6 24–27 16–19 8 *† mooring *† current * bottleneck *† debris *† submerged 2a Obedience 2b Servanthood 2b Helpfulness 3c Emotional control 6b Prayer 8a Faith in God’s promises noting how character actions reveal character traits evaluating emotional responses of characters relating story content to biblical truth: a Christian should love and help others identifying problems and solutions Vocabulary: using context cues to determine word meaning 7 28–31 20–22 9–10 * sandbar *† tiller * rudder *† salvage 2b Teamwork 2e Diligence 2e Thoroughness 6b Prayer 7c Praise 8a Faith in God’s promises noting how character actions reveal character traits evaluating emotional responses of characters relating story content to biblical truth: a Christian should trust the Lord and ask Him for help during times of trouble identifying problems and solutions determining cause-and-effect relationships skills: relating biblical to personal experience locating verses in the Bible relating to God’s promises Skill Lesson: Map Reading 8 32–37 23–26 11–12 † symbols identifying main ideas distinguishing between relevant and irrelevant information identifying information explicitly stated reading for specific information Study skills: reading a map determining distance using a map scale drawing a map that includes physical features, a map key, and a map scale Skill Station Day Plot and conflict 9 38–39 212–15 1—The Shape of a Story’s Plot Literature: defining plot as a sequence of events sequencing the events of a plot identifying the beginning, middle, and end of the story defining conflict as a problem in a story that must be solved identifying the conflict of a plot A Wise King and a Wise Son A folktale adapted as a play by Kristin Lehman and Wilt 10 40–45 27–31 13 *† astounded *† scepter * fend bleary 5a Love 5a Kindness 5b Giving 5e Loyalty determining the emotional responses of characters interpreting idiomatic expressions Literature: noting the author’s use of imagery Vocabulary: matching synonyms using context cues to determine meaning 11 46–50 32–35 14 * wielded † shocks 5a Love 5e Friendliness identifying character traits discerning motives of characters matching characters and dialogue Literature: noting the author’s use of foreshadowing
18 80–84 56–59 22 *† bluffs *† massive * instinctively * sourdough *† contempt 8a in God’s promises 8d Courage predicting outcomes recognizing character growth and change drawing conclusions evaluating character motives and attitudes identifying relationships inferring cause-and-effect relationships inferring unstated supporting details Vocabulary: developing vocabulary related to the Yukon Pecos Bill Gets a Wife A tall tale adapted by Becky Henry 19 85–90 60–63 23–24 * brawniest whirlwind * courtship * bustle *† lariat identifying exaggerations in a tall tale identifying fanciful elements in a tall tale interpreting an idiomatic expression recognizing the humor and fun in a tall tale identifying the conflict in a story plot matching characters and dialogue predicting dialogue Vocabulary: matching and meanings developing vocabulary related to cowboy life Literature Lesson: Tall Tales 20 91–94 64–65 25–26 *† feats *† elements *† encounter dose † spinning 4c Honesty developing a sense of literary heritage comparisons to describe an object recognizing and identifying character traits and motives Literature: identifying the elements of a tall tale developing an awareness of the author’s use of imagery Project Submarine An adventure story by Paul and Karen Wilt 21 95–103 66–72 27–28 * boisterous *† security * priority † leak * unintelligible 2e Initiative 8d Courage recognizing the motives of characters recognizing the character of courage predicting outcomes Literature: sequencing story events identifying plot structure recognizing the author’s techniques in revealing characters through their actions and dialogue Skill Station Day Words with the VC/CV pattern 22 104–5 220–21 Challenge Structural analysis: dividing into syllables between the consonants in the VC/CV pattern identifying consonant digraphs recognizing that consonant digraphs are treated as one consonant in the VC/CV pattern Unit 2—Encounters Lessons 23–49 Unit Page 106 73
Kit Carson and the Grizzly Bears A true told by Becky Henry 23 107–12 74–77 29–30 *† hoisted † lumbered *† mangy * bruins tussle 2c Faithfulness 2e Initiative 3b Mind 3c Emotional control 4c Honesty 8d Courage identifying problems and solutions noting how character actions reveal character traits inferring unstated supporting details following directions Literature: noting the author’s use of descriptive words Vocabulary: defining vocabulary using context cues Lesson Lesson Pages Text Pages Worktext Pages Teaching Visuals Vocabulary Words Truths Comprehension Skills Other Skills There Was an Old Man from Pompeii A limerick by Eileen and Dawn Watkins There Was a Young Miner in Yuma A limerick 24 113–16 78–79 † erupted *† encountered † puma Literature: recognizing limerick form identifying rhyming recognizing the poet’s use of humor completing a limerick Station Day Moral of the Story 25 117–18 222–23 Literature: defining the term moral determining the moral of a story Roger’s Choice Christian fiction by Virginia Payne Dow 26 119–26 80–85 31–32 † decent † frustration * makeshift *† quivery 2e Work 4c Honesty 4d Victory 5b Giving 5e Friendliness 6c Spirit-filled 6d Clear conscience 6e Forgiveness 8d Courage demonstrating understanding of the author’s message: it is never right to be dishonest identifying problems and solutions recognizing the changing of a character in the course of action inferring character motives evaluating character responses inferring unstated supporting details Oral reading: reading orally with varied voice inflection to portray emotion
Abraham Lincoln Was My Friend A story from The Humorous Mr. Lincoln by Keith W. Jennison 31 141–46 92–95 37–38 † stoop *† yarn *† reckoned *† reception 2d Dedication 2d Determination 3c Emotional control 5a Love 5a Compassion 5b Unselfishness 5c Evangelism and missions 5e Friendliness determining emotional responses of characters inferring character traits from dialogue interpreting meanings of idioms recognizing the use of fiction to illuminate historical fact interpreting words in a nonliteral way interpreting dialect inferring facts and details Literature: demonstrating an understanding of the author’s use of colloquial language Vocabulary: matching and meanings Skill Station Day Glossary 32 147–48 228–29 Glossary Codes Study skills: recognizing the glossary as a valuable source of information recognizing the parts of a glossary identifying a pronunciation key using a pronunciation key Lesson Lesson Text Pages Worktext Pages Teaching Visuals Vocabulary Words Bible Truths Comprehension Skills Other Skills Johnny and His Mule Regional realism by Ellis Credle 33 149–53 96–99 39 *† bustle † stammered * swap *† balker 2b Helpfulness 2b Promptness 2c Faithfulness 2d Perseverance 3c Emotional control noting elements of setting evaluating character responses predicting outcomes drawing inferences from picture interpretation and text recognizing facts and details inferring unstated supporting details 34 154–57 100–103 40–41 † jolly † wretchedly † plank haunches † grieved 2b Helpfulness 2b Teamwork 3c Emotional control 5a Love 5a Kindness 7d Contentment identifying problems and solutions determining sequence of events interpreting actions of characters recognizing dialect as part of the setting identifying facts and details suggesting solutions to problem situations 35 158–62 104–7 42–44 *† rhododendron dolefully * tolling sassafras * sorghum 5a Love evaluating emotional responses of characters developing an awareness of imagery developing an awareness of mood identifying cause-and-effect relationships recalling facts and details inferring unstated supporting details
Literature Lesson: American Folksongs 36 163–68 108–11 45–46 tradition † contributions † rhythmic † tune 1a Understanding Jesus Christ 1b Repentance and 2f Cheerfulness 7c Thankfulness to God recognizing folksongs as part of American literature heritage associating folksongs with cultural and regional groups interpreting the song “Where You There?” identifying and details relating of folksongs to specific groups of people Word of Honor Christian fiction by Eileen M. Berry 37 169–72 112–15 47–48 † eligible *† hesitated † trudged 2c Responsibility 2d Goal setting 2d Perseverance 2e Diligence 2e Initiative 4c Honesty 6a Bible study 6d Clear conscience interpreting the significance of the title interpreting the motives of characters comparing a character’s actions with his personal convictions evaluating character responses and choices noting how character actions reveal character traits 38 174–79 116–20 49–50 † safeguard dappled † nerve contrite † despise 2a Obedience 4c Honesty 6b Prayer 6d Clear conscience 6e Forgiveness 8a in God’s promises 8b Faith in the power of the Word of God C. Basis for Prayer recognizing character growth and change relating story content to personal experience evaluating a character’s response identifying with a character relating story content to biblical truth: it is always important to tell the truth recalling facts and details recognizing character traits Study Skills: locating verses applying biblical principles Skill Station Day Words ending with a consonant +le 39 180–81 230–31 8—Eighty Stables Structural analysis: dividing into syllables ending with a consonant + le dividing words with ck + le into syllables after the ck dividing words with the VC/CV pattern into syllables dividing compound words into syllables between the two base words Hamlet, Augusta Jones, and Me Fiction by James Townsend 40 182–85 121–23 51–52 * layout † meekly † prospects 2b Teamwork 3a Self-concept evaluating emotional responses of characters recognizing first-person point of view discerning motives of a character identifying conflicting points of view predicting outcomes Study skills: using the glossary to build vocabulary
41 186–89 124–27 53–54 * loophole *† responsible * audition *† lunged * doublet 2a Authority 2c Responsibility 2d Goal setting 3c Flexibility 6c Patience developing an awareness of a change in a character discerning the motives of characters recognizing character traits of leadership and responsibility identifying character traits making inferences applying punctuation Literature: noticing the author’s use of foreshadowing 42 190–93 128–30 55–56 *† intermission cumbersome *† tragedy 3c Self-control 5a Kindness 5a Thoughtfulness 5e Friendliness 7d Contentment evaluating the emotional responses of characters recognizing character growth and change relating content to personal experience interpreting a cliché predicting outcomes recalling facts and details inferring unstated supporting details Composition: writing and illustrating a description of a play Lesson Lesson Pages Text Pages Worktext Pages Teaching Visuals Vocabulary Words Truths Comprehension Skills Other Skills Station Day Fact and Opinion 43 194–95 232–33 determining whether statements are fact or opinion William Shakespeare, Playwright An article by Beki Gorham 44 196–200 131–33 57–59 *† playwright † inspired *† guilt *† prospered perceiving time relationships inferring unstated facts and details recalling story details Study skills: finding the main idea of a paragraph recognizing the main idea of a paragraph locating supporting details of a paragraph supplying supporting details in an outline Skill Lesson: Diagrams 45 201–4 134–35 60 † theater † chamber † audience † tiers † scenery recognizing a diagram noting the purpose for diagrams reading for information Study skills: reading a diagram for information Janwahr’s Bridge A fanciful story by Dawn L. 46 205–11 136–41 61 yeoman *† confirmed *† portico *† treacherous † glided 2a Authority 5a Compassion 8d Courage inferring attitude from the actions of the characters demonstrating enjoyment of fantasy distinguish between realistic fiction and fanciful fiction Literature: recognizing the author’s use of imagery understanding similes
Watkins 47 212–17 142–47 62 † appreciate * invasion *† siege *† delegation *† philosophers 2b Servanthood 4c Fairness 5a Love 5b Unselfishness 8d Courage identifying fanciful elements in a story differentiating between realistic fiction and fanciful fiction identifying actions and traits of the characters in the story identifying conflicting points of view recalling facts and details Vocabulary: matching words and definitions 48 218–23 148–52 63–64 martingales scabbards staggered *† awe clambered 2b Teamwork 5a Thankfulness recognizing character growth and change Literature: identifying characteristics of a fantasy Vocabulary: matching words and definitions Skill Station Day Words with affixes Two-syllable words without affixes 49 224–25 234–35 9—Ponies Carry the Mail 10—End of a Hard Ride Structural analysis: dividing words with affixes into syllables between the base words recognizing that the suffix -ed is in a separate syllable after base words that end with /d/ and /t/ recognizing that the suffix -es is a separate syllable after base words that end with ch, sh, s, x, or z placing the primary accent mark on or within the base word of a word with an affix placing the primary accent on the first syllable of a two-syllable word or on the second syllable when that syllable contains two vowels Unit 3—Quests Lessons 50–71 Unit Page 226 153 Pony Penning Day A from Misty of Chincoteague by Marguerite Henry 50 227–33 154–59 65 *† stout *† coax * prim * cavalcade 2a Authority relating story content to biblical truth: obey those in authority Literature: recognizing the author’s use of imagery to create setting recognizing the author’s use of suspense to maintain the interest of the reader Study skills: reading a map using a map scale following directions
51 234–37 160–63 66–67 * warily *† collided *† mounts determining the origin of the chapter title Literature: noting the author’s use of imagery to convey emotion Structural analysis: dividing with the VC/CV pattern into syllables dividing words ending with a consonant + le into syllables Vocabulary: discerning meaning from context Oral reading: reading orally to convey emotion 52 238–42 164–67 68–70 * afeared *† fugitive *† tow *† ecstasy 8d Courage recognizing the character of courage reading orally to convey the character’s emotions identifying cause-and-effect relationships inferring unstated supporting details identifying facts and details following directions Literature: noting the author’s use of similes skills: reading a schedule Lesson Lesson Pages Text Worktext Teaching Visuals Vocabulary Words Bible Truths Comprehension Skills Other Skills Station Day Charts 53 243–44 236–37 11—Getting the Information Study skills: recognizing charts as a format for comparing information efficiently reading and interpreting information on a chart Cherry Time Haiku by Wendy M. Harris 54 245–47 168 † burdened interpreting the concise language of haiku Literature: recognizing the author’s use of imagery recognizing the author’s use of alliteration recognizing the elements of Composition: writing haiku The Cherry Trees Christian fiction by Eileen M. Berry 55 248–56 169–75 71–72 † bough † fragile † prickling † stooping 1a Understanding Jesus Christ 5a Love 6b Prayer 7a Grace H. God as Father I. God as Master identifying emotional responses of characters making comparisons relating story content to biblical truths: God gives grace to the needy; God is sovereign matching characters with actions and dialogue Literature: recognizing point of view
61 277–82 190–93 79–80 * heralded † extract † cuff secluded * dissuade 2e Initiative 4a Sowing and reaping 4b Purity 4c Fairness 8d Courage recognizing good and evil elements in a recalling and details inferring unstated supporting details drawing conclusions Literature: identifying the author’s use of similes identifying good and evil in a story identifying the moral of a story Study skills: locating verses in the Bible Oral reading: reading orally to portray character traits Skill Station Day Time relationships and time lines 62 283–84 240–43 13—Victory Garden skills: recognizing a time line as a concise, visual tool for organizing and recording information demonstrating understanding of the term interval recognizing a time line as a way to relate one event to another interpreting time lines Lesson Lesson Pages Text Pages Worktext Pages Teaching Visuals Vocabulary Words Bible Truths Comprehension Skills Other Skills World War II An article by Jeri 63 285–90 194–97 81–82 *† ammunition *† invaded † refugees † rationing *† smuggled 2d Perseverance 6c Patience 8d Courage H. God as Father demonstrating an understanding of the author’s message: the people of France suffered during War II drawing conclusions from information explicitly stated reading and writing captions recalling facts and details from expository writing Study skills: reading a map Skill Station Day Propaganda 64 291–92 244–45 14—True or False? 3c Emotional control 5a Love Literature: identifying propaganda recognizing propaganda’s impact on the reader When the War Is Over Adapted from Zoli’s Legacy: Bequest 65 293–301 198–205 83 headmaster nanny clamor † hijacking 2b Teamwork 2c Responsibility 2e Initiative inferring the motives of characters relating the story to World War II recognizing point of view demonstrating understanding of the author’s message: be responsible for your own work matching characters with dialogue Literature: recognizing the author’s use of simile and metaphor
70 320–27 221–26 91–92 † recesses † escorted † persistence † Communists 3e Unity of Christ and the church 5a Compassion 5c Evangelism and missions 6a Bible study 6a Reverence for the 7a Grace 7b Exaltation of Christ 8a Faith in God’s promises E. Christ as Sacrifice I. God as Master demonstrating understanding of biblical truths: God is love; God is sovereign; God answers prayer recalling facts and details inferring unstated supporting details drawing conclusions Literature: recognizing the author’s use of description and imagery to create setting Skill Station Day Words with shifting accents 71 328–29 246–47 15—The Greatest Ride Structural analysis: recognizing that adding suffixes to some may cause the primary accent to shift to the syllable before the suffix recognizing that a shift in accent often occurs when the meaning of a word changes