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Section 1 Table of ContentsGrade 5 Reading Activities in Section 1 (Cont.)LessonResource6Grade 5, Ready ReadingLesson 8Guided PracticeInstructionsAnswer Key Reread “Night Walk.”Talk: Answers will vary Complete the Talk andWrite activities.Write: Answers will vary Read the Introduction.Guided Practice: Complete Guided Practice. in the winter relates tobreedPage(s)18–20NIGHT WALK2Use the chart below to organize your ideas.What Is theTopic of the Poem?Write3What Are theWhat Is theWhat Are the Details Speaker’s Reflectionson the Topic?Theme of the Poem?About the Topic?Use the space below to write your answer to the question on page 139.Short Response Describe the topic and the theme of the poem “Night Walk.” Use detailsfrom the poem and your chart to support your response.Lesson 8 Finding the Theme of a Poem Curriculum Associates, LLC Copying is not permitted.7141Grade 5 ReadyLanguage Handbook,Lesson 2Prepositions andPrepositional PhrasesLesson 2# Complete IndependentPractice. of the males’ feathersrelates to warmthIntroduction A preposition is a word that shows how other words in a sentence arerelated. Words such as about, by, in, of, on, to, and under are prepositions. A prepositional phrase begins with a preposition and ends with a noun or a pronoun.The noun or pronoun is called the object of the preposition.preposition objectpreposition on the ice relates to lay to the sea relates to travelX.#.#:PrepositionsLessonTitle andPrepositional Phrases21–22object[ ] [Antarctica] spend winter [on] the open [ice.]The Emperor penguins of for the little chicks relatesto food A preposition tells about the relationship between the object of the preposition andanother word in the sentence. Look at these sentences.Emperor penguins swim under the ice when they hunt.I recently saw a movie about these amazing penguins. In the first sentence, the preposition under tells about the relationship between ice andthe verb swim. In the second sentence, the preposition about tells about the relationshipbetween penguins and the noun movie. A prepositional phrase sometimes tells how, when, where, or what kind. In the sentencesyou just read, the prepositional phrase under the ice tells where the penguins swim. Theprepositional phrase about these amazing penguins tells what kind of movie it was.Guided PracticeHINT Mostprepositional phrasescome after the nounor verb they describe.Example:I read a book aboutEmperor penguins.Underline the prepositional phrase in each sentence and circle thepreposition. Then draw an arrow from the object of the preposition tothe word it relates to.Independent Practice:1. D, 2. C, 3. A, 4. D, 5. B1 Emperor penguins breed in the winter.2 Female Emperor penguins lay eggs on the ice.3 Males watch the eggs while the females travel to the sea.4 The warmth of the males’ feathers protects the eggs.5 The females return and provide food for the little chicks.440 Curriculum Associates, LLCCopying is not permitted.Grade 5, Ready ReadingLesson 8Independent PracticeGenre: Narrative PoemReadWORDS TO KNOWAs you read, lookinside, around, andbeyond these wordsto figure out whatthey mean. assured complained Read “Anna’s Monsters.” Complete the Thinkactivity.Think:1. Part A: C, Part B: D2. C3. Part A: D, Part B: B, D4. A23–26by Justin Nuñez1 I’m scared of the darkness, I don’t care who knows it,I don’t like the darkness at all.I sleep with the lights on—two lights in my room,And a much brighter light in the hall.5 I’m frightened of monsters that might come and get me,Whenever I climb into bed.My mother says, “Anna, you’re just being silly,The monsters are all in your head!”But I don’t think that’s true, because of what happenedLast night, the first day of the week.I put on my nightgown, got under the covers—Rolled over, and heard a strange squeak.It wasn’t a mouse, and it wasn’t a rabbit,It wasn’t a dog or a cat.15 So I screamed out in terror. My mother came running!“Whatever,” she asked me, “was that?”20142“I heard a strange noise!” I explained to my mother,I was almost too frightened to talk.I knew it was monsters, some big hungry monsters,It was all I could do not to squawk!“I don’t like the darkness,” I said to my mother,“I don’t like the dark and the night.Can’t I get up and sit with you out on the couch,In a room that’s all cheery and bright?”Copying is not permitted.10 Curriculum Associates, LLC8Language Handbook Lesson 2 Prepositions and Prepositional PhrasesLesson 8 Finding the Theme of a Poem 2020 Curriculum Associates, LLC. All rights reserved.4

Section 1 Table of ContentsGrade 5 Reading Activities in Section 1 (Cont.)LessonResource9Grade 5, Ready ReadingLesson 8Independent PracticeInstructions Read “Summer Night.”Answer KeyPage(s)Write: Answers will vary.27–2823. C24. B25. correct verb tense: “willavoid”26. D29–31 Complete the Writeactivity.Genre: Lyric PoemReadWORDS TO KNOWAs you read, lookinside, around, andbeyond these wordsto figure out whatthey mean. hovering vasterSUMMER NIGHTby Bianca Cappeletta1 The city is full of streetlights, stoplights, floodlightsmaking it hard to see the starsBut Ben and Louie are out this summer night at ten pmin front of their apartment building, peering up at the sky anyway.5 Ben asks if that’s the constellation Orion hovering over there justabove that billboardLouie shrugs because he doesn’t know for sureHe asks how many light-years to the edge of the universeand what’s beyond the edge when you get there10 if you could get there (which you probably can’t, but if you could)Ben says he doesn’t know for sure eitherIt’s a vast place, the universe, but what’s beyond it must be vaster stillAnd they know they should go inside and get ready for bedbut it’s too wonderful out here below the faint glow of the stars15and they just can’t14610Lesson 8 Finding the Theme of a Poem Curriculum Associates, LLC Copying is not permitted.Practice Assessment Read “Climbing MountWhitney.” Complete items 23–26.Writing and ResearchThis is a rough draft of an essay. It has some mistakes. Read the essay. Then answer the questionsthat follow.Climbing Mount WhitneyCalifornia’s Mount Whitney is the highest mountain in the United States,outside of Alaska. Mount Whitney is 14,496 feet high. That’s high, but not so highthat it can’t be climbed by a fit hiker. I read all about it in a library book, ClimbingMount Whitney. Last summer I reached the summit of Mount Whitney. Yes you canalso do it, but you’ll need some preparation.First of all, get in shape. The best training is climbing lower mountains or hills.Cycling, running, and walking up stairs are also good practice. Occasionally do someactivity like biking or inline skating for a really long time. Try skating for 30 or 40miles, or take a bike ride of four to five hours. Then try it with a backpack!Lack of oxygen at high elevations makes it harder to breathe. Get used to thisby spending some time at high elevations just before you climb. If you do this, youavoided the headaches and cramps that can trouble climbers at high elevations.Go OnAssessment 1 Curriculum Associates, LLC Copying is not permitted.19 2020 Curriculum Associates, LLC. All rights reserved.5

Section 2 Table of ContentsGrade 5 Reading Activities in Section 2Lesson1ResourceGrade 5 ReadyLanguage Handbook,Lesson 15Lesson #15X.#.#:LessonContextUsingTitle CluesInstructions Read the Introduction.Guided Practice: Complete Guided Practice.1. but Complete IndependentPractice.2. here to stayIntroduction You can use context clues to figure out the meaning of an unfamiliarword. The chart below gives examples of different types of context clues.Type of ClueExampleDefinitionSuperfoods, or natural foods that may prevent disease, have become popular.Cause/EffectSome superfoods, such as blueberries and red beans, contain antioxidants.These can help remove harmful substances from the human body.ComparisonSome experts look dubiously on claims about superfoods, but other expertsbelieve strongly that these foods can improve health.Context clues can also help you figure out words with more than one meaning. For example, thetable below has two sentences with the word source. What does source mean in each sentence?You can use the underlined context clues to figure out which meaning of source is being used.SentenceContext CluesDefinitionChoosing high-sugar drinks can be a A problem has a cause. Therefore, the cause ofsource of health problems.the source of a problem is its cause. somethingThe website MyPlate.gov is a sourcefor facts about food choices.A website can have informationsomething thatsuch as facts. Therefore, a source isgives informationsomething that gives information.The sentences before and after the sentence with an unfamiliar word can also hold context clues.Guided PracticeHINT The phrasesas a result of, becauseof, and thanks to allsignal cause-andeffect relationships.Words such as but,too, also, and as wellas all indicatecomparisons.466Some fads are fleeting, but more than a few people feel thatamount of empirical information we have about them is. Scientificobservations and tests offer some evidence that certain foods canhelp people stay healthy. Nobody claims that these foods area panacea—nothing can guarantee perfect health or cure everydisease—but they can be part of a sensible diet. Curriculum Associates, LLCPage(s)32–333. Scientific observationsand tests offer someevidence that certain foodscan help4. nothing can guaranteeperfect health or cure everydiseaseDetermine the meanings of fleeting, empirical, and panacea. Thenunderline the words or phrases that helped you determine theirmeaning.superfoods are here to stay. The idea of superfoods isn’t new, but theLanguage Handbook Lesson 15 Using Context CluesAnswer KeyCopying is not permitted.Independent Practice1. C, 2. B, 3. D, 4. B2Grade 5, Ready ReadingLesson 11Part 1 Read the Introduction. Complete the Think andTalk activities.Shelter: a place that givesprotection34–35Donation: something yougive to helpIntroductionLesson 11Benevolence: generosityUnfamiliar WordsLearning TargetFiguring out the meanings of unfamiliar wordswill help you better understand the texts youread and discuss in school.Read When you read, you probably come across words you do notknow. Some of these unfamiliar words may be academic vocabulary, orgeneral words that are found in a variety of subjects you study in school.Other words may be found only in a particular subject area, such asscience, social studies, or economics. A subject area can have manytopics. For example, money is one topic in the subject area of economics.Read the poster below. Underline any words you might not know.The Westfield Animal Shelter Needs Your Help!We have outgrown our spacehere. Can you help us build anew shelter to protect our pets?Please make a donation to theWestfield Animal Shelter today.Even a small amount of moneywill help. Once we raise 10,000,we’ll be able to beginconstruction.We at the shelter will be gratefulfor your generosity in giving.The animals will thank you foryour kindness. Remember thateach act of benevolence counts!1883Lesson 11 Unfamiliar Words Curriculum Associates, LLCCopying is not permitted.Grade 5, Ready ReadingLesson 11Part 2Modeled and Guided Instruction Read “Here, Pyggy Pyggy.” Complete the Think andTalk activities.Peer into the past: look atwhat happened before36–37Inventive potters: creativeworkers who made potsGenre: History ArticleReadHere, Pyggy Pyggyby Gail Hutter1The first time you heard about or saw a piggy bank, youmight have wondered: Why a pig? Why not some otheranimal? Wouldn’t a bear or a wolf be a more appropriateguard of a person’s money? To understand how the pigbecame the animal of choice for a small, personal bank, weneed to peer into the past—all the way back to England in theMiddle Ages.2During the Middle Ages, people in England used dishes,pots, and bowls made of clay. Clay was an ideal substance forsuch objects because it was cheaper than metal and easier toshape than wood. One type of orange-colored clay was particularlyinexpensive and easy to mold into shapes. The name of this clay was “pygg.”3So pygg was used to make common household objects—but what’s theconnection between pygg and piggy banks? Hundreds of years ago, banksdid not exist as they do today, but people still needed to keep their coins in aplace from which they could be easily removed. So, they put them into pyggjars, which later became known as “pygg banks.” In the 1800s, some inventivepotters began making pygg banks in the form of a pig with a slot in the back.Not only were these “piggy banks” more pleasing to look at than regularjars, potters could charge more money for them. Thus the piggy bankClose Reader Habitswas born.4For centuries, most piggy banks were made of clay and could beAre there any unfamiliaropened only by shattering them. Today’s piggy banks are made fromwords or phrases in thisclay, metal, glass, or plastic, and most contemporary piggy banksarticle? When you reread,underline context clueshave a hole in the bottom for taking out money easily. Most peoplethat can help you figureagree that the hole in the bottom was a good addition to the piggyout what they mean.bank. Otherwise, every time you retrieved your money, you’d have toContemporary: modern, orhappening nowRetrieved: took outspend some of it on a new piggy bank.190Lesson 11 Unfamiliar Words Curriculum Associates, LLCCopying is not permitted. 2020 Curriculum Associates, LLC. All rights reserved.6

Section 2 Table of ContentsGrade 5 Reading Activities in Section 2 (Cont.)LessonResourceInstructions4Grade 5, Ready ReadingLesson 11Part 3 Reread the passage “Here,Pyggy Pyggy.”Modeled and Guided InstructionWriteAnswer KeyPage(s)Responses will vary.36, 38Think:1. Part A: D, Part B: A2. bartered39–40Responses will vary.39, 41 Complete the Writeactivity.Use the space below to write your answer to the question on page 191.Here, Pyggy PyggyHINT First, define3Short Response Define the phrase ideal substance. Supportyour definition with context clues from the passage.ideal substance. Thenexplain how clay fitthat definition.Don’t forget to checkyour writing.1945Lesson 11 Unfamiliar Words Curriculum Associates, LLCCopying is not permitted.Grade 5, Ready ReadingLesson 11Part 4Guided Practice Read “From Furs to Five–Dollar Bills.” Complete Think and Talkactivities.Genre: History ArticleReadFrom Furs to Five-Dollar Billsby Jason Liu1Imagine paying for new sneakers with a handful of shells. In ancienttimes, people around the world paid for goods with commodity money.A commodity is a product or raw material offered as payment for anotherthing. Cows, sheep, or other kinds of animals were bartered for what a personwanted. Furs, beads, grain, giant stones, or salt were also exchanged.Gradually, ancient peoples stopped using cattle and crops as money.Around 1000 b.c.e., the Chinese began to exchange metal tools for what theyneeded. They also used copper and bronze coins. By 700 b.c.e., the first silverand gold coins were produced in Lydia (what is now Turkey). These coinswere stamped with images of different gods or important rulers.3Paper money developed in China around 800 c.e. Paper was light andeasy to carry. But the Chinese printed too much paper money, and it lost itsvalue. In 1455, the Chinese stopped using paper money for several hundredyears. Meanwhile, Europeans only began using paper money in the 1600s.In China, knife4After the American Revolution, the Continental Congress established amoney wasnational currency based on the dollar in 1785. The first American coins wereused from 600to 200 B.C.E.minted in 1793. These copper cents wereproduced by hand. Nearly seventyyears later, the U.S. governmentbegan to issue paper money forthe first time in 1861. Since then,the appearance of Americancoins and bills has changed. Forexample, today’s paper money inClose Reader Habitsthe United States has a new designHow can you determineevery seven to ten years.the meaning of minted inThis is one of the earliestparagraph 4 ? Reread theAmerican silver dollarstext. Underline theever minted.sentence that gives acontext clue.21926Lesson 11 Unfamiliar Words Curriculum Associates, LLCCopying is not permitted.Grade 5, Ready ReadingLesson 11Part 5Guided PracticeWrite Reread “From Furs toFive–Dollar Bills.” Complete the Writeactivity.Use the space below to write your answer to the question on page 193.From Furs to Five-Dollar BillsHINT Use quotes from4Short Response Define the word minted. Then describe whatwords or phrases helped you figure out the meaning of minted.the passage to showwhat words or phraseshelp you define minted.Check Your WritingDid you read the prompt carefully?Did you put the prompt in your own words?Did you use the best evidence from the text to support your ideas?Are your ideas clearly organized?Did you write in clear and complete sentences?Did you check your spelling and punctuation? Curriculum Associates, LLCCopying is not permitted.Lesson 11 Unfamiliar Words195 2020 Curriculum Associates, LLC. All rights reserved.7

Section 2 Table of ContentsGrade 5 Reading Activities in Section 2 (Cont.)LessonResourceInstructions7Grade 5, Ready ReadingLesson 11, Part 6 Read “What Was the GreatDepression?”Genre: History ArticleWhatWORDS TO KNOWAs you read, look inside,around, and beyondthese words to figureout what they mean. financial economyPage(s)Think:1. Part A: A, Part B: B2. crisis3. Part A: A, Part B: C4. C42–46Responses will vary.42–44,47 Read “Can They Do It?”23. B48–50 Complete questions23–26.24. D Complete the Thinkactivity.Independent PracticeReadAnswer KeyWasby Fran Severs1When World War I officially ended in 1919, Americans were tired of thewar and ready for good times. In the early 1920s, there were plenty of jobsin the United States. People earned good incomes. Businesses grew quickly.During the Roaring Twenties, American consumers enjoyed spending money.Those who could not afford the most expensive items borrowed money sothey could “buy now, pay later.” They bought new homes. They purchasedcars, washing machines, and other large items. They also bought smallergoods, such as toasters and irons. To meet the demand, factories rushed tomake even more products. But companies made too many goods, and peoplestopped buying them. By the end of the 1920s, warehouses were filled up withmerchandise that no one bought. Factory production slowed down. Manyfactory workers lost their jobs.During the 1920s, many Americansgrew wealthier. They spent their moneyon new inventions such as the electricrefrigerator shown in this photograph.1968Lesson 11 Unfamiliar Words Curriculum Associates, LLCCopying is not permitted.Grade 5, Ready ReadingLesson 11, Part 7 Reread “What Was theGreat Depression?” Complete the WriteactivityUnfamiliar Words Lesson 11Write5Short Response Paragraph 6 of the passage states, “By 1937, theunemployment rate had fallen to about 14 percent.” Define the phraseunemployment rate. Support your definition with at least one contextclue from the passage.Learning TargetIn this lesson, you figured out the meanings of severalchallenging words and phrases. Explain how you can use theseskills to help you better understand the texts you read in school.Lesson 11 Unfamiliar Words Curriculum Associates, LLC Copying is not permitted.9201Can They Do It?Writing and ResearchThis is a rough draft of a story. It has some mistakes. Read the story. Then answer the questionsthat follow.Can They Do It?25. CSunday, March 25. Everyone at Westfield Elementary School approached thedate with fear and dread. The servers in the cafetearia prepared meals with worried26. Blooks and shaking hands. Teachers buzzed about it in the teachers’ room. Studentswhispered about the approaching date in hallways. The date was so terrifying thatsome Westfield students break into tears at the mention of it. Others simply satat their desks, stunned. Sunday, March 25, was the first day of le-Week Week.Mr. Humphrey Blodgett had graduated from Westfield Elementary Schoolbefore television was even invented. He promised to take the entire school toWacky World Water Park. In order to win the trip everyone had to turn off his or hertelevision set for a week. Would either Westfield students and Westfield teachersbe up to the challenge?“Does that include basketball games?” Mrs. Travis asked. Mrs. Travis was ahuge sports fan.4810Assessment 2 Curriculum Associates, LLCCopying is not permitted.Tools For InstructionUse Context to Find WordMeaningTools for InstructionUse Context to Find Word MeaningUsing context to determine a word’s intended meaning is an essential reading strategy. Although students areoften told to “use the context” to figure out the meaning of an

Grade 5 Reading Student AtÐHome Activity Packet Flip to see the Grade 5 Reading activities included in this packet! This AtÐHome Activity packet includes two parts, Section 1 and Section 2, each with approximately 10 lessons in it. We recommend that your student complete one less