaurants and factories from using trans fats.

2 Businesses Should Make the Rules

People want the government to protect them from foods that are unsafe to eat. But what

about foods that are bad for you _____________________ being safe to eat? A 20-ounce

bottle of cola has about 15 teaspoons of sugar and 240 calories. Foods with such “empty

calories” do not provide needed _____________________. Instead, these foods can have

_____________________ effects on health. When the mayor of New York City tried to stop

restaurants from selling extra-large sodas, a court decided that the city did not have the

right to enforce such a rule, which limited personal freedoms.

3 In your opinion, should lawmakers or businesses decide what foods are sold and

how they are processed? On another page, make a concept web like the one below

to plan your response. Include details from the passages.

why? why?

your opinion

processed negative despite calories nutrients negative

Name: Vocabulary


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1

means not important or

not serious.

2 The

is when the problem in a

story is worked out.

3 A

is a way of looking at and

understanding something.

4 A

is a struggle between

people or things.

5 To

is to see an event as

it happens.

6 An

is an important topic or

problem people discuss.

7 Write each word on its own card and each definition on a separate card. Shuffle the cards and flip them over. Play a card memory game to match each word with its definition.

Minor

My scraped knee was just a minor injury.


minor conflict issue perspective resolution witness

Name: Vocabulary


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7 Write a historical fiction story from the perspective of someone who lived 100 years ago. What conflicts does she or he witness? What issues must be resolved?


1 The Porcupine Year – A Book Review

In Louise Erdrich’s novel The Porcupine Year, readers travel back in time to 1852 to

_____________________ the adventures of Omakayas, a 12-year-old girl. Omakayas and

her family are Anishinabe (AH-nish-in-AH-bay). Like other Native Americans of the time,

this family must deal with the _____________________ of European-American settlement.

Forced to leave their homeland, they are searching for a place where they can live freely.

Readers get to know Omakayas and share her perspective of the people around her.

The _____________________ of the novel shows the journey’s end and leaves readers

hoping for a bright future for Omakayas.

2 Inside Out & Back Again – A Book Review

It is 1975. Hà and her family face an unknown future as refugees who are escaping

from South Vietnam. Refugees are people who flee their own country because

of war or other _____________________. To understand the issues that Hà tries to

deal with, read the beautifully written and moving novel Inside Out & Back Again,

by Thanha Lai. The author shares her own _____________________ on her childhood

in Vietnam and her arrival in the United States. Readers _____________________

Hà’s experiences of being lonely, struggling with English, and accepting loss.

3 In your opinion, which book reviewed here are you more interested in reading?

Select one of the following ways to present your opinion:

q Write a paragraph to state your opinion.

q Discuss your opinion with a classmate or an adult. In what ways do you agree

or disagree?

q Create a comic strip with words and pictures that illustrate your opinion.

issue conflicts perspective resolution witness witness

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1 To

is to improve or increase.

2

means producing a lot or

getting a lot done.

3

means getting closer to

achieving something.

4

means relating to tools

invented using science.

5 An

is a new idea, tool, or way

to do something.

6 A

is what happens as a

result of an action.

7 Brainstorm other forms of each word (e.g., productive: produce, producer, production). Create a word cloud or word tree to show how the words are related.

enhance

I think adding salt enhances the flavor.


enhance consequence productive progress innovation technological

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7 With a partner, design a new technology. Think about the problem your innovation solves. Be sure to consider any negative consequences!


1 Robot Service at Restaurants

New technologies are changing restaurants. _____________________ include robots that

do the work that human workers have always done. Robots take food orders, flip burgers,

and serve food. These robots are faster and more _____________________ than human

workers. As the price of robots declines, restaurants will pay less for robots than for human

workers. But, restaurants worldwide employ millions of people. As innovations in robots

continue to improve and make _____________________, where will those people find jobs?

2 Drones: Flying Machines with the Potential to Help

The flying machine called a drone is changing the world. A drone has no crew, is smaller

than a plane, and is operated remotely. Utility companies use drones to fly over power lines.

Drones find problems for people to fix, making workers more _____________________.

Drones fly over areas hit by floods, mudslides, and other disasters. They send images

that guide rescue workers’ efforts. Of course, _____________________ changes are never

problem-free. As a _____________________ of so much drone use, people worry about

protecting their privacy from all those snooping cameras.

3 In your opinion, which innovation—restaurant robots or drones—would have a

greater impact on your life? On another page, make a concept web like the one

below to plan your response. Include details from the passages.

why? why?

your opinion

consequence progress productive innovations technological productive

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7 Write each word on its own card and each definition on a separate card. Shuffle the cards and flip them over. Play a card memory game to match each word with its definition.


duration accurate biased investigate professional restrict

1 A

is a set amount of time.

2 A

is a person with a job that

requires special training.

3 To

is to try to find the truth

by searching for details.

4 To

is to limit something.

5

means unfairly preferring

one group over another.

6

means correct or precise.

duration

She increased the duration of her workout.

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7 Create the front page of a student newspaper. Investigate topics that you care about, and interview students and adults to get accurate information for your stories.


1 Roxana Saberi

In 2003, American journalist Roxana Saberi eagerly accepted a job reporting from Iran.

Saberi wanted her American readers and viewers to get true, _____________________

information about issues affecting the Iranian people. The Iranian government

_____________________ many freedoms, controlling what people could do. Saberi

had to be careful. After living in Iran for six years, she was accused of spying and

sentenced to eight years in prison. Saberi did not know it at the time, but journalists

in other countries were _____________________ her story. They reported on her unjust

imprisonment, and media attention spread worldwide. Did the journalists’ actions have

an impact? Maybe—because Saberi was set free.

2 Margaret Bourke-White

Margaret Bourke-White was one of the greatest photojournalists. Photojournalists investigate

and report the news, but they do it with their cameras. When Bourke-White decided

to become a photojournalist, almost all of these _____________________ were male.

However, she would not let the _____________________ views people had about the

roles of women stop her. Bourke-White thought _____________________ stories could

be told “in the simple black-and-white truthfulness of the photograph.”

3 In your opinion, which professional’s work would you prefer to read or see?

Select one of the following ways to present your opinion:

q Write a paragraph to state your opinion.

q Discuss your opinion with a classmate or an adult. In what ways do you agree

or disagree?

q Create a multimedia presentation with images and words to explain your opinion.

biased accurate professionals investigating accurate restricted

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Name: LEVEL 21 | Comprehension

Grammar Concepts 3


7 Read Sentences 9 to 14 to a partner. Explain why you used each verb tense.

Read the terms in the box below, and think about how each part of speech functions in a sentence. Then, match each term to its meaning, and write it on the line.

preposition

adverb

noun

interjection

adjective

pronoun

conjuction

verb

1 A ___________________________ names a person, place, thing, or idea.

2 A ___________________________ takes the place of a noun.

3 A ___________________________ shows an action or links words.

4 An ___________________________ tells where, when, or how the action happens.

5 An ___________________________ tells what kind, how many, or which one.

6 An ___________________________ shows strong feeling or emphasis.

7 A ___________________________ joins ideas within and across sentences.

8 A ___________________________ starts a prepositional phrase that tells where or when.

Write a sentence about yourself using each given verb tense.

9 past tense

10 past tense

11 present tense

12 present tense

13 future tense

14 future tense

Comprehension

Grammar Concepts 3Name:

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Grammar Concepts 3


7 Find three sentences that use prepositional phrases in your independent reading. Write thesentences on another page, and tell whether the prepositional phrases tell where or when.

Use the given preposition to write a prepositional phrase that completes each sentence.

1 on Ciara will travel to Peru ____________________________________________ .

2 near I think a famous actor lives _________________________________________ .

3 under ___________________________________________, there is a secret message.

4 until He was so tired that he slept _______________________________________ .

5 after ___________________________________________ we completed our chores.

6 during Did you and Simon chat ___________________________________________?

7 into She was nervous, but she jumped ___________________________________ .

8 in _________________________________________ my kids will drive flying cars.

9 above They put the book on the shelf _____________________________________ .

10 before __________________________________________ Amir’s sister will play golf.

Complete each sentence with a prepositional phrase that tells where.

11 She found the book _________________________________________________________.

12 The wild horses ran _________________________________________________________.

13 _________________________________________________________, a majestic eagle soars.

Complete each sentence with a prepositional phrase that tells when.

14 Thaman and I hiked _________________________________________________________.

15 __________________________________________________, I need to do my homework.

16 He always brushes his teeth __________________________________________________.

Comprehension


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Grammar Concepts 3


Underline the three nouns. Then, replace them with different nouns. Write the new sentence on the line.

1 Those friendly dogs and cats live in this red building.

_____________________________________________________________________________________________________________

Underline the two adjectives. Then, replace them with different adjectives. Write the new sentence on the line.

2 The delicate bowls sat on the square table.

_____________________________________________________________________________________________________________

Underline the two past tense verbs. Then, replace them with different verbs in the future tense. Write the new sentence on the line.

3 My cousins walked on the trail, but I explored near the lake.

_____________________________________________________________________________________________________________

Underline the two nouns. Then, replace them with pronouns. Write the new sentence on the line.

4 Ben can’t sleep when the dogs howl loudly.

_____________________________________________________________________________________________________________

Underline the two adverbs. Then, replace them with different adverbs. Write the new sentence on the line.

5 The children will play there, or they will read quietly.

_____________________________________________________________________________________________________________

Underline the two pronouns. Then, replace them with different pronouns. Write the new sentence on the line.

6 We swam across the river, but he used the bridge.

_____________________________________________________________________________________________________________

Underline the prepositional phrase that tells when. Then, replace it with a prepositional phrase that tells where. Write the new question on the line.

7 Did the musicians perform throughout the day?

_____________________________________________________________________________________________________________

Underline the two possessive nouns. Then, replace them with different possessive nouns. Write the new sentence on the line.

8 The scientists’ research proved the student’s theory.

_____________________________________________________________________________________________________________

7 Write your own sentence and set of directions for changing it. Then, ask a partner to try it, and checktheir work.

Comprehension


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Grammar Concepts 3


7 Find three examples of interjections in your independent reading. Then, write them on another page.

Use the given interjection in a sentence. Then, draw a sketch to illustrate each sentence.

1 Woohoo!

Woohoo! it’s almost time for our__________________________________________________________

spring concert__________________________________________________________

2 Wow!

__________________________________________________________

__________________________________________________________

3 Hmm,

__________________________________________________________

__________________________________________________________

4 Oops!

__________________________________________________________

__________________________________________________________

5 Ouch!

__________________________________________________________

__________________________________________________________

6 Ahem,

__________________________________________________________

__________________________________________________________

7 Aha!

__________________________________________________________

__________________________________________________________

Woohoo!

Comprehension


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Grammar Concepts 3


7 On another page, explain why it is helpful to know the meanings of different conjunctions andhow to use them in sentences.

Read each pair of simple sentences. Circle the conjunction that would keep the meaning of the two simple sentences when combined to make a compound sentence. Then, write the new sentence on the line. Note: You may add or replace words.

1 It started to rain. Therefore, we left the park.

It started to rain, so we left the park.______________________________________________________________________________________________

so

but

2 Sam picked flowers. She also put them in a vase.

______________________________________________________________________________________________

and

if

3 Satchel could take a nap. His other choice is to do the dishes.

______________________________________________________________________________________________

so

or

4 The car looks old. However, it still runs well.

______________________________________________________________________________________________

if

but

5 I play basketball. In addition, I compete in chess tournaments.

______________________________________________________________________________________________

or

and

6 The horse was tired. As a result, it pulled the wagon slowly.

______________________________________________________________________________________________

so

but

Underline both parts of each paired conjunction. Then, complete the sentence.

7 We will either visit the museum or _____________________________________________.

8 Neither the table nor _____________________________________________ is clean.

9 No sooner had I sat down than _____________________________________________.

10 She found both the red scarf and _____________________________________________.

11 Not only is Jason friendly, but also _____________________________________________.

12 Please have either some fruit or _____________________________________________.

Comprehension


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Grammar Concepts 3


Read each sentence starter, and underline the conjunction. Then, complete the sentence.

1 The runners were tired because ______________________________________________ .

2 As soon as the rain stopped, __________________________________________________ .

3 If I go to bed late, __________________________________________________________ .

4 Our visitors will arrive as soon as ______________________________________________ .

5 The nurse will call you if _____________________________________________________ .

6 It looks like it is going to rain, so ______________________________________________ .

Read each question. Then, answer it by completing the sentence using a conjunction: because, so, or as soon as.

7 Why did Tim paint the door?

Tim painted the door ________________________________________________________ .

8 When will the shop open?

The shop will open __________________________________________________________ .

9 What was the result of all the clocks stopping?

All the clocks stopped, _______________________________________________________ .

10 When did her arm begin hurting?

Her arm began hurting ______________________________________________________ .

11 Why did you move indoors?

We moved indoors __________________________________________________________ .

12 What was the result of Ben not eating breakfast?

Ben did not eat breakfast, ____________________________________________________ .

13 Why is your homework missing?

My homework is missing _____________________________________________________ .

7 Read Sentences 1 to 6 to a partner. Explain how you used the given conjunctions to completeeach sentence.

Comprehension


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Text Connections 4


7 Draw a diagram using arrows to show the transfer of energy from the sun to a food you ate today.

THINK ABOUT

When you’re trying to find answers to science questions, it’s wise to check more than one source.

Each source may present similar terms and concepts but explain them in different ways. Reading more

than one explanation will deepen your understanding of the topic.

READ

Reread “Diagram of a Food Web” (page 2) and “Interview with a Food Scientist” (page 3).

Both sources tell about the same topic—food webs.

1 As you read, underline important terms and details that help answer this Target Question:

How does a food web work?

EXPLORE

2 Look again at the information you underlined. Make a plan to use it to write a paragraph that

answers the Target Question. To make your plan, fill in this chart with details from both texts.

Diagram of a Food Web Interview with a Food Scientist

3 The first sentence of your paragraph will state the topic. Write a topic sentence that shows what

you will write about.

_____________________________________________________________________________________________________________

WRITE

4 On another page, write a paragraph that answers the Target Question. Start your paragraph

with the topic sentence and use your chart to help you with the supporting details. (Hint: Imagine

you’re explaining the answer to someone who has never heard of a food web.)

Name: Comprehension

Text Connections 4

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Text Connections 4


Diagram Of A Food Web

sunlight

green plant

mouse

snake coyote

A food web is a system of organisms that transfer energy to each other by eating

and being eaten. Arrows show the direction that energy flows through the system.

sunlight

Sunlight gives plants the energy they need to make their own food. Almost every

living thing gets energy from the sun—either directly from rays of sunlight or

indirectly from another organism.

green plant

Green plants get energy from the sun when sunlight reaches Earth’s surface.

The plant uses sunlight, water, and air to make its own food. Because plants

produce their own food, they are called producers.

mouse

The mouse can’t make its own food like the plant can, so it must eat the plant to get

energy. Animals that get energy from eating other organisms are called consumers.

snake

Sunlight energy passes to the snake when it eats other animals, like the mouse.

Each time energy is transferred, there is less available because each plant or animal

uses up some energy for its own survival.

coyote

The coyote gets energy by eating many different animals, and even plants.

Energy passes to the coyote from different sources throughout the food web.

Name: Comprehension

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Text Connections 4


Interview With a Food Scientist

This interview between ten-year old Riley Noor and food scientist Dr. Alisha Lee

explains how food scientists know so much about the foods we eat.

Riley: Thank you for meeting with me, Dr. Lee. I have so many questions about

food! First of all, how does food give us energy?

Dr. Lee: The energy in the food we eat can be traced all the way back to the

sun. Sunlight gives energy to green plants so they can produce their own food

using air and water in a process called photosynthesis.

Riley: But what does that have to do with how we get energy?

Dr. Lee: Every time you have a salad, eat rice, or drink orange juice, you’re

getting energy directly from green plants. Green plants can also be mixed with

other ingredients to make food. A chocolate chip cookie, for example, is made

from flour, sugar, eggs, butter, and chocolate. Flour and sugar start out as green

plants. Eggs and butter come from animals that eat green plants. Even chocolate

is made from cocoa beans, which grow on green, leafy trees. So, when you eat a

cookie, the energy from the sun gets passed on, or transferred, to you!

Riley: How do we know how much energy we’re getting when we eat?

Dr. Lee: You can see exactly how much energy you’re getting from any food

just by walking through the supermarket. The next time you go shopping, pick

up a box, a can, a bottle, or a bag, and look for the word calories listed on the

Nutrition Facts label. Calories are an actual measurement of the energy available

when you eat a serving of food.

Riley: What else do you study in the foods we consume?

Dr. Lee: I measure the amount and specific kinds of vitamins and minerals that are in

foods. Those are the parts of food that help your body grow and stay healthy. Even

that chocolate chip cookie has some vitamins and minerals. (Not as much as fruits

and vegetables, of course!)

Name: Comprehension

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THINK ABOUT

Realistic fiction presents characters who have thoughts, feelings, and problems that real people

might experience. To appreciate these stories, readers pay attention to characterization—how authors

develop fictional characters who seem so lifelike.

READ

Reread “Sol Painting, Inc.,” an excerpt from a story by Meg Medina (page 5), and “Secret Samantha,”

an excerpt from a story by Tim Federle (page 6). Each story is told from a first-person point of view.

1 As you read, underline details that help answer this Target Question: What is each main

character like, and how can you tell?

EXPLORE

2 In each story excerpt, a character shows what she is thinking and feeling. What can you tell about

her character traits (words that describe her personality)? Fill in this chart with your ideas.

Character Character Traits How Those Traits Are Shown

Merci

Samantha

WRITE

3 On another page, write a paragraph that answers the Target Question. Start your paragraph

with a topic sentence and use your chart to help you with the supporting details. Be sure to use

quotation marks when you write story titles.

7 Imagine that Merci and Samantha are meeting each other. Create a comic strip showing what they sayto get to know each other.

Name: Comprehension

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Text Connections 4


Sol Painting, Inc.

An excerpt from a story by Meg Medina

I wonder what it’s going to be like for me this year. Roli and I will both be at

Seaward Pines, although I’ll be in the lower school with all the other seventh-grade

“amoebas” (his word). Roli is five years older than I am—a senior. The last time we

were in the same school, I was in kindergarten and he was one of the bossy safety

patrols with a plastic badge. After that, he became a Sunshine Scholar at fancy

Seaward Pines School, where everybody thinks he’s a genius.

Mami says I’m going to love Seaward Pines, but I don’t know. I’m not much for

fancy, and everything about that place is shiny and stiff. Even the red blazers I’ll have

to wear look hot and silly, if you ask me. Plus, no one from our neighborhood goes

there, except Roli, so I’ll have to make new friends. Stuff like that doesn’t bother Roli.

In fact, he’s never brought home a friend in all the years he’s gone there. I asked him

about it once, but he told me to close my oral cavity.

I think what Mami really means is that she’s going to love it. Last year was tough

on her. My highest grade was a C.... Well, it was frustrating for me, too. To think, all my

years of perfect attendance and neat penmanship did absolutely nothing to butter up

my teachers at report card time. It’s what we call a poor return on investment in the

business world. Mami finally said, “iHasta aqui!” and called Papi to “discuss my future,”

so I knew I was dead meat. I fought it as best I could, but they decided that I needed

“a more structured learning environment,” aka Seaward Pines.

“Why does it matter if I get an A in science or English?” I cried to Mami.

“I’m going to take over Papi’s business anyway!”

She gaped at me like a fish out of water. ‘’Business? Is that what you’re calling

a dented van and the few guys who show up when they feel like it? A business?’’

Mami: She has no vision. No wonder she and Papi don’t get along.

Anyway, with Roli’s help, I managed to broker a deal. I agreed not to run away.

I’d go to Seaward Pines but only if I could apprentice with Papi and get paid.

So far, they’re living up to the agreement. I’m twelve, so for now, I mostly do the

trim, and I’m not allowed to go on all the jobs on account of child labor laws and

all that [nonsense]. I’ve been on two sites so far: Ramon’s Auto Parts (not bad since

it was air-conditioned) and the marina, which left me smelling like bait for days.

Name: Comprehension

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Text Connections 4


Secret Samantha

An excerpt from a story by Tim Federle

The mall is a zoo, if the zoo forgot to build cages.

Half the shops are permanently closed, and the food court is a war zone.

But after we pick up [a gift card] for Miss Lee, Mom beelines straight for a boutique

that’s within the price range of our Secret [Sharer] rules.

“What about this, Sammy?” she says, holding up a mini makeup kit that’s right

by the front of this quirky pop-up shop. Mom calls me Sammy because she knows

I hate Samantha, and she knows I prefer Sam, and so Sammy is kind of “in the middle.”

We are working on being in the middle with one another.

“Maybe,” I say, and Mom goes, “Speak up, Sammy,” and I say, “Maybe.”

That right there is a good example of me being in the middle, because I

wanted to throw the makeup against the wall and shout, “Blade doesn’t need

makeup to be cool!”

“Well, I’ll hold on to it,” Mom says, making apology eyes at the cashier.

“Unless you find something better.”

But I don’t find something better, is the problem. I go up and down the aisles,

and I find things that I could use—like these turquoise dragon earrings that might

distract people from my giant ears, or this mini embroidered DIVA pillow that would

be a good bed for my bunny, Sir Hop-a-Lot—but none of it seems very Blade.

“Samantha?” I hear from the front. I’m allowed out of my mom’s sight for

about ten seconds for every year I’ve been alive.

As I’m shuffling back to her, I’m making note of the silver high heels she’s

got on that I know make her feet “scream.” She always looks so dolled up but

so uncomfortable. She’s the very opposite of me. I’d rather be plain and relaxed.

If I could wear sweatpants to church, I would. If I could buzz off my hair, I would.

I’m serious!

“So?” Mom says, tapping the makeup kit against the counter. “Shall we?”

But then she gets a phone call from her boyfriend—I recognize the special

ring—and she hands the cashier both of her credit cards, says, “One of those

should work,” and steps away to take Scott’s call.

Name: Comprehension

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Text Connections 4


7 Locate a copy of the book Salt. Take turns with a partner reading aloud the parts of Anikwa andJames. Discuss how the visual layout of each poem adds meaning to the story.

THINK ABOUT

To learn about a period in history, readers look for answers to the basic questions When? Where?

Who? What happened? Why? Informational texts have answers to those questions. Historical fiction

also has answers but presents them differently—through the eyes of the characters.

READ

Reread “A Timeline of the War of 1812” (page 8) and Salt: A Story Of Friendship In A Time Of War,

an excerpt from a book by Helen Frost (page 9). Both tell about the same historical event: the

War of 1812.

1 As you read, underline details about the war that appear in both sources.

EXPLORE

2 What information in the timeline helps readers understand why Kekionga is destroyed?

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

3 Which details in the timeline seem to best match major ideas in both poems?

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

WRITE

4 To write a historical novel, an author must combine both factual research and imagination.

What topics did the author need to research? What elements came from her imagination?

On another page, write a paragraph to explain your answers.

Name: Comprehension

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Text Connections 4


A Timeline of the War of 1812

1810 18151814181318121811

1810

Hostility and distrust between Americans and British grow when the British force

American sailors to join the British Royal Navy. At the same time, many Native

American nations unite to stop the United States from claiming more land in the

Northwest Territory. Some American settlers and Native Americans peacefully share

this land and trade supplies.

1811

Americans and British clash over control of the Northwest Territory. This area is

already home to thousands of Native Americans. British troops offer weapons to

some Native Americans to help them fight against American soldiers.

1812

The United States declares war. Some Native Americans support the United States.

Other Native Americans join the British army to fight against American soldiers.

Fort Wayne is attacked and surrounded by Native Americans. People in Fort Wayne

begin to run out of food. American soldiers set fire to nearby Native American villages.

1813

The war damages relationships between Native Americans and American families

who have settled in the Northwest Territory. Settlers and Native Americans who

once traded with each other and lived in peace are now unsure whom to trust.

1814

Relationships between American settlers and Native Americans grow worse as native

people are forced off land where they have lived for centuries.

1815

The Treaty of Ghent is signed, and the war officially ends. The treaty states that the

United States must return any land that had been home to Native Americans before

the war. This does not happen. American settlers continue to expand westward and

claim land for the United States.

Name: Comprehension

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Text Connections 4


These events are described from the perspectives of two 12-year-old boys.

Anikwa, a Native American, and James, an American settler, live in what is

now the US state of Indiana. Anikwa and his family have returned to Kekionga

(their village) to find that it has been burned by American soldiers.

Salt: A Story of Friendship in a Time of War

An excerpt from a book by Helen Frost

ANIKWA

It’s almost dark

when we walk into Kekionga.

Or where it used to be. Now it’s … ashes.

Kwaahkwa told us, but no one could

imagine how terrible it is:

every house

torn apart

and burned. The fish

we had to leave on drying racks

scattered everywhere, and trampled.

Corncobs and fish heads covered with flies—

the army must have eaten what they wanted, and then

destroyed whatever was left over. Didn’t they know—

they must have known—it’s too late to grow more

corn, and we won’t be able to catch many

fish before the river freezes.

Will the animals find

their way

back?

Will deer give us

hides for warmth and shelter, meat

for winter food? Father says, It’s worse than I thought.

Grandma says, You helped them go to Piqua.

They should help us now.

Name: Comprehension

Text Connections 4

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Text Connections 4


Salt: A Story of Friendship in a Time of War

(continued)

JAMES

Anikwa looks at me like he’s forgotten who I am, his eyes so sad

and angry I don’t know what to say. I made him a new whistle, but now

it seems like it belongs someplace we can’t go back to. I keep it

in my pocket. We give them a ball of twine, a new blade for their saw.

Ma says, This is not on credit. It’s a gift. Pa looks surprised to hear that,

but he doesn’t disagree. A few leaves are turning yellow, falling

from the trees into the river. When I do offer the whistle to Anikwa,

he takes it, but he doesn’t smile. He looks older. He looks hungry.

They all do. Mink spreads out her hands and speaks to us. Old Raccoon

repeats her words in English: Please sit with us and eat. He goes away and

comes back with a roasted rabbit. Mink holds out a small gourd bowl to Pa.

He turns red and looks down at the ground before he dips his fingers in. Salt.

Thank you, he says softly. I whisper to Ma, They hardly have any food. Why

are they feeding us? She answers, You should know by now. This is who they are.

Name: Comprehension

Text Connections 4

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Lexia Skill Builders®

LEVEL 21 | Structural Analysis


Nam

e:

LEV

EL

21

| St

ruct

ural

Ana

lysi

s

Voca

bul

ary

Stra

teg

ies

3

Lexi

a Sk

ill B

uild

ers®

2

7

Ch

oo

se fi

ve w

ord

s fr

om

th

e b

ox

at t

he

top

of t

he

pag

e, a

nd

wri

te a

sen

ten

ce f

or

each

.

Rea

d t

he

wo

rds

in t

he

bo

x, a

nd

th

ink

abo

ut t

hei

r m

ean

ing

s. C

ircl

e th

e p

refi

x (f

ore

-, in

-, tr

ans-

) or

suffi

x (-

ic, -

ity,

-ure

) ad

ded

to

th

e b

ase

wo

rd. T

hen

, use

th

e w

ord

s to

co

mp

lete

th

e cr

oss

wo

rd p

uzz

le.

equal

ity

inac

cura

te

fore

tell

negat

ivity

invi

sible

exp

osu

re

syst

em

ic

tran

sport

insince

re

athle

tic

Use

th

e w

ord

s in

th

e b

ox

to c

om

ple

te t

he

cro

ssw

ord

pu

zzle

. Lo

ok

for

hin

ts in

th

e cl

ues

bel

ow

to

hel

p w

ith

th

e

mea

nin

g o

f eac

h w

ord

.

12

3

4

5

67

8

9

10

ACRO

SS

1.

hav

ing t

he q

ual

itie

s of a

syst

em

4.

a st

ate o

f bein

g c

ritica

l or

negat

ive

6.

the s

tate

of bein

g e

qual

9.

the p

roce

ss o

f sh

ow

ing o

r exp

osing

10. n

ot

able

to b

e s

een

DO

WN

2.

not

corr

ect

3.

to p

redic

t or

tell

ahead

of tim

e

5.

to c

arry

acr

oss

7.

hav

ing q

ual

itie

s of an

ath

lete

8.

not

show

ing g

enuin

e feelin

gs

12

3

4

5

67

8

9

10

ACRO

SS

1.

hav

ing t

he q

ual

itie

s of a

syst

em

4.

a st

ate o

f bein

g c

ritica

l or

negat

ive

6.

the s

tate

of bein

g e

qual

9.

the p

roce

ss o

f sh

ow

ing o

r exp

osing

10. n

ot

able

to b

e s

een

DO

WN

2.

not

corr

ect

3.

to p

redic

t or

tell

ahead

of tim

e

5.

to c

arry

acr

oss

7.

hav

ing q

ual

itie

s of an

ath

lete

8.

not

show

ing g

enuin

e feelin

gs

sy

st

em

ic

nf

ne

ga

ti

vi

ty

oc

rc

te

ur

eq

ua

li

ty

ra

te

an

ih

lt

sn

ll

ex

po

su

re

oi

tr

ni

tc

ce r

in

vi

si

bl

e

Nam

e:

Stru

ctur

al A

naly

sis

Voca

bul

ary

Stra

teg

ies

3N

ame:

LE

VE

L 2

1 |

Stru

ctur

al A

naly

sis

Voca

bul

ary

Stra

teg

ies

3

Lexi

a Sk

ill B

uild

ers®

1

7

Wri

te y

ou

r o

wn

defi

nit

ion

for

each

wo

rd y

ou

use

d t

o c

om

ple

te S

ente

nce

s 7

to

10

. Th

ink

abo

ut t

he

wo

rd p

arts

to

hel

p y

ou

.

Rea

d e

ach

sen

ten

ce, a

nd

un

der

line

the

wo

rd w

ith

th

e g

iven

pre

fix

or

suffi

x. T

hen

, dra

w a

lin

e fr

om

th

e se

nte

nce

to

th

e p

art o

f sp

eech

an

d m

ean

ing

of t

he

wo

rd y

ou

un

der

lined

.

1fo

re-

The w

hite c

at in t

he fore

gro

und o

f th

e p

hoto

contr

aste

d w

ith t

he d

ark

fore

st b

ehin

d it.

2tr

ans-

Cyc

lists

in t

he t

ransc

ontinenta

l ra

ce s

tart

ed in

Euro

pe a

nd fin

ished in A

sia.

3in

-The m

oth

was

so w

ell

cam

ouflag

ed a

s it r

est

ed

on t

he leaf

that

it

seem

ed t

o b

e invi

sible

.

4-u

reThe c

om

munity

swim

min

g p

ool an

nounce

d its

closu

re a

t th

e e

nd o

f th

e s

um

mer.

5-i

cM

y sist

er, w

ho h

as p

aintings

in a

loca

l m

use

um

,

is the m

ost

art

istic

pers

on in o

ur

fam

ily.

6-i

tyThe p

uppy'

s cu

riosity

about

its

new

hom

e

help

ed it

ove

rcom

e its

shyn

ess

.

(adje

ctiv

e) hav

ing

the q

ual

itie

s of

an a

rtist

(adje

ctiv

e)

ext

endin

g a

cross

co

ntinents

(noun)

the

gro

und in fro

nt

(noun)

the s

tate

of bein

g c

urious

(adje

ctiv

e)

not

visible

(noun)

the

pro

cess

of

closing

Rea

d t

he

wo

rds

in t

he

bo

x b

elo

w, a

nd

th

ink

abo

ut t

hei

r m

ean

ing

s. C

ircl

e th

e p

refi

x o

r su

ffix

in e

ach

wo

rd. (

On

e w

ord

h

as b

oth

.) Th

en, fi

nd

th

e w

ord

th

at b

est c

om

ple

tes

each

sen

ten

ce, a

nd

wri

te it

on

the

line.

tran

sform

atio

nm

oistu

rein

direct

lyfo

reth

ought

7M

ost

liv

ing t

hin

gs

get

energ

y fr

om

the s

un—

either

direct

ly fro

m s

unlig

ht

or

____________________ fro

m a

noth

er

livin

g t

hin

g in t

he food w

eb.

8W

hen p

eople

exe

rcise, th

eir b

odie

s ke

ep c

ool by

lett

ing o

ff _

___________________

in t

he form

of sw

eat

.

9The c

aterp

illar

underg

oes

a m

irac

ulo

us

____________________ fro

m a

worm

-like

creat

ure

to a

delic

ate b

utt

erf

ly.

10

When p

acking for

her

trip

to t

he lak

e, Lo

la h

ad t

he _

___________________ t

o p

ack

an

um

bre

lla in c

ase it

rain

ed.

indire

ctly

moist

ure

tran

sfor

mat

ion

fore

thou

ght

Nam

e:

Stru

ctur

al A

naly

sis

Voca

bul

ary

Stra

teg

ies

3

Structural Analysis


Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.




Nam

e:

LEV

EL

21

| St

ruct

ural

Ana

lysi

s

Voca

bul

ary

Stra

teg

ies

3

Lexi

a Sk

ill B

uild

ers®

4

7

Re

ad t

his

pas

sag

e t

o a

par

tne

r. T

alk

ab

ou

t th

e in

form

atio

n a

nd

ex

pla

in y

ou

r an

swe

rs t

o t

he

qu

est

ion

s ab

ove

.

Re

ad t

he

wo

rds

in t

he

bo

x, a

nd

th

ink

abo

ut

the

ir m

ean

ing

s. C

ircl

e th

e p

refi

x o

r su

ffix

add

ed

to

th

e b

ase

wo

rd.

On

e w

ord

has

a p

refi

x an

d a

su

ffix.

mas

sive

haz

ardous

pro

ble

mat

ic

repro

duce

colle

ctio

n

unpre

dic

table

tran

sport

ed

pollu

tion

nat

ura

l

reas

sem

ble

d

Rea

d t

he

pas

sag

e. T

hin

k ab

ou

t wo

rd p

arts

to

hel

p w

ith

th

e m

ean

ing

of c

om

ple

x w

ord

s.

Life

can

be

unpre

dic

table

and full

of su

rprise

s. Y

ou n

ever

know

when

insp

irat

ion m

ay s

trike.

For

Dutc

h inve

nto

r Boya

n S

lat, it hap

pen

ed w

hile

scu

ba

div

ing, at

age

sixt

een, w

hen

he

notice

d

more

gar

bag

e th

an fish.

Boya

n b

egan

to in

vest

igat

e th

e issu

e. M

assive

gar

bag

e pat

ches

wer

e flo

atin

g a

round the

world’s

oce

ans—

one

of th

em thre

e tim

es the

size

of Fr

ance

! Boat

s an

d n

ets

wer

e bei

ng u

sed to h

aul i

t

out, b

ut th

is w

as s

low

and p

roble

mat

ic. W

ildlif

e w

as g

etting c

aught in

the

net

s, a

nd the

boat

s

wer

e sp

ewin

g h

azar

dous

fum

es a

nd d

eadly

poisons

into

the

air, a

ddin

g to the

pollu

tion p

roble

m.

Boya

n e

xplo

red the

idea

of using n

atura

l oce

an c

urr

ents

to g

ather

tra

sh. After

yea

rs o

f

rese

arch

, he

hel

ped

cre

ate

a sy

stem

of gia

nt flo

atin

g b

arrier

s ca

lled b

oom

s. T

he

mile

-long

boom

s ar

e co

nst

ruct

ed o

n lan

d o

ut of pip

es. Th

en, th

ey a

re tra

nsp

ort

ed o

ut to

sea

in s

ections

and r

eass

emble

d ther

e.

The

boom

s ar

e cu

rved

in a

wid

e ar

c an

d d

esig

ned

to r

epro

duce

the

effe

cts

of a

bea

ch,

gat

her

ing tra

sh a

long the

edges

, th

en funnel

ing it in

to a

colle

ctio

n b

in.

Use

wo

rd-p

art c

lues

an

d c

on

tex

t clu

es t

o h

elp

yo

u an

swer

th

e q

ues

tio

ns

bel

ow

. Wri

te in

co

mp

lete

sen

ten

ces.

1The a

uth

or

clai

ms

that

life c

an b

e u

npre

dic

table

. W

hat

does

unpre

dic

table

mean

?

____________________________________________________________________________

2W

hat

was

the insp

irat

ion for

Boya

n S

lat’s

inve

ntion?

____________________________________________________________________________

3W

hy

is t

he p

roce

ss o

f using b

oat

s an

d n

ets

to c

lean

oce

an p

ollu

tion p

roble

mat

ic?

____________________________________________________________________________

____________________________________________________________________________

4In

your

ow

n w

ord

s, e

xpla

in h

ow

the s

yste

m o

f gia

nt bar

riers

work

s to

reduce

pollu

tion.

____________________________________________________________________________

____________________________________________________________________________

Unp

redi

ctab

le m

eans

not

abl

e to

be

know

n be

fore

it h

appe

ns.

He

obse

rved

mor

e ga

rbag

e th

an fi

sh w

hile h

e wa

s sc

uba

divin

g.

Usin

g bo

ats

and

nets

was

pro

blem

atic

beca

use

wild

life

got ca

ught

in

the

nets

, and

boa

t fu

mes

cre

ated

mor

e po

llutio

n.

The

long, c

urve

d bo

oms

colle

cted

tra

sh a

nd d

irect

ed it

into

a

cont

aine

r to

rem

ove

it.

Nam

e:

Stru

ctur

al A

naly

sis

Voca

bul

ary

Stra

teg

ies

3N

ame:

LE

VE

L 2

1 |

Stru

ctur

al A

naly

sis

Voca

bul

ary

Stra

teg

ies

3

Lexi

a Sk

ill B

uild

ers®

3

Rea

d t

he

wo

rds

in t

he

bo

x, a

nd

th

ink

abo

ut t

hei

r m

ean

ing

s. C

ircl

e th

e p

refi

x (f

ore

-, in

-, tr

ans-

) or

suffi

x (-

ic, -

ity,

-ure

) ad

ded

to

th

e b

ase

wo

rd.

fore

stal

l

inco

nse

quential

meta

llic

rigid

ity

pre

ssure

fore

most

inad

equat

e

hyg

ienic

tran

sform

abili

ty

Ch

oo

se t

he

wo

rd f

rom

th

e b

ox

that

mat

ches

eac

h p

art o

f sp

eech

an

d d

efi

nit

ion

, an

d w

rite

it o

n th

e lin

e. T

hen

, use

th

e w

ord

in a

sen

ten

ce.

1__________________________________ (ad

ject

ive)

not

import

ant

or

not

conse

quential

____________________________________________________________________________

2__________________________________ (ve

rb)

to c

han

ge in form

or

appear

ance

____________________________________________________________________________

3__________________________________ (noun)

the s

tate

of bein

g a

ble

____________________________________________________________________________

4__________________________________ (ad

ject

ive)

befo

re a

nyt

hin

g e

lse in r

ank

____________________________________________________________________________

5__________________________________ (ad

ject

ive)

hav

ing the q

ual

itie

s of m

eta

l

____________________________________________________________________________

6__________________________________ (ad

ject

ive)

not ad

equat

e o

r not enough

____________________________________________________________________________

7__________________________________ (ad

ject

ive)

hav

ing q

ual

itie

s of clean

liness

____________________________________________________________________________

8__________________________________ (noun)

the a

ctio

n o

f pre

ssin

g

____________________________________________________________________________

9__________________________________ (noun)

to s

top o

r pau

se a

head

of tim

e

____________________________________________________________________________

10

__________________________________ (noun)

the q

ual

ity

of bein

g r

igid

or

har

d

____________________________________________________________________________

7

Rea

d y

ou

r se

nte

nce

s to

a p

artn

er.

incon

sequ

entia

lSt

uden

t se

nten

ces

will

vary

.

tran

sfor

mSt

uden

t se

nten

ces

will

vary

.

abilit

ySt

uden

t se

nten

ces

will

vary

.

fore

mos

tSt

uden

t se

nten

ces

will

vary

.

met

allic

Stud

ent se

nten

ces

will

vary

.

inade

quat

eSt

uden

t se

nten

ces

will

vary

.

hygi

enic

Stud

ent se

nten

ces

will

vary

.

pres

sure

Stud

ent se

nten

ces

will

vary

.

fore

stall

Stud

ent se

nten

ces

will

vary

.

rigid

itySt

uden

t se

nten

ces

will

vary

.

Nam

e:

Stru

ctur

al A

naly

sis

Voca

bul

ary

Stra

teg

ies

3

Structural Analysis


Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.




Nam

e:

LEV

EL

21

| St

ruct

ural

Ana

lysi

s

Voca

bul

ary

Stra

teg

ies

3

Lexi

a Sk

ill B

uild

ers®

5

7

Re

ad t

his

pas

sag

e t

o a

par

tne

r. T

he

n, d

iscu

ss o

the

r in

no

vati

ve p

rod

uct

s th

at m

ake

life

eas

ier.

Re

ad t

he

wo

rds

in t

he

bo

x, a

nd

th

ink

abo

ut

the

ir m

ean

ing

s. C

ircl

e th

e p

refi

x o

r su

ffix

add

ed

to

th

e b

ase

wo

rd.

On

e w

ord

has

a p

refi

x an

d a

su

ffix.

redesignin

g

acci

denta

lly

unve

iled

inte

rnat

ional

ly

activi

ty

innova

tive

fore

most

inve

ntive

creat

ivity

glo

bal

ly

Rea

d t

he

pas

sag

e. T

hin

k ab

ou

t wo

rd p

arts

to

hel

p w

ith

th

e m

ean

ing

of c

om

ple

x w

ord

s.

Ayl

a H

utc

hin

son w

asn’t e

xpec

ting to inve

nt an

innova

tive

pro

duct

that

would

be

sold

glo

bal

ly,

all ar

ound the

world. Sh

e w

as try

ing to d

o h

om

ework

. H

er s

cien

ce p

roje

ct w

ould

be

due

soon,

and s

he

did

n’t h

ave

an idea

yet

.

She

sat an

d thought w

hile

her

moth

er c

hopped

kin

dlin

g (w

ood for

a fir

e). C

om

ing u

p w

ith a

n

idea

was

diff

icult. W

hat

if s

he

was

n’t a

n in

ventive

per

son?

May

be

crea

tivi

ty w

asn’t h

er s

tren

gth

.

Whac

k! T

he

hat

chet

hit h

er m

om

’s fin

ger

and c

ut it o

pen

. When

the

ble

edin

g s

topped

, Ayl

a

knew

she’

d s

tum

ble

d u

pon a

n id

ea. C

uttin

g k

indlin

g w

as u

nsa

fe. S

he’

d a

ccid

enta

lly u

nco

vere

d a

n

activi

ty in

nee

d o

f a

bet

ter

solu

tion.

Ayl

a w

ent to

work

, des

ignin

g a

nd r

edes

ignin

g h

er idea

with s

afet

y fo

rem

ost

in h

er m

ind.

Inst

ead o

f sw

ingin

g a

hat

chet

, sh

e th

ought, w

hy

not fli

p the

bla

de

upside-

dow

n a

nd p

ut it

on the

gro

und?

But so

meo

ne

mig

ht st

um

ble

and fal

l on the

bla

de

unle

ss a

saf

ety

ring w

as

const

ruct

ed a

round it. S

he

sket

ched

out ye

t an

oth

er d

esig

n.

The

first

Kin

dlin

g C

rack

er™

was

unve

iled a

t Ayl

a’s

school sc

ience

fai

r in

New

Zea

land. To

day

,

thousa

nds

are

bei

ng d

istr

ibute

d inte

rnat

ional

ly.

Use

wo

rd-p

art c

lues

an

d c

on

tex

t clu

es t

o h

elp

yo

u an

swer

th

e q

ues

tio

ns

bel

ow

. Wri

te in

co

mp

lete

sen

ten

ces.

1Ayl

a w

onders

wheth

er

she’s

an inve

ntive

pers

on W

hat

does

inve

ntive

mean

?

____________________________________________________________________________

2Ayl

a unco

vere

d a

n a

ctiv

ity

in n

eed o

f a

bett

er

solu

tion. W

hat

was

this a

ctiv

ity?

____________________________________________________________________________

3W

hy

did

Ayl

a sp

end t

ime d

esignin

g a

nd r

edesignin

g h

er

inve

ntion?

____________________________________________________________________________

____________________________________________________________________________

4In

your

ow

n w

ord

s, e

xpla

in h

ow

the K

indlin

g C

rack

er™

work

s.

____________________________________________________________________________

____________________________________________________________________________

Inve

ntive

mea

ns b

eing

som

eone

who

new

cre

ates

thi

ngs.

The

dang

erou

s ac

tivity

was

cho

pping

woo

d, o

r ki

ndlin

g, wi

th a

hat

chet

.

Ayla w

ante

d he

r inv

entio

n to

be

safe

, so

she

need

ed to

rede

sign

it to

kee

p pe

ople fro

m s

tum

bling

and

fallin

g on

the

blade

.

The

Kind

ling

Crac

ker

work

s by

placin

g wo

od o

ver

a bl

ade

that

is

on the

gro

und.

Nam

e:

Stru

ctur

al A

naly

sis

Voca

bul

ary

Stra

teg

ies

3

Structural Analysis


Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.


LEVEL 21 | Fluency

Fluent Reading 3

Nam

e:

LEV

EL

21

| Fl

uenc

y

Flue

nt R

ead

ing

3

Lexi

a Sk

ill B

uild

ers®

2

7

Rea

d e

ach

co

rrec

t sen

ten

ce t

o a

par

tner

. Wh

en y

ou

pau

se, y

ou

r p

artn

er s

ho

uld

tap

th

e ta

ble

qu

ietl

y.

Rea

d e

ach

sen

ten

ce a

lou

d. C

ircl

e th

e se

nte

nce

th

at h

as a

pau

se (/

) in

the

bes

t sp

ot.

1Li

ke m

any

/ m

usici

ans

and a

thle

tes, h

e p

ractice

s oft

en.

Like

man

y m

usici

ans

and a

thle

tes, /

he p

ractice

s oft

en.

Like

/ m

any

musici

ans

and a

thle

tes, h

e p

ractice

s oft

en.

2They

hung u

p t

he t

ele

phone /

endin

g t

he c

onve

rsat

ion.

They

hung u

p /

the t

ele

phone e

ndin

g t

he c

onve

rsat

ion.

They

hung /

up t

he t

ele

phone e

ndin

g t

he c

onve

rsat

ion.

3M

aria

work

ed q

uic

kly

so s

he /

fin

ished e

arly

and w

ent

hom

e.

Mar

ia w

ork

ed /

quic

kly

so s

he f

inished e

arly

and w

ent

hom

e.

Mar

ia w

ork

ed q

uic

kly

/ so

she f

inished e

arly

and w

ent

hom

e.

4W

ithout

enough /

wat

er

that

pla

nt

will

wilt

and e

ventu

ally

die

.

Without

enough w

ater

that

pla

nt

will

/ w

ilt a

nd e

ventu

ally

die

.

Without

enough w

ater

/ th

at p

lant

will

wilt

and e

ventu

ally

die

.

5H

e love

s se

afo

od, /

incl

udin

g lobst

er,

shrim

p, an

d s

callo

ps.

He /

love

s se

afo

od, in

cludin

g lobst

er,

shrim

p, an

d s

callo

ps.

He love

s se

afo

od, in

cludin

g /

lobst

er,

shrim

p, an

d s

callo

ps.

6Above

all

/ w

e h

ope t

o insp

ire futu

re a

rcheolo

gis

ts.

Above

/ a

ll w

e h

ope t

o insp

ire futu

re a

rcheolo

gis

ts.

Above

all

we h

ope t

o insp

ire futu

re /

arc

heolo

gis

ts.

7In

the a

ftern

oon E

lena

/ at

tends

art

clas

s w

ith h

er

bro

ther

and a

friend.

In t

he a

ftern

oon /

Ele

na

atte

nds

art

clas

s w

ith h

er

bro

ther

and a

friend.

In t

he /

aft

ern

oon E

lena

atte

nds

art

clas

s w

ith h

er

bro

ther

and a

friend.

8W

hen t

hey

saw

the a

udio

gra

m, th

e /

docto

rs fro

wned.

When /

they

saw

the a

udio

gra

m, th

e d

octo

rs fro

wned.

When t

hey

saw

the a

udio

gra

m, /

the d

octo

rs fro

wned.

Nam

e:

Flue

ncy

Flue

nt R

ead

ing

3N

ame:

LE

VE

L 2

1 |

Flue

ncy

Flue

nt R

ead

ing

3

Lexi

a Sk

ill B

uild

ers®

1

7

Rea

d e

ach

sen

ten

ce t

o a

par

tner

. Yo

ur

par

tner

sh

ou

ld b

e ab

le t

o t

ell w

hic

h w

ord

yo

u p

ut e

mp

has

is o

n.

Rea

d e

ach

sen

ten

ce a

lou

d, a

nd

pu

t em

ph

asis

on

the

bo

ld w

ord

. Th

en, c

ircl

e th

e q

ues

tio

n th

at t

he

bo

ld w

ord

an

swer

s.

1The d

octo

r as

ked, “I

s th

e n

ew

mic

rosc

ope a

vaila

ble?”

What

?W

hen?

Whic

h o

ne?

2The d

octo

r as

ked, “I

s th

e n

ew

mic

rosc

ope a

vaila

ble?”

What

?W

hen?

Whic

h o

ne?

3Ja

xon e

xcla

imed, “E

ight

astr

onau

ts

will

visit m

y sc

hool to

mo

rrow

!”W

hen?

Who?

How

man

y?

4Ja

xon e

xcla

imed, “E

ight

astr

onau

ts

will

visit m

y sc

hool to

morr

ow

!”W

hen?

Who?

How

man

y?

5M

y geogra

phy

teac

her

said

, “P

leas

e

dra

w a

sm

all m

ap t

onig

ht.”

What

kin

d?

When?

What

?

6M

y geogra

phy

teac

her

said

, “P

leas

e

dra

w a

sm

all m

ap t

onig

ht.”

What

kin

d?

When?

What

?

7W

ith s

o m

any

modern

tech

nolo

gie

s,

do p

eople

use

tele

gra

ms

anyw

here

?W

ho?

Where

?W

hat

?

8W

ith s

o m

any

modern

tech

nolo

gie

s,

do p

eople

use

tele

gra

ms

anyw

here

?W

ho?

Where

?W

hat

?

Rea

d e

ach

sen

ten

ce a

nd

th

e q

ues

tio

n th

at f

ollo

ws

it a

lou

d. C

ircl

e th

e w

ord

in t

he

sen

ten

ce t

hat

an

swer

s th

e q

ues

tio

n.

Then

, rer

ead

th

e se

nte

nce

, pu

ttin

g e

mp

has

is o

n th

e ci

rcle

d w

ord

so

it s

tan

ds

ou

t.

9“I

sig

ned t

hose

auto

gra

phs

quic

kly,”

he a

nsw

ere

d.

Whic

h o

nes?

10

“I s

igned t

hose

auto

gra

phs

quic

kly,”

he a

nsw

ere

d.

How

?

11

Long a

go t

housa

nds

of bison r

oam

ed t

he p

lain

s.H

ow

man

y?

12

Long a

go t

housa

nds

of bison r

oam

ed t

he p

lain

s.W

hat

?

13

The t

hunder

boom

ed loudly

and s

tart

led m

e.

Who?

14

The thunder

boom

ed loudly

and s

tart

led m

e.

How

?

Nam

e:

Flue

ncy

Flue

nt R

ead

ing

3

Fluency

Fluent Reading 3

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.5

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RF

.5.4

b

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.


LEVEL 21 | Fluency

Fluent Reading 3

Nam

e:

LEV

EL

21

| Fl

uenc

y

Flue

nt R

ead

ing

3

Lexi

a Sk

ill B

uild

ers®

4

7

Wri

te a

po

em t

hat

fits

th

e fo

llow

ing

rhy

me

sch

eme:

A B

C B

. Th

en, r

ead

yo

ur

po

em t

o a

par

tner

.

Rea

d e

ach

po

em. U

nd

erlin

e th

e w

ord

at t

he

end

of e

ach

lin

e. T

hen

, cir

cle

the

the

corr

ect r

hym

e sc

hem

e.

1The Y

oung D

octo

r

You r

eal

ly s

hould

read

this s

tory

about

a docto

r nam

ed C

lara

McC

ory

.

It s

ays

that

when s

he w

as just

six

,

an inj

ure

d leg s

he c

ould

eas

ily f

ix.

AB

CB

AB

AB

AA

BB

2Tr

easu

re

Sittin

g o

n the s

helf n

ear

a jar

of honey,

I sp

otted m

any

coin

s.

Quite a

lot of new

found m

oney!

Now

I w

onder: C

an I b

uy

that

real

ly fan

cy s

ilk n

eck

tie?

AB

AC

C

AA

BB

A

AB

BA

A

3Lo

ok

Up

Alw

ays

look

up t

ow

ard t

he s

ky

as y

ou n

eve

r do q

uite k

now

what

mig

ht

hap

pen t

o g

o b

y.

In t

he s

unsh

ine, ra

in, or

snow

,

will

you s

ee a

haw

k, a

jet, o

r butt

erf

ly?

AB

BA

A

AA

BB

A

AB

AB

A

Rea

d e

ach

po

em. U

nd

erlin

e th

e w

ord

at t

he

end

of e

ach

lin

e. T

hen

, wri

te t

he

rhym

e sc

hem

e n

ext t

o t

he

po

em.

5O

ops!

Aft

er

he’d

fin

ished t

he s

weet

dess

ert

, __

___

he looke

d u

p fro

m h

is p

late

. __

___

“I’d

pla

nned t

o e

at just

hal

f of th

is,

____

_

but

now

I s

ee t

hat

it’s

too lat

e!”

____

_

6The F

arm

Esc

ape

Thro

ugh t

he g

ate t

he g

oat

did

run,

____

_

enj

oyi

ng its

fre

edom

in t

he s

un.

____

_

Pas

t th

e b

arn t

he h

ors

e d

id t

rot,

____

_

ignoring t

he r

ule

s it h

ad b

een t

aught.

____

_

Aro

und t

he g

rass

Far

mer

Val

did

spin

, __

___

as s

he t

ried t

o g

et

both

anim

als

in.

____

_

A AB AC BB B C C

Nam

e:

Flue

ncy

Flue

nt R

ead

ing

3N

ame:

LE

VE

L 2

1 |

Flue

ncy

Flue

nt R

ead

ing

3

Lexi

a Sk

ill B

uild

ers®

3

7

Rea

d S

ente

nce

s 11

to

14

to

a p

artn

er. W

hen

yo

u p

ause

, yo

ur

par

tner

sh

ou

ld t

ap t

he

tab

le q

uie

tly.

Rea

d e

ach

sen

ten

ce a

lou

d. A

dd

a p

ause

(/) i

n th

e b

est s

po

t.

1Su

ddenly

the r

ain s

topped.

2As

the p

uppy

slept it s

nore

d.

3They

live in W

ake

field

, a

villa

ge o

n t

he lake

.

4W

e w

ill c

ook,

and t

hey

will

cle

an.

5I liv

e in t

his h

ouse

, w

hic

h h

as b

lue d

oors

.

6If the p

ie b

urn

s ple

ase b

ake

a n

ew

one.

7As

of to

nig

ht

the p

ow

er

is s

till

out.

8In

the f

irst

weeks

of sp

ring, th

e w

eat

her

can b

e c

old

.

9To

arr

ive o

n tim

e m

ake

sure

to leav

e b

y noon!

10

Occ

asio

nal

ly t

hat

clo

ck

chim

es

quie

tly.

Ch

oo

se f

ou

r se

nte

nce

s fr

om

a b

oo

k yo

u ar

e re

adin

g, a

nd

wri

te t

hem

on

the

lines

bel

ow

. Th

en, a

dd

a p

ause

(/) i

n th

e b

est s

po

t. S

om

e o

f yo

ur

sen

ten

ces

may

hav

e m

ore

th

an o

ne

pau

se!

11

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

12

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

13

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

14

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Nam

e:

Flue

ncy

Flue

nt R

ead

ing

3

Fluency

Fluent Reading 3

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.5

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RF

.5.4

b

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.

LEVEL 21 | Vocabulary



Nam

e:

LEV

EL

21

| V

oca

bul

ary

Aca

dem

ic V

oca

bul

ary

3

Lexi

a Sk

ill B

uild

ers®

2

7

Cre

ate

a p

ost

er a

bo

ut j

un

k fo

od

wit

h p

ictu

res,

wo

rds,

an

d d

iag

ram

s. E

xpla

in t

he

neg

ativ

e ef

fect

s o

f p

roce

ssed

foo

ds,

an

d p

rovi

de

sug

ges

tio

ns

of f

oo

ds

wit

h h

ealt

hy n

utr

ien

ts t

o e

at in

stea

d.

Rea

d t

he

wo

rds

at t

he

top

of t

he

pag

e. T

hen

, use

th

ese

wo

rds

to fi

ll in

th

e b

lan

ks

in t

he

pas

sag

es.

1La

wm

ake

rs S

hould

Make

the R

ule

s

A h

eal

thy

hum

an d

iet in

cludes

fats

. Fa

ts p

rovi

de _

____

____

____

____

____

for

energ

y,

make

musc

les

work

, an

d h

elp

cells

gro

w. Fa

ts fro

m v

egeta

ble

s, n

uts

, an

d fish a

re h

eal

thy,

but one k

ind o

f fa

t has

___

____

____

____

____

__ e

ffect

s on h

eal

th. These

“tr

ans”

fat

s w

ere

once

put in

pas

trie

s, c

hips, a

nd o

ther

foods

that

are

___

____

____

____

____

__ in fac

tories

befo

re p

eople

eat

them

. In

the 1

990s, s

cientist

s sh

ow

ed lin

ks b

etw

een tra

ns

fats

and h

ear

t

diseas

e. G

ove

rnm

ents

pas

sed law

s to

sto

p r

est

aura

nts

and fac

tories

from

using tra

ns

fats

.

2Busi

ness

es

Should

Make

the R

ule

s

People

wan

t th

e g

ove

rnm

ent to

pro

tect

them

fro

m foods

that

are

unsa

fe to e

at. But w

hat

about fo

ods

that

are

bad

for

you _

____________________ b

ein

g s

afe to e

at?

A 2

0-o

unce

bott

le o

f co

la h

as a

bout 15 teas

poons

of su

gar

and 2

40 c

alories. F

oods

with s

uch

“em

pty

calo

ries”

do n

ot pro

vide n

eeded _

____________________. In

stead

, th

ese

foods

can h

ave

_____________________ e

ffect

s on h

eal

th. W

hen the m

ayor

of N

ew

York

City

trie

d to s

top

rest

aura

nts

fro

m s

elli

ng e

xtra

-lar

ge s

odas

, a

court

deci

ded that

the c

ity

did

not hav

e the

right to

enfo

rce s

uch

a r

ule

, w

hic

h lim

ited p

ers

onal

fre

edom

s.

3In

your

opin

ion, sh

ould

law

make

rs o

r busi

ness

es

deci

de w

hat

foods

are

sold

and

how

they a

re p

roce

ssed?

On a

noth

er

page, m

ake

a c

once

pt

web lik

e t

he o

ne b

elo

w

to p

lan y

our

resp

onse

. In

clude d

eta

ils

from

the p

ass

ages.

why?

why?

your

opi

nion

pro

cess

ed

negat

ive

desp

ite

calo

ries

nutr

ients

negat

ive

proc

esse

d

calor

ies

nutr

ient

s

desp

ite

nega

tive

nega

tive

Stud

ent an

swer

s wi

ll va

ry.

Nam

e:

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3N

ame:

LE

VE

L 2

1 |

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3

Lexi

a Sk

ill B

uild

ers®

1

1To

is t

o m

ake

diffe

rent.

2

are s

ubst

ance

s th

at h

elp

pla

nts

and a

nim

als

live.

3

is a

sig

nal

word

that

mean

s eve

n w

ith.

4 To

is t

o c

han

ge s

om

eth

ing

from

one form

to a

noth

er.

5

are u

nits

that

meas

ure

the e

nerg

y a

food m

ake

s.

6

desc

ribes

som

eth

ing t

hat

is b

ad.

7

Wit

h a

par

tner

, pla

y a

wo

rd g

uess

ing

gam

e. D

escr

ibe

on

e o

f th

e w

ord

s w

ith

ou

t say

ing

th

e w

ord

itse

lf.

Use

th

e d

efin

itio

n, s

yno

nym

s, a

nd

exa

mp

les

as c

lues

. On

ce a

wo

rd is

gue

ssed

co

rrec

tly,

sw

itch

ro

les.

vary

I tr

y to

var

y wh

at I

do

so

I’m n

ot b

ored

.

Mat

ch t

he

wo

rds

at t

he

top

of t

he

pag

e w

ith

th

eir

de

fin

itio

ns

bel

ow

. Th

en, d

raw

an

imag

e an

d w

rite

an

exam

ple

se

nte

nce

th

at h

elp

s yo

u re

mem

ber

th

e d

efi

nit

ion

. Th

is c

an b

e a

thin

g, a

per

son

, or

a w

ay t

o u

se t

he

wo

rd.

vary

ca

lories

d

esp

ite negat

ive nutr

ients

pro

cess

proc

ess

Nut

rient

s

Calor

ies

Des

pite

Neg

ative

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Nam

e:

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3

Vocabulary


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

L.5.

6 -

Acqu

ire

and

use

accu

rate

lygr

ade-

appr

opri

ate

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es,

incl

udin

gth

ose

that

sig

nal c

ontr

ast,

add

itio

n, a

nd o

ther

logi

cal r

elat

ions

hips

(e.

g.,

how

ever

, al

thou

...

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.4

, L.

5.5c

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.




Nam

e:

LEV

EL

21

| V

oca

bul

ary

Aca

dem

ic V

oca

bul

ary

3

Lexi

a Sk

ill B

uild

ers®

4

7

Wri

te a

his

tori

cal fi

ctio

n s

tory

fro

m t

he

pe

rsp

ect

ive

of

som

eo

ne

wh

o li

ved

10

0 y

ears

ag

o.

Wh

at c

on

flic

ts d

oe

s sh

e o

r h

e w

itn

ess

? W

hat

issu

es

mu

st b

e re

solv

ed

?

Rea

d t

he

wo

rds

at t

he

top

of t

he

pag

e. T

hen

, use

th

ese

wo

rds

to fi

ll in

th

e b

lan

ks

in t

he

pas

sag

es.

1The

Porc

upin

e Ye

ar

– A

Boo

k Revie

w

In L

ouise E

rdrich

’s n

ovel The P

orc

upin

e Y

ear, r

ead

ers

tra

vel bac

k in

tim

e t

o 1

852 t

o

____

____

____

____

____

_ th

e a

dve

ntu

res

of O

maka

yas, a

12-

year

-old

girl.

Om

aka

yas

and

her

fam

ily a

re A

nishin

abe (AH

-nish-in-A

H-b

ay). L

ike o

ther

Nat

ive A

merica

ns

of th

e t

ime,

this fam

ily m

ust

deal

with t

he _

____

____

____

____

____

of Eu

ropean

-Am

erica

n s

ett

lem

ent.

Forc

ed t

o leav

e t

heir h

om

ela

nd, th

ey

are s

ear

chin

g for

a pla

ce w

here

they

can liv

e fre

ely.

Read

ers

get

to k

now

Om

aka

yas

and s

har

e h

er

pers

pective

of th

e p

eople

aro

und h

er.

The _

____

____

____

____

____

of th

e n

ove

l sh

ow

s th

e journ

ey’

s end a

nd leav

es

read

ers

hopin

g for

a bright

futu

re for

Om

aka

yas.

2In

side

Out &

Back

Again

– A

Boo

k Revie

w

It is

1975. H

à an

d h

er

fam

ily fac

e a

n u

nkn

ow

n futu

re a

s re

fugees

who a

re e

scap

ing

from

South

Vie

tnam

. Refu

gees

are p

eople

who f

lee t

heir o

wn c

ountr

y b

eca

use

of

war

or

oth

er

____

____

____

____

____

_. T

o u

nders

tand t

he iss

ues

that

Hà

trie

s to

deal

with, re

ad t

he b

eau

tifu

lly w

ritt

en a

nd m

ovin

g n

ovel In

side O

ut

& B

ack

Again

,

by T

han

ha

Lai

. The a

uth

or

shar

es

her

ow

n _

____

____

____

____

____

on h

er

childhood

in V

ietn

am a

nd h

er

arri

val

in t

he U

nited S

tate

s. R

ead

ers

___

____

____

____

____

__

Hà’

s exp

erience

s of

bein

g lonely

, st

ruggling w

ith E

nglish

, an

d a

ccepting loss

.

3In

your

opin

ion,

whic

h b

oo

k re

vie

wed h

ere

are

you m

ore

inte

rest

ed in r

eadin

g?

Sele

ct

one o

f th

e follo

win

g w

ays

to p

rese

nt

your

opin

ion:

qW

rite

a p

arag

raph t

o s

tate

your

opin

ion.

qD

iscu

ss y

our

opin

ion w

ith a

cla

ssm

ate

or

an a

dult. In

what

way

s do y

ou a

gre

e

or

disag

ree?

qCre

ate

a co

mic

str

ip w

ith w

ord

s an

d p

ictu

res

that

illu

stra

te y

our

opin

ion.

issu

e

conflic

ts

pers

pective

reso

lution

witness

w

itness

reso

lution

witn

ess

pers

pect

ive

confl

ict

witn

ess

issue

Stud

ent an

swer

s wi

ll va

ry.

Nam

e:

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3N

ame:

LE

VE

L 2

1 |

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3

Lexi

a Sk

ill B

uild

ers®

3

1

mean

s not

import

ant

or

not

serious.

2The

is w

hen the p

roble

m in a

story

is

work

ed o

ut.

3A

is a

way

of lo

oking a

t an

d

unders

tandin

g s

om

eth

ing.

4A

is a

str

uggle

betw

een

people

or

thin

gs.

5To

is t

o s

ee a

n e

vent

as

it h

appens.

6An

is a

n im

port

ant

topic

or

pro

ble

m p

eople

discu

ss.

7

Wri

te e

ach

wo

rd o

n it

s o

wn

card

an

d e

ach

defi

nit

ion

on

a se

par

ate

card

. Sh

uffl

e th

e ca

rds

and

flip

th

em o

ver.

Pla

y a

card

mem

ory

gam

e to

mat

ch e

ach

wo

rd w

ith

its

defi

nit

ion

.

Mino

r

My

scra

ped

knee

was

just

a

mino

r inj

ury.

Mat

ch t

he

wo

rds

at t

he

top

of t

he

pag

e w

ith

th

eir

de

fin

itio

ns

bel

ow

. Th

en, d

raw

an

imag

e an

d w

rite

an

exam

ple

se

nte

nce

th

at h

elp

s yo

u re

mem

ber

th

e d

efi

nit

ion

. Th

is c

an b

e a

thin

g, a

per

son

, or

a w

ay t

o u

se t

he

wo

rd.

min

or

co

nflic

t issu

e p

ers

pective

r

eso

lution w

itness

confl

ict

reso

lution

witn

ess

pers

pect

ive

issue

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Nam

e:

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3

Vocabulary


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

L.5.

6 -

Acqu

ire

and

use

accu

rate

lygr

ade-

appr

opri

ate

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es,

incl

udin

gth

ose

that

sig

nal c

ontr

ast,

add

itio

n, a

nd o

ther

logi

cal r

elat

ions

hips

(e.

g.,

how

ever

, al

thou

...

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.4

, L.

5.5c

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.




Nam

e:

LEV

EL

21

| V

oca

bul

ary

Aca

dem

ic V

oca

bul

ary

3

Lexi

a Sk

ill B

uild

ers®

6

7

Wit

h a

par

tne

r, d

esi

gn

a n

ew

te

chn

olo

gy.

Th

ink

ab

ou

t th

e p

rob

lem

yo

ur

inn

ova

tio

n s

olv

es.

B

e su

re t

o c

on

sid

er

any

ne

gat

ive

con

seq

ue

nce

s!

Rea

d t

he

wo

rds

at t

he

top

of t

he

pag

e. T

hen

, use

th

ese

wo

rds

to fi

ll in

th

e b

lan

ks

in t

he

pas

sag

es.

1Robot

Serv

ice a

t Rest

aura

nts

New

tech

nolo

gie

s ar

e c

han

gin

g r

est

aura

nts

. _____________________ include r

obots

that

do the w

ork

that

hum

an w

ork

ers

hav

e a

lway

s done. Robots

take

food o

rders

, flip

burg

ers

,

and s

erv

e food. These

robots

are

fas

ter

and m

ore

_____________________ than

hum

an

work

ers

. As

the p

rice

of ro

bots

declin

es, r

est

aura

nts

will p

ay less

for

robots

than

for

hum

an

work

ers

. But, r

est

aura

nts

worldw

ide e

mplo

y m

illio

ns

of people

. As

innova

tions

in r

obots

continue to im

pro

ve a

nd m

ake

___

____

____

____

____

__, w

here

will those

people

fin

d jobs?

2D

rones:

Fly

ing M

ach

ines

wit

h t

he P

ote

ntial to

Help

The

flyi

ng m

achi

ne

calle

d a

dro

ne

is c

han

gin

g the

world. A d

rone

has

no c

rew, is s

mal

ler

than

a p

lane,

and is

oper

ated

rem

ote

ly. U

tilit

y co

mpan

ies

use

dro

nes

to fly

ove

r pow

er lin

es.

Dro

nes

find p

roble

ms

for

people

to f

ix, m

aking w

ork

ers

more

___

____

____

____

____

__.

Dro

nes

fly

ove

r ar

eas

hit b

y floods, m

udslid

es, a

nd o

ther

disas

ters

. They

send im

ages

that

guid

e r

esc

ue w

ork

ers

’ effort

s. O

f co

urs

e, __

____

____

____

____

___

chan

ges

are n

eve

r

pro

ble

m-fre

e. As

a __

____

____

____

____

___

of so

much

dro

ne u

se, people

worr

y ab

out

pro

tecting t

heir p

riva

cy

from

all

those

snoopin

g c

amera

s.

3In

your

opin

ion, w

hic

h innovation—

rest

aura

nt

robots

or

dro

nes—

would

have a

gre

ate

r im

pact

on y

our

life

? O

n a

noth

er

page, m

ake

a c

once

pt

web lik

e t

he o

ne

belo

w t

o p

lan y

our

resp

onse

. In

clude d

eta

ils

from

the p

ass

ages.

why?

why?

your

opi

nion

conse

quen

ce pro

gre

ss pro

duct

ive

in

nova

tions

tec

hnolo

gical

pro

duct

ive

Inno

vatio

ns

prod

uctiv

e prod

uctiv

e

cons

eque

nce

tech

nolog

ical

prog

ress

Stud

ent an

swer

s wi

ll va

ry.

Nam

e:

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3N

ame:

LE

VE

L 2

1 |

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3

Lexi

a Sk

ill B

uild

ers®

5

1To

is t

o im

pro

ve o

r in

creas

e.

2

mean

s pro

duci

ng a

lot or

gett

ing a

lot done.

3

mean

s gett

ing c

lose

r to

achie

ving s

om

eth

ing.

4

mean

s re

lating t

o t

ools

inve

nte

d u

sing s

cience

.

5An

is a

new

idea,

tool,

or

way

to d

o s

om

eth

ing.

6A

is w

hat

hap

pens

as a

resu

l t o

f an

action.

7

Bra

inst

orm

oth

er

form

s o

f ea

ch w

ord

(e.g

., p

rod

ucti

ve: p

rod

uce,

pro

duc

er, p

rod

ucti

on)

. Cre

ate

a w

ord

clo

ud

or

wo

rd t

ree

to s

ho

w h

ow

th

e w

ord

s ar

e re

late

d.

enha

nce

I th

ink a

dding

sa

lt en

hanc

es

the

flavo

r.

Mat

ch t

he

wo

rds

at t

he

top

of t

he

pag

e w

ith

th

eir

de

fin

itio

ns

bel

ow

. Th

en, d

raw

an

imag

e an

d w

rite

an

exam

ple

se

nte

nce

th

at h

elp

s yo

u re

mem

ber

th

e d

efi

nit

ion

. Th

is c

an b

e a

thin

g, a

per

son

, or

a w

ay t

o u

se t

he

wo

rd.

enhan

ce co

nse

quence

pro

duct

ive pro

gre

ss in

nova

tion te

chnolo

gical

Tech

nolog

ical

Prod

uctiv

e

innov

ation

Prog

ress

cons

eque

nce

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Nam

e:

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3

Vocabulary


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

L.5.

6 -

Acqu

ire

and

use

accu

rate

lygr

ade-

appr

opri

ate

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es,

incl

udin

gth

ose

that

sig

nal c

ontr

ast,

add

itio

n, a

nd o

ther

logi

cal r

elat

ions

hips

(e.

g.,

how

ever

, al

thou

...

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.4

, L.

5.5c

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.




Nam

e:

LEV

EL

21

| V

oca

bul

ary

Aca

dem

ic V

oca

bul

ary

3

Lexi

a Sk

ill B

uild

ers®

8

7

Cre

ate

th

e f

ron

t p

age

of

a st

ud

en

t n

ew

spap

er.

In

vest

igat

e t

op

ics

that

yo

u c

are

ab

ou

t,

and

inte

rvie

w s

tud

en

ts a

nd

ad

ult

s to

ge

t ac

cura

te in

form

atio

n f

or

you

r st

ori

es.

Rea

d t

he

wo

rds

at t

he

top

of t

he

pag

e. T

hen

, use

th

ese

wo

rds

to fi

ll in

th

e b

lan

ks

in t

he

pas

sag

es.

1Roxana S

aberi

In 2

003, Am

erica

n journ

alis

t Roxa

na

Saberi e

agerl

y a

ccepte

d a

job r

eport

ing fro

m Ira

n.

Saberi w

ante

d h

er

Am

erica

n r

ead

ers

and v

iew

ers

to g

et

true, _____________________

info

rmat

ion a

bout

issu

es

affecting t

he Ira

nia

n p

eople

. The Ira

nia

n g

overn

ment

_____________________ m

any fre

edom

s, c

ontr

olli

ng w

hat

people

could

do. Sa

beri

had

to b

e c

arefu

l. Aft

er

livin

g in Ira

n for

six

year

s, s

he w

as a

ccuse

d o

f sp

ying a

nd

sente

nce

d t

o e

ight

year

s in

priso

n. Sa

beri d

id n

ot

know

it

at t

he t

ime, but

journ

alis

ts

in o

ther

countr

ies

were

_____________________ h

er

story

. They

report

ed o

n h

er

unj

ust

impriso

nm

ent, a

nd m

edia

att

ention s

pre

ad w

orldw

ide. D

id the journ

alists

’ ac

tions

hav

e

an im

pac

t? M

aybe—

beca

use

Sab

eri w

as s

et free.

2M

arg

are

t Bourk

e-W

hit

e

Mar

gar

et Bourk

e-W

hite

was

one o

f th

e g

reat

est

photo

journ

alists

. Ph

oto

journ

alists

inve

stig

ate

and r

eport

the n

ew

s, b

ut

they

do it

with t

heir c

amera

s. W

hen B

ourk

e-W

hite d

eci

ded

to b

eco

me a

photo

journ

alis

t, a

lmost

all

of th

ese

_____________________ w

ere

mal

e.

How

eve

r, sh

e w

ould

not le

t th

e _

____________________ v

iew

s people

had

about

the

role

s of w

om

en s

top h

er.

Bourk

e-W

hite t

hought

_____________________ s

tories

could

be t

old

“in

the s

imple

bla

ck-

and-w

hite t

ruth

fuln

ess

of th

e p

hoto

gra

ph.”

3In

your

opin

ion, w

hic

h p

rofe

ssio

nal’s

work

would

you p

refe

r to

read o

r se

e?

Sele

ct

one o

f th

e follo

win

g w

ays

to p

rese

nt

your

opin

ion:

qW

rite

a p

arag

raph t

o s

tate

your

opin

ion.

qD

iscu

ss y

our

opin

ion w

ith a

cla

ssm

ate

or

an a

dult. In

what

way

s do y

ou a

gre

e

or

disag

ree?

qCre

ate

a m

ultim

edia

pre

senta

tion w

ith im

ages

and w

ord

s to

exp

lain

your

opin

ion.

bia

sed ac

cura

te pro

fess

ional

s inve

stig

atin

g ac

cura

te res

tric

ted

rest

ricte

d

inves

tigat

ing

bias

edpr

ofes

siona

ls

accu

rate

accu

rate

Stud

ent an

swer

s wi

ll va

ry.

Nam

e:

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3N

ame:

LE

VE

L 2

1 |

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3

Lexi

a Sk

ill B

uild

ers®

7

7

Wri

te e

ach

wo

rd o

n it

s o

wn

card

an

d e

ach

defi

nit

ion

on

a se

par

ate

card

. Sh

uffl

e th

e ca

rds

and

flip

th

em o

ver.

Pla

y a

card

mem

ory

gam

e to

mat

ch e

ach

wo

rd w

ith

its

defi

nit

ion

.

Mat

ch t

he

wo

rds

at t

he

top

of t

he

pag

e w

ith

th

eir

de

fin

itio

ns

bel

ow

. Th

en, d

raw

an

imag

e an

d w

rite

an

exam

ple

se

nte

nce

th

at h

elp

s yo

u re

mem

ber

th

e d

efi

nit

ion

. Th

is c

an b

e a

thin

g, a

per

son

, or

a w

ay t

o u

se t

he

wo

rd.

dura

tion ac

cura

te bia

sed in

vest

igat

e pro

fess

ional

re

strict

1A

is a

set

amount

of tim

e.

2A

is a

pers

on w

ith a

job t

hat

requires

speci

al t

rain

ing.

3To

is to try

to fin

d the tru

th

by

sear

chin

g for

deta

ils.

4To

is to lim

it s

om

eth

ing.

5

mean

s unfa

irl y

pre

ferr

ing

one g

roup o

ver

anoth

er.

6

mean

s co

rrect

or

pre

cise

.

dura

tion

She

incre

ased

th

e du

ratio

n of

he

r wo

rkou

t.

rest

rict

prof

essio

nal

Bias

ed

inves

tigat

e

Accu

rate

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Stud

ent sk

etch

es

and

sent

ence

s

will

vary

.

Nam

e:

Vo

cab

ular

y

Aca

dem

ic V

oca

bul

ary

3

Vocabulary


Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

L.5.

6 -

Acqu

ire

and

use

accu

rate

lygr

ade-

appr

opri

ate

gene

ral a

cade

mic

and

dom

ain-

spec

ific

wor

ds a

nd p

hras

es,

incl

udin

gth

ose

that

sig

nal c

ontr

ast,

add

itio

n, a

nd o

ther

logi

cal r

elat

ions

hips

(e.

g.,

how

ever

, al

thou

...

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.4

, L.

5.5c

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.


LEVEL 21 | Comprehension

Grammar Concepts 3

Nam

e:

LEV

EL

21

| C

om

pre

hens

ion

Gra

mm

ar C

onc

epts

3

Lexi

a Sk

ill B

uild

ers®

2

7

Fin

d t

hre

e se

nte

nce

s th

at u

se p

rep

osi

tio

nal

ph

rase

s in

yo

ur

ind

ep

en

de

nt

read

ing

. Wri

te t

he

sen

ten

ces

on

an

oth

er

pag

e, a

nd

te

ll w

he

the

r th

e p

rep

osi

tio

nal

ph

rase

s te

ll w

her

e o

r w

hen

.

Use

th

e g

ive

n p

rep

osi

tio

n t

o w

rite

a p

rep

osi

tio

nal

ph

rase

th

at c

om

ple

tes

eac

h s

en

ten

ce.

1on

Cia

ra w

ill tra

vel to

Peru

____________________________________________

.

2near

I th

ink

a fa

mous

acto

r liv

es

_________________________________________

.

3under

___________________________________________, th

ere

is

a se

cret

mess

age.

4until

He w

as s

o t

ired t

hat

he s

lept

_______________________________________

.

5af

ter

____

____

____

____

____

____

____

____

____

____

___

we c

om

ple

ted o

ur

chore

s.

6during

Did

you a

nd S

imon c

hat

___________________________________________?

7in

toSh

e w

as n

erv

ous, b

ut sh

e jum

ped ___________________________________

.

8in

____

____

____

____

____

____

____

____

____

____

_ m

y kids

will

drive

fly

ing c

ars.

9ab

ove

They

put

the b

ook

on t

he s

helf _

____________________________________

.

10

befo

re__

____

____

____

____

____

____

____

____

____

____

Am

ir’s

siste

r w

ill p

lay

golf.

Co

mp

lete

eac

h s

en

ten

ce w

ith

a p

rep

osi

tio

nal

ph

rase

th

at t

ell

s w

he

re.

11

She found the b

ook

_________________________________________________________.

12

The w

ild h

ors

es

ran _

________________________________________________________.

13

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_, a

maj

est

ic e

agle

soar

s.

Co

mp

lete

eac

h s

en

ten

ce w

ith

a p

rep

osi

tio

nal

ph

rase

th

at t

ell

s w

he

n.

14

Tham

an a

nd I h

iked _

________________________________________________________.

15

__________________________________________________, I need t

o d

o m

y hom

ew

ork

.

16

He a

lway

s bru

shes

his t

eeth

__________________________________________________.

on (Tu

esda

y)

near

(th

is pa

rk)

Und

er (th

at r

ock)

until

(no

on)

Afte

r (b

reak

fast

) durin

g (lu

nch)

into

(the

lake

)

In (th

e fu

ture

)

abov

e (m

y de

sk)

Befo

re (di

nner

)

Sent

ence

com

plet

ions

will

vary

Sent

ence

com

plet

ions

will

vary

Sent

ence

com

plet

ions

will

vary

Sent

ence

com

plet

ions

will

vary

Sent

ence

com

plet

ions

will

vary

Sent

ence

com

plet

ions

will

vary

Co

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3N

ame:

N

ame:

LE

VE

L 2

1 |

Co

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3

Lexi

a Sk

ill B

uild

ers®

1

7

Rea

d S

ente

nce

s 9

to

14

to

a p

artn

er. E

xpla

in w

hy y

ou

use

d e

ach

ver

b t

ense

.

Re

ad t

he

term

s in

th

e b

ox

be

low

, an

d t

hin

k ab

ou

t h

ow

eac

h p

art

of

spe

ech

fu

nct

ion

s in

a s

en

ten

ce. T

he

n, m

atch

e

ach

te

rm t

o it

s m

ean

ing

, an

d w

rite

it o

n t

he

lin

e.

pre

position

adve

rb

noun

inte

rject

ion

adje

ctiv

e

pro

noun

conju

ctio

n

verb

1A _

__________________________ n

ames

a pers

on, pla

ce, th

ing, or

idea.

2A _

__________________________ tak

es

the p

lace

of a

noun.

3A _

__________________________ s

how

s an

act

ion o

r lin

ks w

ord

s.

4An _

__________________________ tells

whe

re, w

hen,

or

how

the a

ctio

n h

appens.

5An _

__________________________ tells

wha

t kind

, ho

w m

any, o

r w

hich

one

.

6An _

__________________________ s

how

s st

rong feelin

g o

r em

phas

is.

7A _

__________________________ join

s id

eas

within

and a

cross

sente

nce

s.

8A _

__________________________ s

tart

s a

pre

positional

phra

se that

tells

whe

re o

r w

hen.

Wri

te a

se

nte

nce

ab

ou

t yo

urs

elf

usi

ng

eac

h g

ive

n v

erb

te

nse

.

9pas

t te

nse

10

pas

t te

nse

11

pre

sent

tense

12

pre

sent

tense

13

futu

re t

ense

14

futu

re t

ense

noun

pron

oun

verb

adve

rb

adject

ive

inter

ject

ion

conju

nctio

n

prep

ositi

on

Stud

ent se

nten

ces

will

vary

.

Stud

ent se

nten

ces

will

vary

.

Stud

ent se

nten

ces

will

vary

.

Stud

ent se

nten

ces

will

vary

.

Stud

ent se

nten

ces

will

vary

.

Stud

ent se

nten

ces

will

vary

.

Co

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3N

ame:

Comprehension

Grammar Concepts 3

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Grammar Concepts 3

Nam

e:

LEV

EL

21

| C

om

pre

hens

ion

Gra

mm

ar C

onc

epts

3

Lexi

a Sk

ill B

uild

ers®

4

7

Fin

d t

hre

e ex

amp

les

of i

nte

rjec

tio

ns

in y

ou

r in

dep

end

ent r

ead

ing

. Th

en, w

rite

th

em o

n an

oth

er p

age.

Use

th

e g

iven

inte

rjec

tio

n in

a s

ente

nce

. Th

en, d

raw

a s

ketc

h t

o il

lust

rate

eac

h s

ente

nce

.

1W

oohoo!

Woo

hoo! it

’s alm

ost tim

e fo

r ou

r__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

sprin

g co

ncer

t__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

2W

ow

!

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

3H

mm

,

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

4O

ops!

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

5O

uch

!

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

6Ahem

,

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

7Aha!

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

Woo

hoo!

Stud

ent se

nten

ces

and

sket

ches

wi

ll va

ry.

Stud

ent se

nten

ces

and

sket

ches

wi

ll va

ry.

Stud

ent se

nten

ces

and

sket

ches

wi

ll va

ry.

Stud

ent se

nten

ces

and

sket

ches

wi

ll va

ry.

Stud

ent se

nten

ces

and

sket

ches

wi

ll va

ry.

Stud

ent se

nten

ces

and

sket

ches

wi

ll va

ry.

Co

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3N

ame:

N

ame:

LE

VE

L 2

1 |

Co

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3

Lexi

a Sk

ill B

uild

ers®

3

Un

de

rlin

e th

e th

ree

no

un

s. T

he

n, r

ep

lace

th

em

wit

h d

iffe

ren

t n

ou

ns.

Wri

te t

he

ne

w s

en

ten

ce o

n t

he

lin

e.

1

Those

friendly

dogs

and c

ats

live in t

his r

ed b

uild

ing.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Un

de

rlin

e th

e tw

o a

dje

ctiv

es.

Th

en

, re

pla

ce t

he

m w

ith

dif

fere

nt

adje

ctiv

es.

Wri

te t

he

ne

w s

en

ten

ce o

n t

he

lin

e.

2

The d

elic

ate b

ow

ls s

at o

n t

he s

quar

e t

able

.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Un

de

rlin

e th

e tw

o p

ast

ten

se v

erb

s. T

he

n, r

ep

lace

th

em

wit

h d

iffe

ren

t ve

rbs

in t

he

futu

re t

en

se. W

rite

th

e n

ew

se

nte

nce

on

th

e li

ne

.

3

My

cousins

wal

ked o

n t

he t

rail,

but

I exp

lore

d n

ear

the lak

e.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Un

de

rlin

e th

e tw

o n

ou

ns.

Th

en

, re

pla

ce t

he

m w

ith

pro

no

un

s. W

rite

th

e n

ew

se

nte

nce

on

th

e li

ne

.

4

Ben c

an’t s

leep w

hen t

he d

ogs

how

l lo

udly

.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Un

de

rlin

e th

e tw

o a

dve

rbs.

Th

en

, re

pla

ce t

he

m w

ith

dif

fere

nt

adve

rbs.

Wri

te t

he

ne

w s

en

ten

ce o

n t

he

lin

e.

5

The c

hild

ren w

ill p

lay

there

, or

they

will

read

quie

tly.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Un

de

rlin

e th

e tw

o p

ron

ou

ns.

Th

en

, re

pla

ce t

he

m w

ith

dif

fere

nt

pro

no

un

s. W

rite

th

e n

ew

se

nte

nce

on

th

e li

ne

.

6

We s

wam

acr

oss

the r

iver, b

ut

he u

sed t

he b

ridge.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Un

de

rlin

e th

e p

rep

osi

tio

nal

ph

rase

th

at t

ell

s w

he

n. T

he

n, r

ep

lace

it w

ith

a p

rep

osi

tio

nal

ph

rase

th

at t

ell

s w

he

re.

Wri

te t

he

ne

w q

ue

stio

n o

n t

he

lin

e.

7

Did

the m

usici

ans

perf

orm

thro

ughout

the d

ay?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Un

de

rlin

e th

e tw

o p

oss

ess

ive

no

un

s. T

he

n, r

ep

lace

th

em

wit

h d

iffe

ren

t p

oss

ess

ive

no

un

s. W

rite

th

e n

ew s

en

ten

ce

on

th

e li

ne

.

8

The s

cientist

s’ r

ese

arch

pro

ved t

he s

tudent’s

theory

.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

7

Wri

te y

ou

r o

wn

sen

ten

ce a

nd

set

of d

irec

tio

ns

for

chan

gin

g it

. Th

en, a

sk a

par

tner

to

try

it, a

nd

ch

eck

thei

r w

ork

.

Thos

e fr

iend

ly (b

oys)

and

(gi

rls) liv

e in

this

red

(hou

se).

The

(white

) bo

wls

sat on

the

(ro

und)

tab

le.

My

cous

ins (w

ill ru

n) o

n th

e tr

ail,

but I

(will

hike

) nea

r th

e lak

e.

(Kyli

e) c

an’t

sleep

whe

n th

e (w

olves

) ho

wl lo

udly.

The

child

ren

will

play

(no

isily)

, or

they

will

read

(he

re).

(The

y) s

wam

acr

oss

the

river

, but

(she

) use

d th

e br

idge

.

Did

the

mus

ician

s pe

rfor

m (at

the

fes

tival)?

The

(doc

tor’s

) re

sear

ch p

rove

d th

e (tea

cher

s’) the

ory.

Co

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3N

ame:

Comprehension

Grammar Concepts 3

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Grammar Concepts 3

Nam

e:

LEV

EL

21

| C

om

pre

hens

ion

Gra

mm

ar C

onc

epts

3

Lexi

a Sk

ill B

uild

ers®

6

Re

ad e

ach

se

nte

nce

sta

rte

r, a

nd

un

de

rlin

e th

e co

nju

nct

ion

. Th

en

, co

mp

lete

th

e se

nte

nce

.

1The r

unners

were

tired b

eca

use

______________________________________________

.

2As

soon a

s th

e r

ain s

topped, __________________________________________________

.

3If I g

o to b

ed lat

e, _

_________________________________________________________

.

4O

ur

visito

rs w

ill a

rriv

e a

s so

on a

s ______________________________________________

.

5The n

urs

e w

ill c

all yo

u if _

____________________________________________________

.

6It looks

like it is g

oin

g to r

ain, so

______________________________________________

.

Re

ad e

ach

qu

est

ion

. Th

en

, an

swe

r it

by

com

ple

tin

g t

he

sen

ten

ce u

sin

g a

co

nju

nct

ion

: bec

ause

, so

, or

as s

oo

n a

s.

7W

hy

did

Tim

pai

nt

the d

oor?

Tim

pai

nte

d the d

oor

________________________________________________________

.

8W

hen w

ill t

he s

hop o

pen?

The s

hop w

ill o

pen _

_________________________________________________________

.

9W

hat

was

the r

esu

lt o

f al

l th

e c

lock

s st

oppin

g?

All

the c

lock

s st

opped, _______________________________________________________

.

10

When d

id h

er

arm

begin

hurt

ing?

Her

arm

began

hurt

ing

______________________________________________________

.

11

Why

did

you m

ove

indoors

?

We m

ove

d indoors

__________________________________________________________

.

12

What

was

the r

esu

lt o

f Ben n

ot

eat

ing b

reak

fast

?

Ben d

id n

ot eat

bre

akfa

st,

____________________________________________________

.

13

Why

is y

our

hom

ew

ork

missing?

My

hom

ew

ork

is

missing _

____________________________________________________

.

7

Re

ad S

en

ten

ces

1 t

o 6

to

a p

artn

er.

Ex

pla

in h

ow

yo

u u

sed

th

e g

ive

n c

on

jun

ctio

ns

to c

om

ple

te

eac

h s

en

ten

ce.

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

beca

use..

.

as s

oon

as...

so... as s

oon

as...

beca

use..

.

so...

beca

use..

.

Co

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3N

ame:

N

ame:

LE

VE

L 2

1 |

Co

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3

Lexi

a Sk

ill B

uild

ers®

5

7

On

an

oth

er

pag

e, e

xp

lain

wh

y it

is h

elp

ful t

o k

no

w t

he

me

anin

gs

of

dif

fere

nt

con

jun

ctio

ns

and

h

ow

to

use

th

em

in s

en

ten

ces.

Re

ad e

ach

pai

r o

f si

mp

le s

en

ten

ces.

Cir

cle

the

con

jun

ctio

n t

hat

wo

uld

ke

ep

th

e m

ean

ing

of

the

two

sim

ple

se

nte

nce

s w

he

n c

om

bin

ed

to

mak

e a

com

po

un

d s

en

ten

ce. T

he

n, w

rite

th

e n

ew

se

nte

nce

on

th

e li

ne

. No

te:

You

may

ad

d o

r re

pla

ce w

ord

s.

1It s

tart

ed t

o r

ain. There

fore

, w

e left t

he p

ark.

It s

tart

ed to

rain,

so

we le

ft the

par

k.__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

so but

2Sa

m p

icke

d flo

wers

. Sh

e a

lso p

ut

them

in a

vas

e.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

and

if

3Sa

tchel co

uld

tak

e a

nap

. H

is o

ther

choic

e is

to d

o t

he d

ishes.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

so or

4The c

ar looks

old

. H

ow

eve

r, it

still

runs

well.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

if but

5I pla

y bas

ketb

all.

In a

dditio

n, I co

mpete

in c

hess

tourn

aments

.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

or

and

6The h

ors

e w

as t

ired. As

a re

sult, it p

ulle

d t

he w

agon s

low

ly.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

so but

Un

de

rlin

e b

oth

par

ts o

f e

ach

pai

red

co

nju

nct

ion

. Th

en

, co

mp

lete

th

e se

nte

nce

.

7W

e w

ill e

ither

visit th

e m

use

um

or

_____________________________________________.

8N

either

the tab

le n

or

_____________________________________________ is

clean

.

9N

o s

ooner

had

I s

at d

ow

n than

_____________________________________________.

10

She found b

oth

the r

ed s

carf a

nd _

____________________________________________.

11

Not only

is

Jaso

n friendly

, but al

so _

____________________________________________.

12

Pleas

e h

ave e

ither

som

e fru

it o

r _____________________________________________.

Sam

pick

ed fl

ower

s, an

d sh

e pu

t the

m in

a vas

e.

Satc

hel c

ould ta

ke a

nap

, or

he c

ould d

o th

e dish

es.

The

car

looks

old, b

ut it

stil

l run

s we

ll.

I pl

ay b

aske

tball

, and

I c

ompe

te in

che

ss to

urna

men

ts.

The

hors

e wa

s tir

ed, s

o it

pulle

d th

e wa

gon

slowl

y.

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ry

Sent

ence

com

plet

ions

will va

ryCo

mp

rehe

nsio

n

Gra

mm

ar C

onc

epts

3N

ame:

Comprehension

Grammar Concepts 3

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Text Connections 4

Nam

e:

LEV

EL

21

| C

om

pre

hens

ion

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

2

Dia

gra

m O

f A

Food W

eb

sunl

ight

gree

n pl

ant

mou

se

snak

eco

yote

A food w

eb is

a sy

stem

of org

anism

s th

at tra

nsf

er

energ

y to

eac

h o

ther

by

eat

ing

and b

ein

g e

aten. Arr

ow

s sh

ow

the d

irect

ion that

energ

y flow

s th

rough the s

yste

m.

sunlig

ht

Sunlig

ht

giv

es

pla

nts

the e

nerg

y th

ey

need t

o m

ake

their o

wn food. Alm

ost

eve

ry

livin

g t

hin

g g

ets

energ

y fr

om

the s

un—

either

directly

from

ray

s of su

nlig

ht

or

indirectly

from

anoth

er

org

anism

.

gre

en p

lant

Gre

en p

lants

get

energ

y f

rom

the s

un w

hen s

unlig

ht

reac

hes

Eart

h’s

surf

ace.

The p

lant

use

s su

nlig

ht,

wat

er, a

nd a

ir t

o m

ake

its

ow

n food. Beca

use

pla

nts

pro

duce

their o

wn food, th

ey

are c

alle

d p

roduce

rs.

mouse

The m

ouse

can

’t m

ake

its

ow

n food lik

e the p

lant ca

n, so

it m

ust

eat

the p

lant to

get

energ

y. A

nim

als

that

get energ

y from

eat

ing o

ther

org

anism

s ar

e c

alle

d c

onsu

mers

.

snake

Sunlig

ht energ

y pas

ses

to the s

nake

when it eat

s oth

er

anim

als, lik

e the m

ouse

.

Each

tim

e e

nerg

y is tra

nsf

err

ed, th

ere

is

less

ava

ilable

beca

use

eac

h p

lant or

anim

al

use

s up s

om

e e

nerg

y fo

r its

ow

n s

urv

ival

.

coyo

te

The c

oyote

gets

energ

y b

y e

atin

g m

any d

iffe

rent

anim

als,

and e

ven p

lants

.

Energ

y p

asse

s to

the c

oyo

te fro

m d

iffe

rent so

urc

es

thro

ughout th

e food w

eb.

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4N

ame:

LE

VE

L 2

1 |

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

1

7

Dra

w a

dia

gra

m u

sin

g a

rro

ws

to s

ho

w t

he

tran

sfer

of e

ner

gy

fro

m t

he

sun

to a

fo

od

yo

u at

e to

day

.

TH

INK A

BO

UT

When y

ou’r

e t

ryin

g t

o f

ind a

nsw

ers

to s

cience

quest

ions, it’s

wise t

o c

heck

more

than

one s

ourc

e.

Each

sourc

e m

ay p

rese

nt sim

ilar

term

s an

d c

once

pts

but exp

lain

them

in d

iffe

rent w

ays. R

ead

ing m

ore

than

one e

xpla

nat

ion w

ill d

eepen y

our

unders

tandin

g o

f th

e t

opic

.

REA

D

Rere

ad

“D

iag

ram

of

a F

ood

Web” (

pag

e 2

) an

d “

Inte

rvie

w w

ith a

Food

Scie

nti

st” (

pag

e 3

).

Both

sourc

es

tell

about

the s

ame t

opic

—fo

od w

ebs.

1

As

you r

ead

, underl

ine im

po

rtant

term

s and d

eta

ils

that

help

answ

er

this

Targ

et

Quest

ion:

How

does

a food w

eb w

ork

?

EX

PLO

RE

2

Look

agai

n a

t th

e info

rmat

ion y

ou u

nderlin

ed. M

ake

a p

lan t

o u

se it

to w

rite

a p

arag

raph t

hat

answ

ers

the T

arget

Quest

ion. To

make

your

pla

n, fill

in t

his c

har

t w

ith d

eta

ils fro

m b

oth

texts

.

Dia

gra

m o

f a F

ood W

eb

Inte

rvie

w w

ith a

Food S

cientist

3

The f

irst

sente

nce

of yo

ur

par

agra

ph w

ill s

tate

the t

opic

. W

rite

a t

opic

sente

nce

that

show

s w

hat

you w

ill w

rite

about.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

WRIT

E

4

On a

noth

er

pag

e, w

rite

a p

ara

gra

ph t

hat

answ

ers

the T

arg

et

Quest

ion. St

art

your

par

agra

ph

with the topic

sente

nce

and u

se y

our

char

t to

help

you w

ith the s

upport

ing d

eta

ils. (H

int: Im

agin

e

you’r

e e

xpla

inin

g t

he a

nsw

er

to s

om

eone w

ho h

as n

ever

hear

d o

f a

food w

eb.)

-sh

ows

how

ener

gy is

tra

nsfe

rred

- gr

een

plan

ts =

pro

duce

rs; u

sesu

nligh

t to

mak

e fo

od-

anim

als

that

eat

gre

en p

lant

s or

ot

her

anim

als

= co

nsum

ers

- ph

otos

ynth

esis

= ho

w gr

een

plan

ts m

ake

food

from

sun

’sen

ergy

- fo

od e

nerg

y co

mes

from

gre

enpl

ants

or

from

anim

als

that

eat

pl

ants

; mea

sure

d in

calor

ies

Ener

gy fr

om s

unlig

ht fo

rms

the

basis

of a

food

web

.

Stud

ent pa

ragr

aphs

will

vary

but

sho

uld in

clude

info

rmat

ion fr

om

the

char

t.

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Comprehension

Text Connections 4

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.5

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.1

0, R

I.5.

4, R

I.5.

7, R

L.5.

1, R

L.5.

10,

RL.5

.7,

RL.5

.3,

RI.5

.2,

RI.5

.8,

RL.5

.2,

RL.5

.5,

RI.5

.3,

RI.5

.6,

RI.5

.9,

RL.5

.6,

RL.5

.9,

SL.5

.1,

L.5.

2d

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Text Connections 4

Nam

e:

LEV

EL

21

| C

om

pre

hens

ion

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

4

TH

INK A

BO

UT

Real

istic

fiction p

rese

nts

char

acte

rs w

ho h

ave t

houghts

, fe

elin

gs, a

nd p

roble

ms

that

real

people

mig

ht

exp

erience

. To

appre

ciat

e t

hese

sto

ries, r

ead

ers

pay

att

ention t

o c

har

acte

riza

tion—

how

auth

ors

deve

lop f

ictional

char

acte

rs w

ho s

eem

so lifelike

.

REA

D

Rere

ad “

Sol Pain

ting, In

c.,”

an e

xcerp

t from

a s

tory

by

Meg M

edin

a (p

age 5

), a

nd “

Secre

t Sam

anth

a,”

an e

xcerp

t from

a s

tory

by

Tim

Federle (pag

e 6

). E

ach s

tory

is

told

fro

m a

first

-pers

on p

oin

t of vi

ew.

1

As

you r

ead

, underl

ine d

eta

ils

that

help

answ

er

this

Targ

et

Quest

ion: W

hat

is e

ach

main

chara

cte

r like

, and h

ow

can y

ou t

ell?

EX

PLO

RE

2

In e

ach s

tory

exc

erp

t, a

char

acte

r sh

ow

s w

hat

she is

thin

king a

nd feelin

g. W

hat

can y

ou t

ell a

bout

her

chara

cte

r tr

ait

s (w

ord

s th

at

desc

ribe h

er

pers

onality

)? F

ill in

this

chart

wit

h y

our

ideas.

Chara

cte

rChara

cte

r Tr

ait

sH

ow

Those

Tra

its

Are

Show

n

Merc

i

Sam

anth

a

WRIT

E

3

On a

noth

er

pag

e, w

rite

a p

ara

gra

ph t

hat

answ

ers

the T

arg

et

Quest

ion. St

art

your

par

agra

ph

with a

topic

sente

nce

and u

se y

our

char

t to

help

you w

ith t

he s

upport

ing d

eta

ils. Be s

ure

to u

se

quota

tion m

arks

when y

ou w

rite

sto

ry t

itle

s.

7

Imag

ine

that

Mer

ci a

nd

Sam

anth

a ar

e m

eeti

ng

eac

h o

ther

. Cre

ate

a co

mic

str

ip s

ho

win

g w

hat

th

ey s

ay

to g

et to

kn

ow

eac

h o

ther

.

Stud

ent pa

ragr

aphs

will

vary

but

sho

uld in

clude

det

ails

from

the

cha

rt.

-fu

nny

-pr

actic

al-

indep

ende

nt-

busin

ess-

mind

ed

-fu

nny

-ca

sual

-ind

epen

dent

-ob

serv

ant

- sa

ys s

he’s

“ not

muc

h fo

r fa

ncy” &

the

red

blaz

ers

“look

hot

and

silly

”-

uses

bus

iness

ter

ms

like

“ret

urn

on in

vest

men

t” &

“br

oker

a d

eal”

- co

mpa

res

mall

to a

“zo

o” w

ithou

tca

ges

& fo

od c

ourt

to a

“wa

r zo

ne”

- lik

es to

be “

plain

and

relaxe

d”

vs. h

er “

dolle

d up

” m

othe

r wh

ose

shoe

s “m

ake

her

feet

‘scr

eam

’”

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4N

ame:

LE

VE

L 2

1 |

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

3

Inte

rvie

w W

ith a

Food S

cientist

This inte

rvie

w b

etw

een t

en-y

ear

old

Rile

y N

oor

and food s

cientist

Dr.

Alis

ha

Lee

exp

lain

s how

food s

cientist

s kn

ow

so m

uch

about

the foods

we e

at.

Riley: Than

k you for

meeting w

ith m

e, D

r. Le

e. I hav

e s

o m

any q

uest

ions

about

food! Fi

rst

of al

l, how

does

food g

ive u

s energ

y?

Dr.

Lee: The e

nerg

y in t

he food w

e e

at c

an b

e t

race

d a

ll th

e w

ay b

ack

to t

he

sun. Su

nlig

ht

giv

es

energ

y t

o g

reen p

lants

so t

hey c

an p

roduce

their o

wn food

using a

ir a

nd w

ater

in a

pro

cess

cal

led p

hoto

synth

esis.

Riley: But

what

does

that

hav

e t

o d

o w

ith h

ow

we g

et

energ

y?

Dr.

Lee: Ev

ery

tim

e y

ou h

ave a

sal

ad, eat

ric

e, or

drink

ora

nge juic

e, you’r

e

gett

ing e

nerg

y d

irectly fro

m g

reen p

lants

. G

reen p

lants

can

also b

e m

ixed w

ith

oth

er

ingre

die

nts

to m

ake

food. A c

hoco

late

chip

cooki

e, fo

r exa

mple

, is m

ade

from

flo

ur,

sugar

, eggs,

butt

er,

and c

hoco

late

. Fl

our

and s

ugar

sta

rt o

ut

as g

reen

pla

nts

. Eg

gs

and b

utt

er

com

e fro

m a

nim

als

that

eat

gre

en p

lants

. Ev

en c

hoco

late

is m

ade fro

m c

oco

a bean

s, w

hic

h g

row

on g

reen, le

afy

tre

es.

So, w

hen y

ou e

at a

cooki

e, th

e e

nerg

y fro

m t

he s

un g

ets

pas

sed o

n, or

tran

sferr

ed, to

you!

Riley: H

ow

do w

e k

now

how

much

energ

y w

e’r

e g

ett

ing w

hen w

e e

at?

Dr.

Lee: Yo

u c

an s

ee e

xactly h

ow

much

energ

y y

ou’r

e g

ett

ing fro

m a

ny food

just

by w

alki

ng t

hro

ugh t

he s

uperm

arke

t. T

he n

ext

tim

e y

ou g

o s

hoppin

g, pic

k

up a

box, a

can, a

bott

le, or

a bag

, an

d look

for

the w

ord

cal

ories

liste

d o

n t

he

Nutr

itio

n F

acts

lab

el.

Cal

ories

are a

n a

ctu

al m

eas

ure

ment

of th

e e

nerg

y a

vai

lable

when y

ou e

at a

serv

ing o

f fo

od.

Riley: W

hat

else d

o y

ou s

tudy in t

he foods

we c

onsu

me?

Dr.

Lee: I m

eas

ure

the a

mount an

d s

peci

fic

kinds

of vi

tam

ins

and m

inera

ls that

are

in

foods. T

hose

are

the p

arts

of fo

od that

help

your

body

gro

w a

nd s

tay

heal

thy. E

ven

that

choco

late

chip

cookie h

as s

om

e v

itam

ins

and m

inera

ls. (N

ot as

much

as

fruits

and v

egeta

ble

s, o

f co

urs

e!)

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Comprehension

Text Connections 4

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.5

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.1

0, R

I.5.

4, R

I.5.

7, R

L.5.

1, R

L.5.

10,

RL.5

.7,

RL.5

.3,

RI.5

.2,

RI.5

.8,

RL.5

.2,

RL.5

.5,

RI.5

.3,

RI.5

.6,

RI.5

.9,

RL.5

.6,

RL.5

.9,

SL.5

.1,

L.5.

2d

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Text Connections 4

Nam

e:

LEV

EL

21

| C

om

pre

hens

ion

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

6

Secre

t Sam

anth

a

An e

xcer

pt

from

a s

tory

by

Tim

Fed

erle

The m

all is a

zoo, if the z

oo forg

ot to

build

cag

es.

H

alf th

e s

hops

are p

erm

anently c

lose

d, an

d t

he food c

ourt

is

a w

ar z

one.

But af

ter

we p

ick

up [

a gift ca

rd] fo

r M

iss

Lee, M

om

beelin

es

stra

ight fo

r a

boutique

that

’s w

ithin

the p

rice

ran

ge o

f our

Secr

et [S

har

er] r

ule

s.

“W

hat

about th

is, Sa

mm

y?”

she s

ays, h

old

ing u

p a

min

i m

ake

up k

it that

’s r

ight

by

the

front of th

is q

uirky

pop-u

p s

hop. M

om

cal

ls m

e Sa

mm

y bec

ause

she

know

s

I hat

e Sa

man

tha,

and s

he

know

s I pre

fer

Sam

, an

d s

o S

amm

y is k

ind o

f “i

n the

mid

dle

.”

We a

re w

ork

ing o

n b

ein

g in the m

iddle

with o

ne a

noth

er.

“May

be,”

I s

ay, an

d M

om

goes, “

Speak

up, Sa

mm

y,”

and I s

ay, “M

aybe.”

That

rig

ht

there

is

a good e

xam

ple

of m

e b

ein

g in t

he m

iddle

, beca

use

I

wan

ted t

o t

hro

w t

he m

ake

up a

gai

nst

the w

all an

d s

hout, “

Bla

de d

oesn

’t n

eed

make

up t

o b

e c

ool!”

“W

ell,

I’ll hold

on t

o it,

” M

om

say

s, m

aki

ng a

polo

gy e

yes

at t

he c

ashie

r.

“U

nle

ss y

ou f

ind s

om

eth

ing b

ett

er.”

But I don’t fin

d s

om

eth

ing b

ett

er,

is the p

roble

m. I go u

p a

nd d

ow

n the a

isle

s,

and I fin

d thin

gs

that

I c

ould

use

—lik

e these

turq

uoise d

ragon e

arrings

that

mig

ht

distr

act people

fro

m m

y gia

nt ear

s, o

r th

is m

ini em

bro

idere

d D

IVA p

illow

that

would

be a

good b

ed for

my

bunny, S

ir H

op-a

-Lot—

but none o

f it s

eem

s ve

ry B

lade.

“S

aman

tha?

” I hear

fro

m t

he fro

nt. I’m

allo

wed o

ut

of m

y m

om

’s s

ight

for

about

ten s

eco

nds

for

eve

ry y

ear

I’v

e b

een a

live.

A

s I’m

shuff

ling b

ack

to h

er, I

’m m

aki

ng n

ote

of

the s

ilver

hig

h h

eels

she’s

got

on t

hat

I k

now

make

her

feet

“scr

eam

.” S

he a

lway

s lo

oks

so d

olle

d u

p b

ut

so u

nco

mfo

rtab

le. Sh

e’s

the v

ery

opposi

te o

f m

e. I’d r

ather

be p

lain

and r

ela

xed.

If I c

ould

wear

sw

eat

pan

ts t

o c

hurc

h, I w

ould

. If I c

ould

buzz

off m

y hai

r, I w

ould

.

I’m

serious!

“So?

” M

om

say

s, t

appin

g t

he m

ake

up k

it a

gai

nst

the c

ounte

r. “S

hal

l w

e?”

But

then s

he g

ets

a p

hone c

all fr

om

her

boyfr

iend—

I re

cogniz

e t

he s

peci

al

ring—

and s

he h

ands

the c

ashie

r both

of her

credit c

ards, s

ays, “

One o

f th

ose

should

work

,” a

nd s

teps

away

to t

ake

Sco

tt’s

cal

l.

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4N

ame:

LE

VE

L 2

1 |

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

5

Sol Pain

ting,

Inc.

An e

xcer

pt

from

a s

tory

by

Meg

Med

ina

I w

onder

what

it’s

goin

g to b

e lik

e for

me this y

ear

. Roli

and I w

ill b

oth

be a

t

Seaw

ard P

ines, a

lthough I’ll be in the low

er

school w

ith a

ll th

e o

ther

seve

nth

-gra

de

“am

oebas

” (h

is w

ord

). R

oli

is fiv

e y

ear

s old

er

than

I a

m—

a se

nio

r. The las

t tim

e w

e

were

in the s

ame s

chool,

I w

as in k

inderg

arte

n a

nd h

e w

as o

ne o

f th

e b

oss

y sa

fety

pat

rols w

ith a

pla

stic

bad

ge. After

that

, he b

eca

me a

Sunsh

ine S

chola

r at

fan

cy

Seaw

ard P

ines

School,

where

eve

rybody

thin

ks h

e’s

a g

eniu

s.

M

ami sa

ys I’m

goin

g to love

Seaw

ard P

ines, b

ut I don’t k

now. I’m

not m

uch

for

fancy

, an

d e

very

thin

g a

bout th

at p

lace

is

shin

y an

d s

tiff. Ev

en the r

ed b

laze

rs I’ll

hav

e

to w

ear

look

hot an

d s

illy, if yo

u a

sk m

e. Pl

us, n

o o

ne fro

m o

ur

neig

hborh

ood g

oes

there

, exc

ept Roli, s

o I’ll

hav

e to m

ake

new

friends. S

tuff lik

e that

doesn

’t b

oth

er

Roli.

In fac

t, h

e’s

neve

r bro

ught hom

e a

friend in a

ll th

e y

ear

s he’s

gone there

. I as

ked h

im

about it o

nce

, but he told

me to c

lose

my

ora

l ca

vity.

I th

ink

what

Mam

i re

ally

mean

s is that

she’s

goin

g to love

it. L

ast ye

ar w

as tough

on h

er.

My

highest

gra

de w

as a

C...

. W

ell, it w

as fru

stra

ting for

me, to

o. To

thi

nk,

all

my

year

s of perf

ect

attendan

ce a

nd n

eat

penm

ansh

ip d

id a

bso

lute

ly n

oth

ing to b

utter

up

my

teac

hers

at re

port

car

d tim

e. It’s

what

we c

all a

poor

retu

rn o

n inve

stm

ent in

the

business

world. M

ami final

ly s

aid, “i

Has

ta a

qui!”

and c

alle

d P

api to

“discu

ss m

y fu

ture

,”

so I k

new

I w

as d

ead

meat

. I fo

ught it a

s best

I c

ould

, but th

ey

decided that

I n

eeded

“a m

ore

str

uct

ure

d lear

nin

g e

nvi

ronm

ent,”

aka

Seaw

ard P

ines.

“W

hy d

oes

it m

atte

r if I

get

an A

in s

cience

or

Englis

h?” I

cried t

o M

ami.

“I’m

goin

g to t

ake

ove

r Pa

pi’s

business

anyw

ay!”

Sh

e g

aped a

t m

e lik

e a

fish o

ut of w

ater.

‘’Business

? Is

that

what

you’re c

allin

g

a dente

d v

an a

nd the few

guys

who s

how

up w

hen they

feel lik

e it?

A b

usiness

?’’

Mam

i: Sh

e h

as n

o v

isio

n. N

o w

onder

she a

nd P

api don’t g

et al

ong.

Anyw

ay, w

ith R

oli’

s help

, I m

anag

ed to b

roke

r a

deal

. I ag

reed n

ot to

run a

way

.

I’d g

o t

o S

eaw

ard P

ines

but

only

if I co

uld

appre

ntice

with P

api an

d g

et

pai

d.

So far

, th

ey’

re liv

ing u

p to the a

gre

em

ent. I’m

tw

elv

e, so

for

now

, I m

ost

ly d

o the

trim

, an

d I’m

not al

low

ed to g

o o

n a

ll th

e jobs

on a

ccount of ch

ild lab

or

law

s an

d

all th

at [

nonse

nse

]. I’v

e b

een o

n tw

o s

ites

so far

: Ram

on’s

Auto

Par

ts (not bad

sin

ce

it w

as a

ir-co

nditio

ned)

and the m

arin

a, w

hic

h left m

e s

melli

ng lik

e b

ait fo

r day

s.

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Comprehension

Text Connections 4

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.5

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.1

0, R

I.5.

4, R

I.5.

7, R

L.5.

1, R

L.5.

10,

RL.5

.7,

RL.5

.3,

RI.5

.2,

RI.5

.8,

RL.5

.2,

RL.5

.5,

RI.5

.3,

RI.5

.6,

RI.5

.9,

RL.5

.6,

RL.5

.9,

SL.5

.1,

L.5.

2d

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Text Connections 4

Nam

e:

LEV

EL

21

| C

om

pre

hens

ion

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

7

7

Loca

te a

co

py

of t

he

bo

ok

Salt

. Tak

e tu

rns

wit

h a

par

tner

rea

din

g a

lou

d t

he

par

ts o

f An

ikw

a an

dJa

mes

. Dis

cuss

ho

w t

he

visu

al la

you

t of e

ach

po

em a

dd

s m

ean

ing

to

th

e st

ory

.

TH

INK A

BO

UT

To lear

n a

bout

a period in h

isto

ry, re

aders

look

for

answ

ers

to t

he b

asic

quest

ions

When

? W

her

e?

Who?

What happen

ed?

Why?

Info

rmat

ional

texts

hav

e a

nsw

ers

to t

hose

quest

ions. H

isto

rica

l fiction

also

has

answ

ers

but

pre

sents

them

diffe

rently—

thro

ugh t

he e

yes

of th

e c

har

acte

rs.

REA

D

Rere

ad “

A T

imeline o

f th

e W

ar

of 1812” (pag

e 8

) an

d S

alt: A

Sto

ry O

f Fr

iendsh

ip In A

Tim

e O

f W

ar,

an e

xcerp

t fr

om

a b

ook

by H

ele

n F

rost

(pag

e 9

). B

oth

tell

about

the s

ame h

isto

rica

l event: t

he

War

of

1812.

1

As

you r

ead

, underl

ine d

eta

ils

about

the w

ar

that

appear

in b

oth

sourc

es.

EX

PLO

RE

2

What

info

rmation in t

he t

imeline h

elp

s re

aders

unders

tand w

hy K

ekio

nga is

dest

royed?

____

____

____

____

____

____

____

____

____

____

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____

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____

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____

____

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____

____

____

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____

____

____

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____

____

____

____

____

____

____

____

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____

____

____

____

_

____

____

____

____

____

____

____

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____

____

____

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____

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____

____

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____

_

____

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____

____

____

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____

____

____

____

____

____

____

____

_

3

Whic

h d

eta

ils

in t

he t

imeline s

eem

to b

est

matc

h m

ajo

r id

eas

in b

oth

poem

s?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

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_

____

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____

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_

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_

WRIT

E

4

To w

rite

a h

isto

rica

l novel, a

n a

uth

or

must

com

bin

e b

oth

fac

tual

rese

arch

and im

agin

atio

n.

What

topic

s did

the a

uth

or

need t

o r

ese

arch

? W

hat

ele

ments

cam

e f

rom

her

imag

inat

ion?

On a

noth

er

pag

e, w

rite

a p

ara

gra

ph t

o e

xpla

in y

our

answ

ers

.

Stud

ent an

swer

s wi

ll va

ry b

ut s

hould

inclu

de in

form

ation

from

the

tim

elin

e as

“fa

ctua

l res

earc

h” a

nd t

he p

ersp

ectiv

es o

f th

e bo

ys

as “

imag

inatio

n.”

In 18

12, s

ome

Nat

ive A

mer

ican

s jo

in t

he B

ritis

h ar

my

to fi

ght

agai

nst

Amer

ican

sol

dier

s. N

ative

Am

erican

s at

tack

and

sur

roun

d Fo

rt W

ayne

. Am

erican

sol

dier

s fig

ht b

ack

by s

ettin

g fir

e to

N

ative

Am

erican

villag

es.

“The

war

dam

ages

rela

tions

hips

bet

ween

Nat

ive A

mer

icans

and

Am

erica

n fa

milie

s wh

o ha

ve s

ettle

d in

the

Nor

thwe

st T

errit

ory.

Settler

s an

d N

ative

Am

erica

ns w

ho o

nce

trad

ed w

ith e

ach

othe

r an

d liv

ed in

pea

ce a

re n

ow u

nsur

e wh

om to

trus

t.”

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4N

ame:

LE

VE

L 2

1 |

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

8

A T

imeline o

f th

e W

ar

of 1812

1810

1815

1814

1813

1812

1811

1810

Host

ility

and d

istr

ust

betw

een A

merica

ns

and B

ritish

gro

w w

hen t

he B

ritish

forc

e

Am

erica

n s

ailo

rs t

o join

the B

ritish

Royal

Nav

y. A

t th

e s

ame t

ime, m

any N

ativ

e

Am

erica

n n

atio

ns

unite to s

top the U

nited S

tate

s from

cla

imin

g m

ore

lan

d in the

Nort

hw

est

Terr

itory

. So

me A

merica

n s

ett

lers

and N

ativ

e A

merica

ns

peac

efu

lly s

har

e

this lan

d a

nd tra

de s

upplie

s.

1811

Am

erica

ns

and B

ritish

cla

sh o

ver

contr

ol of th

e N

ort

hw

est

Terr

itory

. This a

rea

is

alre

ady

hom

e to thousa

nds

of N

ativ

e A

merica

ns. B

ritish

tro

ops

offer

weap

ons

to

som

e N

ativ

e A

merica

ns

to h

elp

them

fig

ht ag

ainst

Am

erica

n s

old

iers

.

1812

The U

nited S

tate

s decl

ares

war

. So

me N

ativ

e A

merica

ns

support

the U

nited S

tate

s.

Oth

er

Nat

ive A

merica

ns

join

the B

ritish

arm

y to

fig

ht

agai

nst

Am

erica

n s

old

iers

.

Fort

Way

ne is

atta

cke

d a

nd s

urr

ounded b

y N

ativ

e A

merica

ns. P

eople

in F

ort

Way

ne

begin

to r

un o

ut of fo

od. Am

erica

n s

old

iers

set fire

to n

ear

by

Nat

ive A

merica

n v

illag

es.

1813

The w

ar d

amag

es

rela

tionsh

ips

betw

een N

ativ

e A

merica

ns

and A

merica

n fam

ilies

who h

ave s

ett

led in t

he N

ort

hw

est

Terr

itory

. Se

ttle

rs a

nd N

ativ

e A

merica

ns

who

once

tra

ded w

ith e

ach o

ther

and liv

ed in p

eac

e a

re n

ow

unsu

re w

hom

to t

rust

.

1814

Rela

tionsh

ips

betw

een A

merica

n s

ett

lers

and N

ativ

e A

merica

ns

gro

w w

ors

e a

s nat

ive

people

are

forc

ed o

ff lan

d w

here

they

hav

e liv

ed for

centu

ries.

1815

The T

reat

y of G

hent is s

igned, an

d the w

ar o

ffic

ially

ends. T

he tre

aty

stat

es

that

the

United S

tate

s m

ust

retu

rn a

ny

land that

had

been h

om

e to N

ativ

e A

merica

ns

befo

re

the w

ar. This d

oes

not hap

pen. Am

erica

n s

ett

lers

continue to e

xpan

d w

est

war

d a

nd

clai

m lan

d for

the U

nited S

tate

s.

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Comprehension

Text Connections 4

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.5

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.1

0, R

I.5.

4, R

I.5.

7, R

L.5.

1, R

L.5.

10,

RL.5

.7,

RL.5

.3,

RI.5

.2,

RI.5

.8,

RL.5

.2,

RL.5

.5,

RI.5

.3,

RI.5

.6,

RI.5

.9,

RL.5

.6,

RL.5

.9,

SL.5

.1,

L.5.

2d

Cor

e5 L

evel

21

This

mat

eria

l is

a co

mpo

nent

of L

exia

® C

ore5

® R

eadi

ng.

©20

21 L

exia

Lea

rnin

g, a

Cam

bium

Lea

rnin

g® G

roup

com

pany

.R

eprin

ted

for c

lass

room

use

onl

y. A

ll ot

her r

ight

s re

serv

ed. N

ot fo

r res

ale.



Text Connections 4

Nam

e:

LEV

EL

21

| C

om

pre

hens

ion

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

9

Thes

e eve

nts

are

des

crib

ed fro

m the

per

spec

tive

s of tw

o 1

2-ye

ar-old

boys

.

Anik

wa, a N

ative

Am

eric

an,

and J

am

es, an A

mer

ican s

ett

ler,

live

in w

hat is

now

the

US

state

of In

dia

na. A

nik

wa a

nd h

is fam

ily h

ave

retu

rned

to K

ekio

nga

(thei

r vi

llage)

to fin

d that it h

as

bee

n b

urn

ed b

y A

mer

ican s

old

iers

.

Salt

: A

Sto

ry o

f Fr

iendsh

ip in a

Tim

e o

f W

ar

An e

xcer

pt

from

a b

ook

by

Hel

en F

rost

AN

IKW

A

It’s

alm

ost

dar

k

when w

e w

alk

into

Kekionga.

Or

where

it use

d to b

e. N

ow

it’s

… a

shes.

Kw

aahkw

a to

ld u

s, b

ut no o

ne c

ould

imag

ine h

ow

terr

ible

it is:

eve

ry h

ouse

torn

apar

t

and b

urn

ed. The fish

we h

ad to leav

e o

n d

ryin

g r

acks

scat

tere

d e

very

where

, an

d tra

mple

d.

Corn

cobs

and fish h

ead

s co

vere

d w

ith flie

s—

the a

rmy

must

hav

e e

aten w

hat

they

wan

ted, an

d then

dest

roye

d w

hat

eve

r w

as left o

ver.

Did

n’t they

know

—

they

must

hav

e k

now

n—

it’s

too lat

e to g

row

more

corn

, an

d w

e w

on’t b

e a

ble

to c

atch

man

y

fish

befo

re the r

iver

freeze

s.

Will

the a

nim

als

find

their w

ay

bac

k?

Will

deer

giv

e u

s

hid

es

for

war

mth

and s

helter,

meat

for

win

ter

food?

Fath

er

says

, It’s

wors

e th

an I thought.

Gra

ndm

a sa

ys, Yo

u h

elped

them

go to P

iqua.

They

should

hel

p u

s now.

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4N

ame:

LE

VE

L 2

1 |

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Lexi

a Sk

ill B

uild

ers®

10

Salt

: A

Sto

ry o

f Fr

iendsh

ip in a

Tim

e o

f W

ar

(continued

)

JAM

ES

Anik

wa

looks

at m

e lik

e h

e’s

forg

ott

en w

ho I a

m, his e

yes

so s

ad

and a

ngry

I d

on’t k

now

what

to s

ay. I m

ade h

im a

new

whistle, but now

it s

eem

s lik

e it belo

ngs

som

epla

ce w

e c

an’t g

o b

ack

to. I ke

ep it

in m

y pocke

t. W

e g

ive them

a b

all of tw

ine, a

new

bla

de for

their s

aw.

Ma

says

, Thi

s is n

ot on c

redit. It’s

a g

ift. P

a lo

oks

surp

rise

d to h

ear

that

,

but he d

oesn

’t d

isag

ree. A few

leav

es

are turn

ing y

ello

w, fa

lling

from

the tre

es

into

the r

iver.

When I d

o o

ffer

the w

histle to A

nik

wa,

he t

ake

s it, but he d

oesn

’t s

mile

. H

e looks

old

er.

He looks

hungry

.

They

all do. M

ink

spre

ads

out her

han

ds

and s

peaks

to u

s. O

ld R

acco

on

repeat

s her

word

s in

Englis

h: Pl

ease

sit w

ith u

s and e

at. H

e g

oes

away

and

com

es

bac

k w

ith a

roas

ted r

abbit. M

ink

hold

s out a

smal

l gourd

bow

l to

Pa.

He turn

s re

d a

nd looks

dow

n a

t th

e g

round b

efo

re h

e d

ips

his fin

gers

in. Sa

lt.

Thank

you, he s

ays

softly. I w

hisper

to M

a, T

hey

hard

ly h

ave

any

food. W

hy

are

they

fee

din

g u

s? S

he a

nsw

ers

, Yo

u s

hould

know

by

now. Thi

s is w

ho they

are

.

Nam

e:

Co

mp

rehe

nsio

n

Text

Co

nnec

tions

4

Comprehension

Text Connections 4

Prim

ary

Stan

dard

: CC

SS.E

LA-L

iter

acy.

RF.5

.4a

- Re

ad o

n-le

vel t

ext

wit

h pu

rpos

ean

d un

ders

tand

ing.

Supp

orti

ng S

tand

ards

: RI

.5.1

, RI

.5.1

0, R

I.5.

4, R

I.5.

7, R

L.5.

1, R

L.5.

10,

RL.5

.7,

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LEVEL 21 | Structural Analysis Structural Analysis ...€¦ · helped it overcome its shyness....

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Transcript of LEVEL 21 | Structural Analysis Structural Analysis ...€¦ · helped it overcome its shyness....