Lexia Skill Builders...2020/06/30 · Name: LEVEL 15 | Structural Analysis Vocabulary Strategies 1...

Print these Lexia Skill Builders® to use as pencil and paper practice activities that will reinforce and extend skills acquired online.

Level Activity # of pages

Core5 L15 Vocabulary Strategies 1 6

Core5 L15 Fluent Reading 1 5

Core5 L15 Academic Vocabulary 1 8

Core5 L15 Grammar Concepts 1 6

Core5 L15 Text Connections 2 9

Total 34

Printed by Roseanne MieleThis material is a component of Lexia Reading® www.lexialearning.com © 2020 Lexia Learning Systems LLC

Reproduction rights for Centennial School District for use until June 30, 2020.

Name: LEVEL 15 | Structural Analysis

Vocabulary Strategies 1

Lexia Skill Builders® 1

1 When Luna bought fresh peas at the farmer’s market, the peas were still inside their

____________________.

2 Josh’s opinion is that we should stay longer, but Fiona’s ____________________ is that

we should leave now.

3 Cal always eats pancakes for dinner on Monday nights. It seems exciting to me, but it’s

a ____________________ activity for his family.

4 The reporter described the parade as ____________________ because it featured the

best marching bands in the country.

5 A canyon is a ____________________ that was created when water and wind wore

away part of Earth’s crust.

6 In ancient China, an inventor created a tool that could sense the ground

shaking, even from far away. This tool detects ____________________.

firequakesearth

7 We want to find out how many seconds an object takes to slide down

a ramp. We should use a ____________________ to measure the time.

watchstopboard

8 The coach wants the runners to practice on the path where they will

compete. The runners should practice on a ____________________.

waterracetrack

9 An actor is performing in a dark theater and wants the audience to be

able to see him. A ____________________ could shine brightly on him.

spotafterlight

10 Allie wants to see the mangrove trees that grow along the edge of

the ocean. She should visit the____________________.

leafcoastsea

commonplace newsworthy seedpods landform standpoint

Read the compound words in the box, and think about their meanings. Draw a line to divide each word into two smaller words. Then, complete each sentence with a word from the box.

Circle the two word parts that combine to make a compound word that completes each sentence. Write the word on the line. Then, underline clues in the sentence that support the meaning of the word you wrote.

7 Choose five compound words from above and write your own definition. Think about the word parts to help you.

Name: Structural Analysis


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

Read the words in the box, and think about their meanings. Circle the prefix in each word. Then, find the word that best completes each sentence, and write it on the line.

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

1 non- The baby's nonstop crying lasted the entire flight from Boston to London.

2 semi- Beavers and otters are semiaquatic animals that live on land and in water.

3 pre- The first step in baking chocolate chip cookies is to preheat the oven.

4 re- The magician seemed to make his assistant vanish and then reappear.

5 mis- People who believe that it is easy to dance in a ballet are misinformed.

6 un- My cousin lives far away and does not like to travel, so his visit was unexpected.

(adjective) not expected

(verb) to appear again

(adjective) partly aquatic

(adjective) not stopping

(verb) to heat before

(adjective) having wrong information

misidentified prepaid uncertain semisolid

7 Georgia assured her mother that she would get ready for school on time, but she was

____________________ how she would keep her promise.

8 The scientists ____________________ the fossil. First, they thought it was a prehistoric

bird, but then they decided it was a lizard.

9 Our play tickets were ____________________, so we just showed our receipt to the

usher and found our seats.

10 I had never made pudding before and was surprised that this ____________________

food started as a warm liquid that became thicker as it cooled.



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

Read the words in the box, and think about their meanings. Circle the suffix in each word. Then, find the word that best completes each sentence, and write it on the line.

7 Write your own definition for five of the words you used to complete Sentences 4 to 10. Think about the word parts to help you.

1 -able The party to celebrate the new library was enjoyable for people of all ages.

2 -er The winner of the chess tournament received a large trophy and gift card.

3 -ly He spoke passionately about his work in the animal shelter.

(adverb) in a passionate way

(adjective) can be enjoyed

(noun) a person who wins

4 Kayla does not enjoy swimming, but she ____________________ agreed to join her

friends at the community pool.

5 After years of hard work in the laboratory, the ____________________ discovered a

new medicine.

6 Although the tag on the shirt claimed that it was machine ____________________,

it shrank after getting wet.

7 In most elections, ____________________ can either submit their ballots by mail

or in person.

8 Kim and Hassan ____________________ sit next to each other on the bus, so it was

surprising when I saw them in separate seats.

9 The price and effectiveness of the two laundry detergents are ____________________,

so he decided to buy the one that smelled better.

10 Working in a warehouse is a ____________________ demanding job that requires

workers to be in good shape.

frequently comparable voters physically

researchers reluctantly washable



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1

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7

8

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ACROSS

4. not chosen in a formal way

7. can be shown as alike

8. to calculate, or figure out, again

9. true, not made up

DOWN

1. a part of Earth’s surface, such as a canyon

2. a thing that makes a substance pure

3. to share wrong or false information

5. in a way that is often

6. from a time before history

7. not having worries

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.

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

purifier

landform

misrepresent

comparable

nonfiction

recalculate

unofficial

frequently

carefree

prehistoric

Read the words in the box, and think about their meanings. For each compound word, draw a line to divide it into two smaller words. For each word with a prefix (mis-, pre-, re-, un-) or suffix (-able, -er, -ly), circle the word part added to the base word.



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

uncertain

trailblazer

teenager

surfer

footsteps

reconsider

reluctantly

preowned

surfable

physically

Carlos was excited about becoming a surfer. La Paloma, where he lived, was well known for its

surfable shores. With big waves and sandy beaches, the conditions were perfect for surfing.

There was only one problem. Carlos’s dad said he couldn’t surf until he was a teenager. It would

be too challenging physically. Carlos was not sure this was true and felt uncertain. He was slow to

accept the decision because he didn’t want to wait that long. Reluctantly, he agreed to it.

Then he read about Quincy Symonds, the “Flying Squirrel.” She started surfing when she was

four years old. By eight, she could surf in waves twice her size. Carlos showed his dad her video,

then asked him to think about it again and reconsider his decision.

His dad said yes! He called Quincy a trailblazer. “She’s not only carving a path through the water,”

he said. “She’s creating a way for other kids to follow in her footsteps.”

Together, they found a preowned surfboard. Even though someone else had used it before,

it was fine. With the help of an instructor, Carlos would be on his way to being unstoppable!

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

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

1 Why are the beaches in La Paloma good for surfing?

____________________________________________________________________________

2 Why was Carlos slow to accept his father’s decision to wait before learning to surf?

____________________________________________________________________________

3 Carlos asked his dad to reconsider after he saw Quincy. What does reconsider mean?

____________________________________________________________________________

4 Carlos’s dad described Quincy as a trailblazer when it comes to kids surfing. Why?

____________________________________________________________________________

5 Carlos and his dad bought a preowned surfboard. What does preowned mean?

____________________________________________________________________________



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

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

guideline

controllable

carefully

precautions

misjudging

underwater

adventurer

retrace

unexpected

diver

Underwater caves are untouched by waves or wind, so the water inside is crystal clear. This makes

it easy to see the unusual rock formations found there. There are only a small number of cave

divers in the world because it is so dangerous.

To make cave diving safer, precautions are taken ahead of time. Though unexpected problems

can arise, some things are controllable. For example, divers carefully let out a rope as they go

deeper inside the cave. It’s called a guideline. This way, they avoid misjudging how far down they

have swum and can find their way out when it’s time to leave.

Cave divers save most of their air for the end of their dive. They need the air to get out of the cave

and reach the water’s surface again. When a third of the supply is gone, divers turn around and

retrace their steps. To do this, they follow the guideline and make their way back up to the surface.

Underwater caves may not be for everyone. For an underwater adventurer, however, their mystery

is well worth the risks.

1 Why is the water inside an underwater cave “crystal clear”?

____________________________________________________________________________

2 What is a cave diver?

____________________________________________________________________________

3 Why are there so few cave divers in the world?

____________________________________________________________________________

4 What is an example of a precaution that cave divers take?

____________________________________________________________________________

5 Divers retrace their steps to get out of the cave. What does retrace mean?

____________________________________________________________________________

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



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Name: LEVEL 15 | Fluency

Fluent Reading 1


7 Read Sentences 7 to 14 to a partner. Your partner should be able to tell the ending punctuation from your voice.

Draw a line to match each punctuation mark with what it tells the reader to do.

1 !

2 ?

3 .

Make your voice go up at the end of the sentence.

Make your voice sound excited.

Do not make your voice go up or down very much.

Read each sentence aloud. Circle the punctuation mark at the end of the sentence. Then, explain what the reader’s voice should do.

4 The guests are here!

Explain: ____________________________________________________________________ .

5 The guests are here?

Explain: ____________________________________________________________________ .

6 The guests are here.

Explain: ____________________________________________________________________ .

The reader’s voice should sound excited

Read each sentence, and circle the punctuation mark that makes sense. Then, write it on the line.

7 “We found the missing ring _____” Ted yelled. . ! ?

8 “The bee just flew away _____” Sarah asked. . ! ?

9 The girl said, “I go to bed at 8 o’clock _____” . ! ?

10 “That’s really their house _____” he wondered. . ! ?

11 Jaime replied, “No, I don’t know his name _____” . ! ?

12 They burst through the door and shouted, “We’re here _____” . ! ?

13 “You’re sure that’s the right book _____” I inquired doubtfully. . ! ?

14 “Go away and don’t come back _____” she yelled angrily. . ! ?

Name: Fluency

Fluent Reading 1

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Fluent Reading 1


7 Write your own question. Have a partner choose the best answer and explain his or her thinking.

Read each question. Circle the answer choice that ends in the correct punctuation mark. Then, explain your answer.

1 Lulu and her pal climb to the top of a mountain. They feel very proud and excited. What might they say?

We did it! We did it? We did it.

Explain: ____________________________________________________________________ .

2 Ming cannot hear the teacher’s directions very well, and she isn’t sure what she needs. What might she say to her friend?

I need two pencils! I need two pencils? I need two pencils.

Explain: ____________________________________________________________________ .

3 Tim’s mother asks what he would like for lunch. When he answers, his voice does not go up or down very much. What might he say?

I’ll have a sandwich! I’ll have a sandwich? I’ll have a sandwich.

Explain: ____________________________________________________________________ .

4 Asa and Hope are following a map. The map is confusing, and they are not sure where to go next. What might they say?

We turn left here! We turn left here? We turn left here.

Explain: ____________________________________________________________________ .

5 Stan got a new bike from his grandparents. He is so happy. What might he say to them?

What a great gift! What a great gift? What a great gift.

Explain: ____________________________________________________________________ .

6 Sasha has a garden. He names the flowers that he’s growing in a calm way. What might he say?

I have lilies and roses! I have lilies and roses? I have lilies and roses.

Explain: ____________________________________________________________________ .

They are excited, so their voices sound excited, too

Name: Fluency

Fluent Reading 1

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Fluent Reading 1


7 Read Sentences 11 to 17 to a partner. Your partner should be able to tell which word you stressed.

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

1 That river looks beautiful today. What? When? Which one?

2 That river looks beautiful today. What? When? Which one?

3 My brother ate five sandwiches! Who? What? How many?

4 My brother ate five sandwiches! Who? What? How many?

5 We put the old computer upstairs. What? Where? Which one?

6 We put the old computer upstairs. What? Where? Which one?

7 The new car moves quickly. What? How? Which one?

8 The new car moves quickly. What? How? Which one?

9 Ted loves this vanilla cake! Who? What? What kind?

10 Ted loves this vanilla cake! Who? What? What kind?

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

11 My sister loves chocolate ice cream with hot fudge and whipped cream. Who?

12 Have you tried looking there for your missing sweatshirt? Where?

13 The heavy wooden door swung open slowly, and we peered inside. How?

14 I heard that Ella invited ninety people to her birthday party! How many?

15 He searched for many years before he found an orange truck. What kind?

16 Our teacher will announce the winner of the science fair tomorrow. When?

17 The famous singer will perform only one concert next year. How many?

Name: Fluency

Fluent Reading 1

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Fluent Reading 1


7 Read Sentences 10 to 18 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 After my big lunch / I took a nap. After my big / lunch I took a nap.

2 Ana fixed / the car, which was helpful. Ana fixed the car, / which was helpful.

3 Suddenly / the fish jumped into the air Suddenly the fish / jumped into the air.

4 As the snow falls, it covers the / road. As the snow falls, / it covers the road.

5 Go that / way where the path is clear. Go that way / where the path is clear.

6 After a while / he began to feel better. After a while he / began to feel better.

7 As night comes lights glow in / the sky. As night comes / lights glow in the sky.

8 When the deer saw a bear, / it ran away. When / the deer saw a bear, it ran away.

9 At times / he wished he could fly. At times he wished / he could fly.

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

10 When the film ended, we left.

11 After dinner they ate fruit.

12 An hour later the shop closed.

13 Every Tuesday my grandmother swims.

14 I like almost every kind of book except science fiction.

15 When the man finally arrived at the inn, he slept.

16 Tomorrow morning I’m going to wake up early.

17 I just talked with our new teacher, who is also my gymnastics coach.

18 Wow, did you see the enormous pumpkin at the county fair?

Name: Fluency

Fluent Reading 1

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.3a


Fluent Reading 1


7 On another page, write a poem with an A B A B rhyme scheme. 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 AuthorShe wrote that book

in a window nook

under the gaze

of the sun’s warm rays.

A B C B

A A B B

A B A B

2 The MirrorWhen I feel sad,

what do I do?

I look in the mirror

and say, “Cheer up, you!”

A B C B

A A B B

A B A B

3 Too MuchAfter lunch I munched on chips,

and after that I ate some cheese.

Now my stomach is doing flips.

“No more food!” it’s saying. “Please!”

A B C B

A A B B

A B A B

4 A Warm Dessert?My brother baked a beautiful cake

that made me do a double-take.

Inside, it’s red and looks like fire.

Do you think that when I take a bite,

It will burn my mouth or taste all right?

A A A B B

A A B C C

A A B B A

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

5 The TumbleFeeling rather tired, _____

I sat down on my bed. _____

But when I closed my eyes to rest, _____

I fell and hit my head! _____

6 A Shy CreatureAs she walked toward her house, _____

a woman spotted a little mouse. _____

Before she could stop to chat with the fellow, _____

he hid in a bush with leaves of yellow. _____

Name: Fluency

Fluent Reading 1

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.3a

Name: LEVEL 15 | Vocabulary

Academic Vocabulary 1


1 To

is to think something is

true, often without proof.

2 To

is to succeed at doing

something.

3 To

is to try to do something

that may be difficult.

4

means difficult.

5 To

is to work against others

to try to win.

6

is a signal word that

means but.

7 Brainstorm other forms of each word (e.g., achieve: achiever, achievable, achievement). Create a word cloud or word tree to show how the words are related.

assume

He is not eating, so I assume he is not hungry.

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.

assume however attempt challenging compete achieve

Name: Vocabulary


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7 With a partner, invent a new sport. Discuss the rules, how the participants compete, and what makes the sport challenging. Then, create a rule book and invite a group of classmates to play the sport.

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

1 Extreme Swimming

Long-distance swimmer Diana Nyad dreamed of _____________________ a special goal.

She wanted to be the first person to swim the 100 miles from Cuba to Florida. To do

this swim, an athlete must swim through _____________________ waters filled with

strong currents, high waves, deadly jellyfish, and hungry sharks. Nyad first attempted

the swim in her twenties, but strong currents pulled her off course. Many years later,

she tried again—and again and again. Each time, _____________________, she failed.

When Nyad was 64 years old, she succeeded at last.

2 Sled-Dog Racing

Every year, the world’s toughest, most _____________________ dogsled race is held

in Alaska. It’s the Iditarod (eye-DIT-uh-rod). Sixteen dogs pull each sled guided by a

human driver, or “musher.” The mushers _____________________ for prize money and

fame. Each team _____________________ to cross frozen rivers, avoid cracks in sea ice,

and deal with sudden storms. Injuries are common. Finishing this risky race is a big

achievement. Some people say the race is cruel to animals.

3 In your opinion, which challenging sport—extreme swimming or sled-dog racing— is more risky to attempt? On another paper, make a concept web like the one

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

why? why?

your opinion

challenging however attempts challenging compete achieving

Name: Vocabulary


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1 A

is a general idea.

2

describes activity that has

to do with the body.

3 A

is a good or helpful result.

4 To

is to make better or to

become better.

5 To

is to decide after thinking

about all the facts.

6

is a signal word that means

through a period of time.

7 Use a thesaurus to find one synonym for each word. Write each word and the synonym on separate cards. Play a card memory game to match each word with its synonym.

concept

The concept of gravity explains why things fall.


concept benefit conclude during improve physical

Name: Vocabulary


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7 Brainstorm ways to improve physical activity during school. Then, create a set of posters to encourage other students to be more active.


1 A Break in the School Day—Yes!

I believe that students should have at least twenty minutes of outdoor activity every

day. Recess is a time for _____________________ play. During that time, students

are running, jumping, climbing, and playing sports. These activities bring many

_____________________. They help young people build strength and fitness. A leading

doctors’ group in the United States has _____________________ that outdoor activity

helps children’s health. Other studies have shown that physical activity can help

improve students’ grades. I say yes to outdoor fun!

2 A Break in the School Day—Less!

Many experts have concluded that children should be active during school.

Physical activities have many benefits. They help _____________________ health and

fitness. But outdoor time during school may not be the best way to get children moving.

The problem is that many students just sit and talk _____________________ this part of

the day. Plus, it takes time to get ready and time to return and settle down. That means

less time for learning. The best time and place for _____________________ activity in

school is gym class.

3 In your opinion, is a break during the school day the best way for students to get the benefits of physical activity? On another paper, choose one of the following

ways to present your opinion:

q Write a paragraph to state your opinion.

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

q Discuss your opinion with a classmate or an adult. Talk about the ways you agree

or disagree.

physical concluded improve physical during benefits

Name: Vocabulary


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1 To

is to point out someone

or something.

2 is

a signal word that means

the same thing as even if.

3 To

people is to do and say

what they want.

4 An

is an important job, often

in government.

5 A

is someone who is trying to

get a job or win an election.

6 A

is a set of rules or plans

used to make decisions.

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.

identify

He can identify the dog that bit him.


identify represent office candidate policy although

Name: Vocabulary


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7 Write a speech as if you were running for class president. Think about what makes you the right candidate to represent your classmates and what policies you would suggest to help the school.


1 Isaiah Reynolds

As we get ready to vote for class president, remember: Isaiah Reynolds is the best

_____________________. He is a great listener. When he sees someone upset, he asks

what’s wrong. When there is a problem, Isaiah asks others how they want it solved.

I know that, as president, Isaiah will listen to our ideas and _____________________

us well at school-wide meetings. Isaiah will make new _____________________ that

help us all. In tomorrow’s election, vote for Isaiah Reynolds.

2 Gabrielle Martin

Hello, classmates! We’re voting for class president. There’s only one candidate who

deserves our vote—Gabrielle Martin. _____________________ other candidates claim

they will represent us, what we actually need is a president who will speak up.

Gabrielle is a born leader. She will help others to do what’s right. Gabrielle Martin is

the _____________________ who will be the most fearless president. Not only will

she represent us all, she will make sure our views are heard. For the important

_____________________ of class president, Gabrielle Martin is the best choice!

3 In your opinion, which candidate do you think should represent the class as president? On another paper, make a concept web like the one below to plan

your response. Include details from both passages.

why? why?

your opinion

policies candidate office represent candidate although

Name: Vocabulary


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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.


cycle commonly environment extinction impact species

1 A

is a series of actions

or changes.

2 is

when a type of plant or

animal has died off.

3 An

is a result.

4 A

is a kind of plant or

animal.

5

means the same thing

as often.

6 The

is the land, water, air, and

living things in an area.

cycle

Tadpoles become frogs during a growth cycle.

Name: Vocabulary


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7 With a partner, design a plan to protect the environment where you live. Think about what actions you can take to positively impact the environment and the species who live there.


1 Nature’s Way

Throughout Earth’s history, plants and animals have died off. _____________________,

species become extinct because their environment changes. Suppose, for example, that a

storm floods the only island where an animal lives. In the flooded ____________________,

that animal might die off. In Earth’s history, changes in nature have caused species

to die off suddenly. A huge rock from space crashed into Earth around 65 million

years ago. The crash led to the end of some dinosaurs. Earth is always changing, and

_____________________ is part of those changes.

2 Harmful Humans

Earth scientists study the _____________________ of changes in air, water, and land.

At times, species are not able to live in a changed environment. Then, they become

extinct. Some scientists say that a big extinction is happening now. Why are plant

and animal _____________________ dying off? Commonly, the cause is human activity.

For example, people clear the land or bring harmful plants and animals to new places.

In addition, some animals are overhunted. As a result, humans are causing the

_____________________ of species.

3 In your opinion, how do people’s choices have an impact on the environment? On another paper, choose one of the following ways to present your opinion:

q Write a paragraph to state your opinion.

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

q Discuss your opinion with a classmate or an adult. Talk about the ways you agree

or disagree.

extinction commonly impact extinction environment species

Name: Vocabulary


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Name: LEVEL 15 | Comprehension

Grammar Concepts 1


7 On another page, write a short story using past tense verbs. Then, read your story to a partner.

Draw a line to match each term with its function in a sentence.

1 verb

2 noun

3 pronoun

takes the place of a noun

shows an action or links words

names a person, place, thing, or idea

Circle the noun in each sentence. Write whether the noun names a person, place, or thing.

4 The new nurse works quickly. a person

5 A green light blinked on and off.

6 The local zoo closed yesterday.

7 The busy waiter works hard.

8 I spilled my drink everywhere.

Circle the noun. Underline the action verb. Then, underline the tense of the action verb.

9 Those red flowers will grow past present future

10 Several large rivers flooded. past present future

11 That kind lady lives upstairs. past present future

12 The excellent play ended recently. past present future

13 This mountain will stand forever. past present future

Write three sentences using the verb listen: one in past tense, one in present tense, and one in future tense.

14 ____________________________________________________________________________________________________________

15 ____________________________________________________________________________________________________________

16 ____________________________________________________________________________________________________________

Name: Comprehension

Grammar Concepts 1

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Grammar Concepts 1


Read the sentences below. Circle the pronoun that could replace the bold words to complete the second sentence, and write it on the line.

1 My aunt eats apples daily. _____________ likes red apples best. He She It

2 The boys and girls will sing today. _____________ have a concert. We They It

3 Her phone fell on the floor. Luckily, _____________ didn’t break. he she it

4 Otto and I missed the bus. _____________ were late for school. We They It

5 John has a twin sister. _____________ is much taller than him. He She It

6 Those dogs ate dinner. Then, _____________ played outside. we they it

7 That woman jogs every day. _____________ is training for a race. He She It

8 A red bird flew near the tree. _____________ is building a nest. We They It

9 Her son waited for the train. _____________ works far away. He She It

10 My cat and I sit in the sun. Maybe _____________ will take a nap. we they it

She

Choose a pronoun from the box to replace the word or words below. Then, write a sentence that begins with that pronoun.

We He She It They

11 Christopher

12 My cousins and I

13 Three horses

14 Our kitchen

15 His grandmother

7 Choose one of the sentences you wrote to use in a short story. Continue writing the story on another page.

Name: Comprehension

Grammar Concepts 1

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Grammar Concepts 1


7 Write a sentence with two prepositional phrases: one that tells where and one that tells when.

Read the prepositions in the box, and think about how they are used in sentences. Then, complete each sentence with a prepositional phrase that tells where or when.

at

under

after

into

before

over

on

during

beside

above

in

near

until

around

1 Those birds fly ___________________________________________________. (where)

2 Those birds fly ___________________________________________________. (when)

3 We will hike ___________________________________________________. (where)

4 We will hike ___________________________________________________. (when)

5 ___________________________________________________, I did my homework. (where)

6 ___________________________________________________, I did my homework. (when)

7 The children played ___________________________________________________. (where)

8 The children played ___________________________________________________. (when)

Read each sentence. Underline the prepositional phrase. Then, write whether the prepositional phrase tells where or when.

9 The student sits at her desk. where

10 We will walk across the long bridge.

11 Before the storm she closed the windows.

12 Those books will fall on the floor.

13 In the spring flowers bloom.

14 The helicopter landed after midnight.

15 My sister will spend a week at my aunt’s house.

Name: Comprehension

Grammar Concepts 1

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Grammar Concepts 1


Read the words in the box below. Then, write the correct answer in each space.

adjective how adverb which one

1 An ____________________________ describes a verb.

2 An ____________________________ tells more about a noun.

3 An adverb tells where, when, or ____________________________ the action happens.

4 An adjective tells what kind, how many, or ____________________________.

Read each sentence. Circle the adverb. Write whether it tells where, when, or how.

5 The puppies sprinted outside. where

6 My uncle whistles quietly.

7 We will arrive tomorrow.

8 Did you walk upstairs?

Write a sentence with an adverb that tells how.

9 ____________________________________________________________________________________________________________

Read each sentence. Circle the adjective. Then, write whether it tells what kind, how many, or which one.

10 That key will unlock the car. which one

11 We saw several horses.

12 Small mice ran inside.

13 Did you hear the last song?

Write a sentence with an adjective that tells what kind.

14 ____________________________________________________________________________________________________________

7 Write a sentence with an adjective and an adverb.

Name: Comprehension

Grammar Concepts 1

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Grammar Concepts 1


7 Read your sentences to a partner. Explain how you identified the simple subject and simple predicate in each sentence.

Read each sentence. Write whether the bold word is a simple subject or simple predicate. Remember:

• The simple subject is the noun or pronoun that answers the question, Who or what is doing the action?

• The simple predicate is the verb that answers the question, What is the action?

3 The waves pounded the sand at the beach.

4 Some animals sleep throughout the winter.

5 She will walk over that stone bridge.

6 This little spotted frog jumps high.

7 He lives in the blue house down the street.

Read each sentence. Circle the simple subject. Underline the simple predicate.

8 That yellow bus will drive slowly up the hill.

9 They danced across the kitchen floor.

10 Many interesting people work here.

11 He will rest peacefully in his bed.

12 Those brown squirrels raced around before winter.

13 A fragile, brown egg tumbled onto the floor.

14 Two unhappy bees flew toward the window.

15 The young prince will arrive later.

Write three simple sentences. In each one, circle the simple subject, and underline the simple predicate.

16 ____________________________________________________________________________________________________________

17 ____________________________________________________________________________________________________________

18 ____________________________________________________________________________________________________________

Name: Comprehension

Grammar Concepts 1

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Grammar Concepts 1


7 Find three compound sentences in your independent reading, and write them on another page. Draw a box around each conjunction, circle the simple subjects, and underline the simple predicates.

Conjunctions join words, phrases, or sentences. Match the conjunction with its function in a sentence. Then, complete the example sentence.

1 but

2 so

3 and

4 or

gives a choice I will go for a walk, __________ I will swim.

shows difference I don’t like rain, __________ I like rainbows.

tells the result I am hungry, __________ I will eat a snack.

adds information I have a dog, __________ I have a cat.

Read each compound sentence. Draw a box around the conjunction. Then, circle the two simple subjects, and underline the two simple predicates.

5 Gwen will sit in this chair, or she will stand at her desk.

6 The painters worked quickly, and they finished yesterday.

7 The young man runs, but his great-grandfather walks.

8 We forgot our bags, so we returned to the shop.

9 That robot spins in circles, and it dances across the floor.

10 Tomas will buy a new car, or he will rent one.

11 The yellow cat likes most toys, but it dislikes this ball.

12 Clara has two puppies, and she loves them both.

13 The student enjoys books, so he visits the library every day.

14 We live on a farm now, but next month we will move to the city.

15 My uncle will stop here, but my aunt will continue down the road.

Write a sentence that uses a conjunction to combine two simple sentences.

16 ____________________________________________________________________________________________________________

Name: Comprehension

Grammar Concepts 1

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Text Connections 2


7 Why might scientists be interested in learning about the ancestors of modern iguanas? Share your ideas with classmates.

THINK ABOUT

How do you find facts to answer questions? You do research! Researchers look in more than one

source for information. Then, they put together facts from all the sources.

READ

Reread “Iguanas, Then and Now” (page 2) and “Diagram of a Prehistoric Ancestor” (page 3).

Both sources tell about the same topic—prehistoric lizards and modern iguanas. Use the glossary

to help you with the meaning of unfamiliar words.

1 As you read, underline details that help answer this Target Question: What are the most important ways that iguanas have changed over time?

EXPLORE

2 You will be writing a paragraph that answers the Target Question. To plan your paragraph about the differences between iguanas and their ancestors, look back at the information you underlined

and complete this chart.

Prehistoric Lizard Modern Iguana

What does it look like?

What does it eat?

Where does it live?

3 The first sentence of your paragraph will state the topic. Complete this topic sentence to show what you will write about:

Iguanas are ________________________ from their prehistoric ancestors in three important ways.

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.

Name: Comprehension

Text Connections 2

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Text Connections 2


GLOSSARY

herbivores (noun, plural) Herbivores are animals that eat only plants.

prehistoric (adjective) Prehistoric means from a time before events could be recorded in writing.

Iguanas, Then and Now

What is an ancestor? Ancestors are relatives from long ago. We all have ancestors,

and even our pets have ancestors!

Many animals alive today look similar to animals that no longer exist. Scientists

have found bones and fossils, or evidence of animals or plants buried in rock, that

help explain how certain animals and plants used to look. Fossils have taught us

about the prehistoric lizards that lived with the dinosaurs. Prehistoric lizards are

ancestors to today’s lizards. Most prehistoric lizards were much larger than any

living lizard. They had long tails and eyelids that covered their eyes. They did

not have proper ears. Instead, they just had holes where other animals have ears.

They also had short legs, but this did not stop them from moving extremely fast.

Iguanas are lizards that are a lot like their ancestors. Similar to prehistoric lizards,

iguanas have eyelids, small holes where ears would be, and long tails. Unlike meat-

eating prehistoric lizards, most iguanas are herbivores that live in trees. They can

be found in warm-weather areas, such as Central America. They are cold-blooded,

which means that their body temperature drops when the weather turns colder.

When it gets really cold, iguanas can fall right out of the trees! This happens because

the cold temperature slows their breathing and heartbeat so much that they fall

asleep. Once the sun warms them up, they wake back up and go in search of a nice

warm rock or branch to sit on.

Scientists are using what they know about iguanas to learn even more about

prehistoric lizards. They think that ancestors of iguanas had similar coloring.

It’s amazing that this modern lizard can teach us so much about life long ago!

Name: Comprehension

Text Connections 2

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Text Connections 2


Diagram of a Prehistoric Ancestor

foot

teeth

body

iguana

teeth

Similar to an iguana, this ancestor of today’s lizards had sharp teeth. These teeth

were made to eat small dinosaurs, other lizards, and their eggs. In contrast,

most modern iguanas use their teeth to eat plants.

body

The ancestor of today’s lizards was about the length of a delivery truck and

weighed more than a cow. These giant prehistoric lizards lived on land.

foot

Both the iguana and its ancestor had five clawed toes on each foot. This lizard from

long ago most likely used its claws to tear apart its meals. In contrast, most iguanas

alive today use their claws to climb trees and branches.

iguana

The color a modern-day iguana is probably similar to that of its giant ancestor.

Unlike its ancestor, however, an average iguana is much smaller.

Name: Comprehension

Text Connections 2

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Text Connections 2


THINK ABOUT

Stories that come from the author’s imagination are called fiction. These stories often show characters

facing problems. As you read fiction, think about what the problem is and how–or if–the character

solves it.

READ

Reread “Mei’s First Day” (page 5) and “Mei’s Way with Words” (page 6). They are stories about a

girl named Mei.

1 Are Mei’s problems in both stories similar? What about the solutions? In the margin beside each text, write notes using the labels Problem and Solution.

EXPLORE

Use your notes in the margins of each story to respond to the following prompts.

2 Each story begins with a problem that Mei faces. Write a sentence to summarize the problem.

“Mei’s First Day”: _________________________________________________________________________________________

_____________________________________________________________________________________________________________

“Mei’s Way with Words”: ________________________________________________________________________________

_____________________________________________________________________________________________________________

2 Each story ends with a solution to Mei’s problem. Write a sentence to summarize the solution.

“Mei’s First Day”: _________________________________________________________________________________________

_____________________________________________________________________________________________________________

“Mei’s Way with Words”: ________________________________________________________________________________

______________________________________________________

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