Table of Contents Unit 1: Basic Comprehension... 9 Lesson 1: Vocabulary... 10 TEKS: 1, 1.2(A), 1.2(B), 2(C), 2(D), 1.2(E), Fig.19(A C) Lesson 2: Main Idea, Theme, and Genre... 29 TEKS: 2.3(A), 2.3(B), 2.3(C), Fig.19(A C) Unit 2: Reading Literature and Nonfiction... 47 Lesson 3: Poetry... 48 TEKS: 2.4(A), 2.8(A), Fig.19(A C), 2.Fig.19(D), 2.Fig.19(E) Lesson 4: Drama... 60 TEKS: 2.5(A), Fig.19(A C), 2.Fig.19(D), 2.Fig.19(E) Lesson 5: Fiction... 72 TEKS: 2.6(A), 2.6(B), 2.6(C), 2.13(A), 2.13(C), Fig.19(A C), 2.Fig.19(D), 2.Fig.19(E) 4
Table of Contents Lesson 6: Nonfiction... 96 TEKS: 1.7(A), 1.9(A), 3.10(A), 3.10(B), 3.10(C), 3.10(D), 3.13(A), 13(B), 3.13(C), 3.13(D), Fig.19(A C) Lesson 7: Making Connections... 112 TEKS: 3.10(C), 3.10(D), Fig.19(A C), 2.Fig.19(D), 2.Fig.19(E), 3.Fig.19(D), 3.Fig.19(E) Lesson 8: Persuasive Texts... 125 TEKS: 3.10(A), 3.10(B), 3.11(A), 3.11(B), Fig.19(A C), 3.Fig.19(D), 3.Fig.19(E) Lesson 9: Comparing Selections... 142 TEKS: 3.10(D), Fig.19(A C), 3.Fig.19(D), 3.Fig.19(E), 1.Fig.19(F) Lesson 10: Procedural Texts... 154 TEKS: 12(A), 3.12(B), Fig.19(A C) To the Teacher: Texas Essential Knowledge and Skills (TEKS) are listed for each lesson in the table of contents and for each page above the dotted line that run across the tops of the pages in the workbook (see the example at right). 100 Standards: A1, B2, C3 5
Lesson 1 Vocabulary The bee s knees. The cat s pajamas. The most. Groovy. Fly. All that. TEKS: 1, 1.2(B), Fig.19(A C) What do these phrases have in common? If you just look at the words as they are listed here, it might not seem as though they have any connection at all. In fact, some of these phrases might seem completely meaningless. The bee s knees? Do bees even have knees? But imagine reading a story in which one of the characters says, That jazz band is great! They re the bee s knees! By seeing the phrase used with other words, you probably can tell that saying that something is the bee s knees basically means that it is great or impressive in some way. In fact, all the words and phrases listed at the beginning of this lesson have been used to mean great at different times and in different places. Understanding new vocabulary is a lot like figuring out the meanings of unfamiliar slang. If you know how to keep up with the latest slang, you re well on your way to figuring out new words in a reading selection. You can learn the meaning of the latest slang by listening to the way people use certain words in conversation. You can also learn the meanings of unfamiliar words by paying attention to how they are used in writing. This skill is called using context. In the case of new slang or vocabulary, context is created by the words used along with the unfamiliar word or phrase. Read the following selection. It will help you understand the tips in this lesson. from The Fall s Ploughing by Hamlin Garland Day after day, through the month of September and deep into October, Lincoln followed his team in the field, turning over two acres of stubble each day. At last it began to grow cold, so cold that in the early morning he was obliged to put one hand in his pocket to keep it warm, while holding the plough with the other. His hands grew red and chapped and sore by reason of the constant keen nipping of the air. His heart was sometimes very bitter and rebellious, because of the relentless drag of his daily toil. It seemed that the stubbleland miraculously restored itself each night. His father did not intend to be cruel, but he was himself a hard-working man, an early riser, and a swift workman, and it seemed a natural and necessary thing to have his sons work. He himself had been bound out at nine years of age, and had never known a week s release from toil. 10 Unit 1 Basic Comprehension
TEKS: 1, 1.2(B), Fig.19(A C) As it grew colder morning by morning, Lincoln observed that the ground broke into little flakes before the standing coulter. 1 This gave him joy, for soon it would be frozen too hard to plough. At last there came a morning, when by striking his heel upon the ground, he convinced his father that it was too hard to break, and he was allowed to remain in the house. These were beautiful hours of respite. He had time to play about the barn or to read. He usually read, devouring anything he could lay his hands upon, newspapers, whether old or new, or pasted on the wall or piled up in the garret. 2 His mother declared he would stand on his head to read a paper pasted on the wall. Books were scarce, but he borrowed remorselessly and so read Franklin s Autobiography, Life of P. T. Barnum, Scott s Ivanhoe, and The Female Spy. But unfortunately the sun came out warm and bright, after those frosty nights, the ground softened up, and his father s imperious voice rang out, Come, Lincoln, time to hitch up, and once more the boy returned to the toil of the field. But at last there came a day when Lincoln shouted with joy as he stepped out of the house. The ground was frozen hard and rung under the feet of the horses like iron, and the bitter wind, raw and gusty, swept out of the northwest, with spiteful spitting of snowflakes. Winter had come, and ploughing was over at last. The plough was brought in, cleaned and greased to prevent its rusting, and upturned in the tool-shed, and Lincoln began to look forward to the opening day of school. 1 coulter: the cutting part of the plow 2 garret: a room or unfinished part of a house just below the roof; an attic 1. Look for other words in the selection that have a similar meaning to the unknown word. Words you already know may give you clues to the words you don t know. Reread the following lines from the selection. His father did not intend to be cruel, but he was himself a hard-working man, an early riser, and a swift workman, and it seemed a natural and necessary thing to have his sons work. He himself had been bound out at nine years of age, and he had never known a week s release from toil. 1. Underline any words in the selection that have meanings similar to toil. 2. What does the word toil mean in the selection? A. vacation B. par enting C. hard work D. rest and relief Lesson 1 V ocabulary 11
TEKS: 1, 1.2(B), Fig.19(A C) 2. Look for words that have the opposite meaning of the unknown word. Sometimes, the context will include a word or phrase that has the opposite meaning of the unknown word. If you know the opposite of the unknown word, you can probably figure out the meaning of the unknown word. Take a look at the following example: Not all commercial Web sites are untrustworthy. Indeed, many commercial sites are reputable sources of information on the topics they discuss. 3. Circle a word in the example above that means the opposite of reputable. 4. In the context of the example above, the word reputable most likely means A. useful. B. r eliable. C. suspicious. D. c omplicated. 3. Plug in the answer choices to see which one makes the most sense in the sentence. When you are faced with a vocabulary question, the easiest way to choose an answer is often to see which choice works best in the selection. Plug in the answer choices to see which word best fits in the sentence. Take a look at the following example: At last it began to grow cold, so cold that in the early morning he was obliged to put one hand in his pocket to keep it warm, while holding the plough with the other. 5. In this sentence, the word obliged means A. t old. B. fo rced. C. asked. D. honor ed. 12 Unit 1 Basic Comprehension
TEKS: 1, 1.2(B), Fig.19(A C) Substitute each answer choice for the word obliged and read the sentence to yourself. A. so cold that... he was told to put one hand in his pocket to keep it warm... B. so cold that... he was forced to put one hand in his pocket to keep it warm... C. so cold that... he was asked to put one hand in his pocket to keep it warm... D. so cold that... he was honored to put one hand in his pocket to keep it warm... Which choices can you easily eliminate? Which word seems to fit best in the context of the paragraph? Now try this method with a word from The Fall s Ploughing :... his father s imperious voice rang out, Come, Lincoln, time to hitch up. 6. In this sentence, the word imperious means A. sof t. B. hesitant. C. sad. D. c ommanding. 4. Look for hints the author gives about the meaning of the word. Sometimes an author helps you with difficult vocabulary by providing definitions right in the text or in footnotes, or by restating the idea in different ways. Footnotes give definitions to two words from The Fall s Ploughing : coulter and garret. 7. A coulter is part of a A. r oom. B. plo w. C. field. D. horse. Lesson 1 V ocabulary 13
TEKS: 1, 1.2(B), 2(C), 1.2(E), Fig.19(A C) 5. Don t be fooled by multiple-meaning words. Multiple-meaning words are words that have more than one meaning. When answering a question about a multiple-meaning word, go back to the selection and see how the word is used in context. If you don t go back, you may be tempted to choose the most common definition of the word which may not be the best answer. 8. Read the following dictionary entry for the word drag. drag n 1 a slow, deliberate motion 2 a motion pulling against something 3 a burden that creates much hardship 4 a device used to pull something along the ground Which definition matches the meaning of the word drag as it is used in the first paragraph of the selection on page 10? A. definition 1 B. definition 2 C. definition 3 D. definition 4 Many words have both a denotative meaning and a connotative meaning. The denotative meaning is its basic, agreed-upon definition. The connotative meaning is an extra meaning or sense the word has when used in certain ways. For example, you might hear someone say, That car is an antique. Is the car just very old, or is it old and valuable? You ll need to look at the context to figure out the exact meaning. 6. Analogies show relationships between words. An analogy is a comparison that shows relationships between words. Here s an example of an analogy: Words are to a book as notes are to a song. This analogy tells about several relationships. It tells about the relationship between words and a book: a book is made up of words. The analogy tells about the relationship between notes and a song: a song is made up of words. Finally, the analogy also tells about the relationship between these two relationships: the relationship between words and a book is like the relationship between notes and a song. Here s another way to state the analogy: Words make up a book, just as notes make up a song. 14 Unit 1 Basic Comprehension
TEKS: 1, 1.2(B), 2(C), Fig.19(A C) You may be asked to complete an analogy. To complete an analogy, figure out the relationships between the words that are given. Then find a word that works with these relationships. Here s an example: Hands are to arms as are to legs. 9. What is the relationship between hands and arms? 10. What has a relationship to legs that is similar to the relationship between hands and arms? Write the complete analogy: Try another example. 11. Which word completes the analogy? Lid is to box as is to bottle. A. r ecycling B. water C. glass D. cap The author of a reading selection may use an analogy to show you the meaning of a word that may be unfamiliar. If you know how to complete an analogy, you should be able to figure out the meaning of the new word. Take a look at the following example: Earth has many layers. We can compare those layers to the parts of a fruit like a peach or plum. The inner core of Earth is like the hard pit of the fruit, and the lithosphere is like the outer skin of fruit. Between the lithosphere and the inner core, there are many other layers, too... 12. Based on the analogy used in this example, what do you think the lithosphere of Earth is? Lesson 1 V ocabulary 15