Skills

Pr a c t ice
Book

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 Contents
Introduction to the Skills Practice Book 1

Unit 1
Week 1 3
Word Study: Suffixes -ic, -ism, -ive
Week 2 10
Word Study: Greek Roots
Week 3 17
Word Study: Vowel Teams
Week 4 24
Word Study: Suffixes -able, -ible
Week 5 31
Word Study: VCe Syllables

Unit 2
Week 1 38
Word Study: Open and Closed Syllables V/CV and VC/V
Week 2 45
Word Study: Final Stable Syllables -le, -tion, -sion
Week 3 52
Word Study: r-Controlled Vowels
Week 4 59
Word Study: Prefixes il-, in-, im-, ir-
Week 5 66
Word Study: Base Words and Endings

Unit 3
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Week 1 73
Word Study: Latin Roots port, dict, ject, terr
Week 2 80
Word Study: Suffixes -ize, -ance, -ence, -ist
Week 3 87
Word Study: Unusual Spellings
Week 4 94
Word Study: Suffixes -ous, -eous, -ious
Week 5 101
Word Study: Syllable Patterns

Unit 4
Week 1 108
Word Study: Word Parts pro-, com-, con-

i
 Contents
Week 2 115
Word Study: Word Parts anti-, mid-, trans-
Week 3 122
Word Study: Word Parts sub-, super-
Week 4 129
Word Study: Word Origins graph, micro, tele
Week 5 136
Word Study: Latin Roots audi, rupt, scrip, spec

Unit 5
Week 1 143
Word Study: Consonant Changes
Week 2 150
Word Study: Syllable Patterns
Week 3 157
Word Study: Multisyllabic Words
Week 4 164
Word Study: Schwa
Week 5 171
Word Study: Vowel Changes

Sort! 2-Column Grid 178

Sort! 3-Column Grid 179

Sort! 4-Column Grid 180

Multimodal Tool Kit 181

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Letter to the Teacher 182
My Reading Goals 183
My Writing Goals 184
My Unit Goals 185
Concept Map 186
Letter Tiles 187
High-Frequency Words 197
Word Tray Template 202
Word Cube Template 203
Game Board Template 204
Spinner Template 205
ii
 Introducing the
Skills Practice Book
Welcome to the Savvas myView Literacy Skills Practice Book. This resource
is designed to support Grades K–5 foundational skills learners by providing
opportunities for review and reinforcement. The Skills Practice Book pages
align to the myView Literacy program, but they can be used by anyone looking
for extra review of high-frequency words, word study, academic vocabulary,
language and conventions, and writing.

The Skills Practice Book pages should be copied from this book or printed from
[Link], in the Guides and Manuals folder. Pages are also available
for the week in Lessons 4 and 5 in Word Study. Answer keys for the Skills
Practice Book are available online.

About the Grade 5 Skills Practice Book

Practice: Words! A variety of activities provide phonological awareness and
phonics practice.

Words: Sort! Open and closed sorts are used with the blank 2-, 3-, and
4-column sorting grids on pages 178-180.

Write About Reading: Respond! The Weekly Question and selection

vocabulary are used for writing practice.

Practice: Vocabulary! The activities follow the weekly instruction for academic
vocabulary.
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Your Turn to Edit: Edit! Students revise and edit using the week’s language and
conventions skills.

Cumulative Review: Review! These pages will reinforce skills learned over the
course of the unit. The review pages follow a standard pattern:

Week 1: Review week 1 and prior week 6

Week 2: Review weeks 1 and 2

Week 3: Review weeks 1, 2, and 3

Week 4: Review weeks 3 and 4

Week 5: Review weeks 3, 4, and 5

Week 6: Review weeks 4, 5, and 6

Skills Practice Book 1

About the Multimodal Tool Kit
At the end of the book is the Multimodal Tool Kit. Here you will find a variety of tools,
including a blank board game and spinner, letter tiles and word tray, and high-
frequency word cards, to help support and expand your foundational skills teaching.
You will also find pages to help students identify and work toward reading, writing,
and personal learning goals.

GOALS!
Name
MAP!
U V
My Reading Goals W X
Name Y

Concept Map

Z a a a a

a–e b b b c
Reserved.

c c d
Company LLC. All Rights
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d d
Reserved.

ved.
Rights Reser
Copyright © Savvas Learning

Company LLC. All Rights

LLC. All

Copyright © Savvas Learning Company LLC. All Rights Reserved.

e
ing Company

e e e
Copyright © Savvas Learning

e–e
Savvas Learn
Copyright ©

Grade 5 • Spinner Templ

ate
205
Grade 5 • My Reading Goals 183
188

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Grade 5 • Let
Grade 5 • Concept Map
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.indd Page 188
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2 Skills Practice Book

 WORDS!
Name

Practice
Choose the suffix from the bank to add to each base word to make a word with
the given definitions. Remember to drop final -e when necessary before adding
the suffix.

-ic -ism -ive

Base Word New Word Definition of New Word

robot having to do with robots
favorite act or state of having favorites
extreme act or state of being extreme
magnet force having to do with magnets
acid having to do with acid
attract having the power to attract others
create having the ability to create things
select having the ability to select things

Write a sentence using a base word and another sentence using the word with
the added suffix. Pay attention to how the two words are different parts of
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speech and how the suffix changes the word’s meaning.

Grade 5, Unit 1, Week 1 3

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to part of speech:
nouns, verbs, adjectives. Use the word endings as clues.

athlete athletic acid

acidic attract attractive

create creative pacify

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pacifism select selective

4 Grade 5, Unit 1, Week 1

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the
texts you read this week. Include three or more of the selection vocabulary
in your answer.

Vocabulary Word Bank

citizens immigration opportunity

processing admitted

Weekly Question: What motivates people to leave a place they call home?
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Grade 5, Unit 1, Week 1 5

 VOCABULARY!
Name

Practice
In the box are three sets of related words. Use the words to complete the
sentences.

adventurer adventurous curious curiously

curiosity misadventure insight insightful

Learning about my family’s history gave me into how

difficult life was in the past. I asked my relatives about the past because I was
about learning more. They were happy about my
about the topic. What they said was very
and taught me a lot. Our relatives immigrated to this
country when they were my age. They must have been to
have moved somewhere brand new. I found out that my great-grandfather, who
was a brave , did not have the address of a place to stay in
New York! Luckily, he did not run into bad luck or . He found
an advertisement for apartments. He called the number and
asked about the apartments. It turned out to be the perfect

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place for him to live.

From the words you wrote above, write a pair of sentences that uses two
or more related words.

6 Grade 5, Unit 1, Week 1

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix the sentence
fragments and splices in this paragraph. The paragraph should be a series of
simple declarative sentences.

My family went on vacation went to Ellis Island. It is in the harbor in New

York City, you can see the Statue of Liberty from it. Ships arrived there,

the immigrants passed through Ellis Island. We took the ferry, we saw Ellis

Island from the water. The island, the statue, and the new land must have

been powerful sights for the immigrants.

Write three simple sentences. Write a declarative sentence, an interrogative

sentence, and an exclamatory sentence. Be sure sentences are complete, with
correct capitalization and end punctuation.
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Grade 5, Unit 1, Week 1 7

 REVIEW!
Name

Cumulative Review
1. Make the following nouns into adjectives with the suffix -ic. Make any
necessary spelling changes to the base word when you add the ending. Write
the word.

a. athlete
b. melody
c. metal
d. volcano

2. Circle the word that is a base word with no suffix.

process
defensive
mannerism

3. Write noun or adjective after each word to identify its part of speech.

history
historic
diplomat
diplomatic
formula

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formulaic
photograph
photographic

4. Write a sentence using the word icon and iconic. Notice how adding the suffix
-ic changes the word’s part of speech.

8 Grade 5, Unit 1, Week 1

 REVIEW!
Name

Cumulative Review
5. Add the suffix -ive to each word. Remember that some words may change
spelling when you add the ending. Write the new words.

+ -ive
adapt
create
assist
invent
attract
disrupt
impress
reflect
destruct

6. In the table above, what part of speech are all the words with the suffix -ive?

7. Add the suffix -ism to each word. Remember that some words may change
spelling when you add the ending. Write the new words.
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+ -ism
tour
alarm
critic
symbol
real
extreme

8. In the table above, what part of speech are all the words with the suffix -ism?

Grade 5, Unit 1, Week 1 9

 WORDS!
Name

Practice
Read the definitions. Use clues from the definitions to write the meaning of each
Greek root in the table.

biography: a writing about someone’s life

biology: the study of living things
chronicle: a record of events over a period of time
chronological: arranged in order of time
geology: the study of the Earth
geothermal: produced by heat from Earth
photometer: a device that measures characteristics of light
photosynthesis: the process plants use to make nutrients using energy from
the Sun
thermometer: a device that measures temperature

Greek Root Meaning

bio
chron
geo
logy
meter

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photo
therm

Use words from the definition list to complete the following sentences. You may
need to make some words plural.

The scientist used the to check the light the plants would
use during , which they need to live.

Libraries often have books that are , which are about

people’s lives, and , which tell events in chronological
order.

10 Grade 5, Unit 1, Week 2

 SORT!
Name

Words Sort
Cut the words apart and decide on categories they can be sorted into.
Sort the words.

biology biography thermometer centimeter

psychology geology chronology anthology

biological chronometer biographical magnetism

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chronology chronological odometer photographic

photojournalist geographer chronic chronology

Grade 5, Unit 1, Week 2 11

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts
you read this week. Include three or more of the selection vocabulary in
your answer.

Vocabulary Word Bank

astrobiologists microbes colony

sensors radiation rovers

Weekly Question: What can scientists discover by traveling to distant places?

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12 Grade 5, Unit 1, Week 2

 VOCABULARY!
Name

Practice
For each pair of words, check the box for whether they are synonyms or
antonyms.

Synonyms Antonyms
insight
wisdom
insight
foolishness
wander
stay
wander
explore
adventure
experience
adventure
inaction
curious
indifferent
curious
interested
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Use two of the word pairs to write sentences.

Grade 5, Unit 1, Week 2 13

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix errors in combining
independent and dependent clauses, using words in the word bank. Write the
corrected sentence. Put a check mark after the sentences that do not need correction.
because since though

The science test is going to be hard, I must study for it.

When the scientists went to the Dry Valleys, they needed a lot of
equipment.

Creatures in the Dry Valleys live inside rock, they can survive the
cold weather.

The scientists take samples from the rocks they want to study the
life inside them.

The weather was so extreme the equipment the scientists brought

did not work correctly.

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If the machines go to outer space with NASA, they might help us
learn valuable information.

Some things went wrong, the scientists were still able to study some things.

Write a complex sentence about something you learned this week. Use one of
the conjunctions in the word box at top.

14 Grade 5, Unit 1, Week 2

 REVIEW!
Name

Cumulative Review
1. Add suffixes to turn the following verbs into adjectives. Remember that the
spelling of the base word might change when you add a suffix.
a. act
b. adapt
c. relate
d. assist
e. defend
f. select
g. attract

2. Using a word with the Greek root bio, write a sentence about something you
learned in this week’s texts.

3. Using a word with the Greek root logy, write a sentence about something you
learned in this week’s texts.
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4. The following words have Greek roots and the word ending -ic. Use the
meaning of -ic to write a definition for each word.

a. biographic
b. photographic
c. geographic
d. geologic

Grade 5, Unit 1, Week 2 15

 REVIEW!
Name

Cumulative Review
5. Use the suffix -ic to turn each noun into an adjective. Remember that some
words may change spelling when you add the ending. Write the new words.

Noun Adjective
symbol
magnet
formula
diplomat
melody
volcano
metal
photograph

6. Complete each sentence with a word ending in -ism or -ive. Use the underlined
word to create the new word.
a. Places around the globe are more connected than ever before because of
.
b. People who are very enjoy creating new things, such as
art and music.

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c. Elements that can explode very easily are said to be .
d. The students disrupted the school trip for everyone.
e. Studying in class, we noticed symbols in the story, such as
the change of seasons.

7. The word photojournalism might be new to you. Use the Greek root and the
ending of the word to write what you think the word might mean.

16 Grade 5, Unit 1, Week 2

 WORDS!
Name

Practice
The box shows examples of common sounds made by vowel teams. Read each
word and write the sound made by its vowel team. The first two words have
been done for you.

long e as in plea long o as in code

blended oi as in boil blended ow as in couch

cloud blended ow

foam long o

niece
woe
hoist
allow
chief
account
wreath
destroy
thrown
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For each vowel team above, write one of your own words. Use your words in
sentences.

Grade 5, Unit 1, Week 3 17

 SORT!
Name

Words Sort
Cut the words apart and sort them based on sounds made by their vowel teams.

howl stair poison

pear surround repair

recoil voyage chair

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swear pound sprout

18 Grade 5, Unit 1, Week 3

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

namesake wedges shortcut

fussing errands cramped

Weekly Question: What do journeys teach us about ourselves?

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Grade 5, Unit 1, Week 3 19

 VOCABULARY!
Name

Practice
Three academic vocabulary words are bold in these paragraphs. Underline
words, phrases, or sentences that can be used as context clues to find the
meaning of the vocabulary words.

Explorers in the past did not have the navigation tools we have now. It might
seem as if they wandered as they roamed from place to place. These movements
were planned, though.

Ruben did not understand the novel at first, but his teacher’s explanation gave
him insight into it. With that help, he was able to find meaning in the text.

Curious people always seem to be asking questions. They may not know much
about a topic to begin with. This is true about topics from science to sports, from
cooking to art. But some people are eager to learn all they can about something
that interests them.

Write a sentence to describe each word. Include some of the words that you
underlined above. The first one is done for you.

wandered: When Jane and Jean wandered, they roamed around the park.
insight: 

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curious: 

Write a sentence for each word, and include context clues in your sentences.
passage: 

adventure: 

20 Grade 5, Unit 1, Week 3

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix errors in punctuation
and linking words in the compound and complex sentences. Write each corrected
sentence. Put a check mark after any sentence that is already compound or complex.

Compound
Cristina and her family live in my neighborhood now, her parents used to
live in Italy.

Complex
Some people live far away from their relatives, they stay in touch through
video calls.

Complex
Because the drive to my grandparents’ house is so long, it is hard to keep
my little brother entertained.

Compound
Langston traveled from the south to Chicago for a better life he missed his
mother and home.
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Compound
People in the past did not have apps that told them where to go, but
they were able to use the sun and stars to help figure out directions.

Complex
People get to the end of long trips, they are happy that they took the journey.

Grade 5, Unit 1, Week 3 21

 REVIEW!
Name

Cumulative Review
1. Circle the words with vowel teams that are diphthongs.
coin
pie
boat
enjoy
cloud
field
scowl

2. Circle each word with more than one Greek root.

chronology
thermal
photocopy
photometer
geothermal

3. Match the Greek roots with their meanings.

bio the study of
chron Earth
geo light

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meter life
logy measure
photo time

4. Write a word for each of the following sounds.

a. long e as in plea
b. long o as in code
c. blended oi as in boil
d. blended ou as in couch

22 Grade 5, Unit 1, Week 3

 REVIEW!
Name

Cumulative Review
5. Write a definition for each word. Use the word endings or roots
as clues.

Definition
creative
favoritism
robotic
speedometer
biology

6. Write a word for each definition.

a. the study of the Earth
b. the study of time
c. the story of one’s life
d. able to attract
e. able to impress

7. Use one of the words you wrote in item 6 in a sentence.

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8. Match each pair of words with the same vowel sound.

caught annoy
boar fault
appoint allow
grouch sword

Grade 5, Unit 1, Week 3 23

 WORDS!
Name

Practice
Add -able or -ible to each word in the table. Remember that the spelling of the
base word may change. Use the new words to complete the sentences.

add -able or -ible

cure
reverse
rely
collapse

1. Some infections are using medicines that doctors can

prescribe.

2. The changes that Maya made to her project were on the

computer, so she could go back to her first draft.

3. There isn’t room in the closet for the boxes the way they are, but they are
to make them smaller.

4. Emma’s car was not fancy, but it was , so she could count on
it to get her where she needed to go.

Use at least three of the high-frequency words in sentences.

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touch practice business whose yourself woman

24 Grade 5, Unit 1, Week 4

 SORT!
Name

Words Sort
Cut the words apart and sort them based on whether the spelling of the word
changes if you add the suffixes -able or -ible.

describe collect

adapt reverse

understand certify

win distract
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read value

rely resist

Grade 5, Unit 1, Week 4 25

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

peering via traversed

girth intersecting

Weekly Question: What inspires people to start a journey?

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26 Grade 5, Unit 1, Week 4

 VOCABULARY!
Name

Practice
The following sentences have idioms that include words from the academic
vocabulary you have learned. Write what you think each idiom means.

“I know you’re nervous about trying to go somewhere new,” my parents told me,
“but let’s do it in the spirit of adventure!”

meaning of in the spirit of adventure:

The first day in a new school can be scary, but it is a rite of passage that most
people have experienced.

meaning of rite of passage:

Ethan listened in on his friends talking about him, but he found that curiosity
killed the cat when he accidentally learned about the surprise party they were
planning for him.

meaning of curiosity killed the cat:

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Write a few sentences, using figurative language and one of the academic
vocabulary words, about any topic you’d like.

Grade 5, Unit 1, Week 4 27

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix errors related
to common and proper nouns. Circle the capital or lowercase letters that are
incorrect. Write the correct letter over the incorrect letter. Place a check mark
next to sentences that have no errors.

This Poem is by my favorite poet, shel silverstein.

We saw a herd of cows at Yosemite National Park this summer.

William is excited to start his new School in texas.

On the fourth of July, the crowd of people flew the Flag of the united states.

The title of this poem is “Flowers in the Field.”

In the sentences above, underline the two collective nouns.

Write three sentences about a place that you have been to or know about. Use
at least one proper noun, one common noun, and one collective noun.

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28 Grade 5, Unit 1, Week 4

 REVIEW!
Name

Cumulative Review
1. Add the ending -able to each verb to make an adjective. Remember that the
spelling of some of the base words may change.

Verb Adjective
forgive
suffer
govern
afford
believe
answer
measure

2. Choose three of the words that you used to complete the chart. Use each in a
sentence.
a.

b.
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c.

3. Write a few sentences about ideas for poems you could write to complete an
assignment. Use some of these high-frequency words in your sentences.

touch practice whose yourself

Grade 5, Unit 1, Week 4 29

 REVIEW!

Cumulative Review
4. Mark the correct column to tell whether each word has a digraph or a
diphthong.

Digraph Diphthong
night
broil
beach
boat
growl
pie
hair

5. Complete each sentence with a word from the word bank. Write the word’s
part of speech on the line following the sentence.

invisible inaudible incredible

a. The spy could not see the ink on the paper until she used
a special light.

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b. Until Jacob turned the microphone on, his voice was , but
then people could hear him.
c. It was hard to believe Ramez’s story about his strange
adventures.

6. Write a definition for each word. Use the base word and the context of the
sentence above. Note: In these words, the Latin prefix in- means not.

a. invisible
b. inaudible

30 Grade 5, Unit 1, Week 4

 WORDS!
Name

Practice
Read the sentence and look at the underlined words. How does the silent e
change the vowel sound? Write a sentence that tells how.

The pilots went through the plan to check the plane for takeoff.

Write the vowel sounds for the following words. Include “short” or “long” when
you write each vowel sound.

tap
tape
hug
huge
cake
cape
broke
rock
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lone
car

How would adding a silent e to the end of car change its vowel sound?

Grade 5, Unit 1, Week 5 31

 SORT!
Name

Words Sort
Cut the words apart and sort them based on whether the second syllable in each
word has a long or short vowel sound. Use the spelling of the word as a clue
about how it is pronounced.

canyon combine

debate erase

fossil habit

pencil refine

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refuse severe

timid transit

32 Grade 5, Unit 1, Week 5

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

inspired express exhibit

imitated compositions

Weekly Question: How can new places change the way a person sees the world?
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Grade 5, Unit 1, Week 5 33

 VOCABULARY!
Name

Practice
Write each word from the box in the correct column, based on the part of
speech.

adventurer adventurous curiosity curious

imitate imitation insight insightful

inspired passage wandered wanderer

Nouns Verbs Adjectives

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Choose one noun, one verb, and one adjective. Write one to three sentences,
using the words, about something you learned from this week’s readings.

34 Grade 5, Unit 1, Week 5

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix errors related to
regular and irregular plural nouns. Cross out errors. Write the correct word above
the wrong word. Place a check mark next to sentences that have no errors.

The school year is divided into two halves, divided by winter holidays.

My mother is taking painting classes with other womans from our

neighborhood.

Herding dogs divided the sheeps into two herd to keep them safe from

the wolfs.

Andrew enjoys many book series set in the fantasy world.

The two aunts in my family are the wifes of my two uncles.

The hundreds of piece of art in the museum attracted many visitor.

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The dentist had to fill cavities in two tooths.

Jose saw a deer on their drive, but Maria saw three deer.

Write two sentences about a piece of art that you like. You may choose visual art
(such as a painting or photo) or performing art (such as music or film). Use at
least one regular plural noun and at least one irregular plural noun.

Grade 5, Unit 1, Week 5 35

 REVIEW!
Name

Cumulative Review
1. Check the correct column to indicate whether each word has a VCe spelling
pattern or a vowel digraph.

VCe Vowel Digraph

explain
complete
severe
mistreat
translate
prepare
halfway
convey
amount

2. Write a word that includes each of these vowel teams.

Vowel Team Word

ea
ai

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ay
oa
oi
ow

3. Add a letter to the end of each word to change the vowel sound to a long
vowel sound. Write the new word on the line.
mad plan
tap hug

36 Grade 5, Unit 1, Week 5

 REVIEW!
Name

Cumulative Review
4. Circle the high-frequency word to which you can add -able to make a new word.

business practice touch whose yourself

Add -able to the word. Use the new word in a sentence.

5. Add the endings -able and -ible to the words. Remember to change
the spelling of the base word where needed.
a. justify + -able
b. force + -ible
c. compare + able
d. produce + ible
e. advise + able
f. allow + able

6. Circle the words that have a long vowel sound in the second syllable.

compete decide tiger napkin

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expose dictate about amuse

7. Use two of the high-frequency words in a sentence or two about one of the
texts you read this week.
touch practice business whose yourself woman

Grade 5, Unit 1, Week 5 37

 WORDS!
Name

Practice
Use the slash (/) to divide these V/CV words into syllables. Write the syllables on
the lines.
1. donate /
2. tidal /
3. unit /
4. major /
5. focus /
6. future /

Use the slash (/) to divide these words into syllables. Write the syllables on the
lines, then write open or closed to tell whether each word has an open first
syllable or a closed first syllable.
7. valid /

8. paper /
9. comet /
10. panic /
11. tremor /

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12. vibrant /

Circle all the V/CV words, which have an open first syllable.

behave punish vital truly

raven tepid model profit

pilot silent report proper

recess travel legend driver

quiver rodent moment cavern

38 Grade 5, Unit 2, Week 1

 SORT!
Name

Words Sort
Cut the words apart and sort them into two categories: words that begin with
open syllables and words that begin with closed syllables.

absent active

axis basin

cabin habit

legal oval
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pony tiger

timid vocal

Grade 5, Unit 2, Week 1 39

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

marine ecosystem flying bridge

chlorophyll nautical

Weekly Question: Why do scientists explore and study oceans?

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40 Grade 5, Unit 2, Week 1

 VOCABULARY!
Name

Practice
expert focus visible relate detect

The related words in each pair have the same base. Use each pair of words to
write a sentence or two about animals or nature.

1. expert (n.) a person who knows a lot about a topic

experienced (adj.) having done something before

2. visible (adj.) able to be seen

visibility (n.) the condition of being able to be seen

3. detect (v.) to notice something

detective (n.) a person who finds a solution to something unknown
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4. focus (v.) to direct attention to something

unfocused (v.) unable to concentrate on something

5. relate (v.) to show a relationship between two things

relationship (n.) a connection between two things

Grade 5, Unit 2, Week 1 41

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix errors in subject-
verb agreement. Cross out any incorrect words. Write the corrected word above
each word that you cross out. Note that not all sentences will have errors.

That boats sails starting at dawn, carrying the scientists who studies

the sea life. The scientists prepares the tools they will need to study the

animals. Sea birds usually travel close to land, so ship crews keep track of

them. Dolphin pods make dolphins easier to track because they travels

together in a large group. The scientists watch the dolphins swim together,

protecting their young. Telescopes on board allows people to see animals

that swims far in the distance.

Write two sentences. One should be about one animal. The other should be
about more than one animal. Make sure that your subjects and verbs agree
in number.

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42 Grade 5, Unit 2, Week 1

 REVIEW!
Name

Cumulative Review
1. Place a check mark next to words with a long final vowel sound.
refuse insect
device collide

2. For each word, circle the syllable with a long vowel sound.
a. galore
b. label
c. total
d. global
e. severe

3. The chart shows two groups of words. Add the headings “Closed First Syllable”
and “Open First Syllable” to correctly categorize them.

gravy mantel
pupil mental
social vivid
raven splinter
sequin antic
silent limit
nature exit
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4. How is the vowel sound different in the open first syllables and the closed first
syllables? Write a sentence telling how.

Grade 5, Unit 2, Week 1 43

 REVIEW!
Name

Cumulative Review
5. Circle all the VCe words.
sane pale tent
grade hand outside
pest when pill
code bend telephone
receipt grade volume

6. Use the slash (/) to divide the words into syllables. Write the syllables on
the lines.
a. comic /
b. prefix /
c. cabin /
d. tidy /
e. token /
f. axis /

7. Look at these lists of open-syllable words and VCe words. Explain how the
words differ in terms of long vowel sounds.

Open Syllable VCe

halo, pupil, rhino, odor, spinal explore, refine, recite, delete, erase

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8. Circle all the V/CV words, which have an open first syllable.
rapid super clinic
recent lazy humid
Friday petal punish

44 Grade 5, Unit 2, Week 1

 WORDS!
Name

Practice
Write the words ending with -le on the lines, using the slash (/) to divide them
into syllables.
1. table /
2. candle /
3. cradle /
4. purple /
5. trifle /
6. uncle /

The word locale is divided into syllables differently from the six words above.
Explain why.

Write the words ending with -tion and -sion on the lines, using the slash (/) to
divide them into syllables.
7. version /
8. mansion /
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9. pension /
10. tension /
11. notion /
12. nation /
13. information / / /

Circle all the words with a final stable syllable -le, -tion, or -sion.
I visited a castle on vacation. The precision of the motion of the eagle that flew
past the steeple was amazing. It almost looked like there would be a collision,
but the eagle soared over the steeple. Its motion was so athletic.

Grade 5, Unit 2, Week 2 45

 SORT!
Name

Words Sort
Cut the words apart and decide on categories they can be sorted into.
Sort the words.

station ration vision suction

crackle people passion dwindle

illusion little wrinkle chuckle

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section startle single division

reaction mission sparkle potion

46 Grade 5, Unit 2, Week 2

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

comeback native migrating

restore fungus

Weekly Question: What can people do to protect species from a changing

environment?
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Grade 5, Unit 2, Week 2 47

 VOCABULARY!
Name

Practice
Use the academic vocabulary words from the box that could replace the
underlined synonyms in the sentences. You can use the context of the sentence
for clues if you do not know the meaning of the underlined word.

expert focus visible relate detect

1. The people working on the experiment need to concentrate on the task and
not get distracted by the activity around them.
2. As the sun rose, the dolphins just under the surface of the water became
clear to our eyes.
3. The taste of the herb is very faint in this dish, but if you pay attention, you
will be able to catch its taste.
4. Ignacio was able to connect one idea with another similar one when he
wrote them on the whiteboard.
5. Neve had worked so often with computers that she was a genius at fixing
them.

Use one set of the synonyms above. Write a sentence for each word. Then write
a sentence using an antonym of the words.

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48 Grade 5, Unit 2, Week 2

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix errors in writing
regular verbs. Cross out verbs with errors. Write the corrected sentence. Put a
check mark after the sentences that do not need correction.

The group of frogs are lived in the pond behind my house.

I have wanted to know more about the frogs ever since I was little.

Yesterday I watched with surprise as the frog jump over the rock.

Shhh! Right now, we are listened to the croaking of the frogs.

My parents took me to the nature museum last year, and I am talking with
the scientists about the frogs.
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I have studying the frogs carefully and have written about them in my
science notebook.

Write four principle parts of the regular verb walk to complete the sentences.
I now. I yesterday.
I every day this week. I a lot in the past.

Grade 5, Unit 2, Week 2 49

 REVIEW!
Name

Cumulative Review
1. Place a check mark next the words that have been divided correctly into
syllables. Correctly divide the words that are divided incorrectly.
a. dic/tion /
b. lot/ion /
c. mo/tion /
d. i/rate /
e. slo/gan /
f. tid/y /
g. vi/vid /

2. Mark the correct column to tell whether the word has an open first syllable or
a closed first syllable.

Open First Syllable Closed First Syllable

ticket
valid
lilac
satin
moment

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human

3. Write the VC/V words on the lines, using the slash (/) to divide them into
syllables.
a. valid /
b. robin /
c. comet /
d. panic /
e. tremor /
f. finish /
50 Grade 5, Unit 2, Week 2
 REVIEW!
Name

Cumulative Review
4. Write each word. Write a slash (/) between the syllables.

Word Syllables
swindle
dwindle
trestle
simple
sample
temple
tumble
jungle

5. Look at how the following words are divided. Is the first syllable of each word
a closed or open syllable? Write how you know.
wrin/kle star/tle sin/gle
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6. Look at how the following words are divided. Is the first syllable of each word
a closed or open syllable? Write how you know.
no/tion na/tion

Grade 5, Unit 2, Week 2 51

 WORDS!
Name

Practice
The words in this list all include the letter r. Circle the words in which the
r changes the sound of the vowel in the word.
car
trip
scar
rain
third
growth
north
truck
curb
three

Determine whether each of these words has a long vowel sound, a short vowel
sound, or an r-controlled vowel. The first two have been done for you.
real long vowel sound

dirt r-controlled vowel

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crush
raise
fern
trip
tried
track
lurk
church

52 Grade 5, Unit 2, Week 3

 SORT!
Name

Words Sort
Cut the words apart and sort them into three categories based on the
r-controlled vowel sound: ar, er, or.

fork shirt serve

California far term

floor chart dirt

blur board starch

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corn arch garden

door urge large

Grade 5, Unit 2, Week 3 53

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

gingerly ignite sputtered

painstaking gratified

Weekly Question: How can careful observation help a person survive?

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54 Grade 5, Unit 2, Week 3

 VOCABULARY!
Name

Practice
Listed below are academic vocabulary words paired with synonyms. For each pair
of words, write one or two sentences using both words. A reader should be able
to use the synonym as a context clue to figure out what the academic vocabulary
word means. The first one is done for you.

1. Vocabulary word: expert

Synonym: genius
The professor who discovered a new dinosaur was an expert in paleontology.
In fact, he was a genius!

2. Vocabulary word: visible

Synonym: clear

3. Vocabulary word: relate

Synonym: connect
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4. Vocabulary word: focus

Synonym: relate

Grade 5, Unit 2, Week 3 55

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix errors in writing
the principal parts of irregular verbs. Cross out incorrect words and add correct
words. Put a check mark after the sentences that do not need correction.

When the ground was too cold for planting, the people catched fish to feed
themselves.

The helicopter is flying over the canyon as the photographer takes pictures
from above.

The scouts are became better at making fires and setting up the tents.

After a long day of hiking, the campers are fought sleep right now.

The guide wanted to know when we ate last, and we told her that we
eaten at lunch.

When the water filled the canoe, it quickly sinked.

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Write four principal parts of the irregular verb blow to complete the sentences.

I on the hot cocoa now to cool it down.

I on the hot cocoa yesterday when I had it.
I am on the hot cocoa before I drink it.
I have on the hot cocoa, but it is still too warm.

56 Grade 5, Unit 2, Week 3

 REVIEW!
Name

Cumulative Review
1. Mark the correct column to tell whether each of these words has a short vowel
sound, a long vowel sound, or an r-controlled vowel.

Short Vowel Sound Long Vowel Sound r-controlled Vowel

learn
crumb
shark
boar
road
brick
drive

2. Match the words with the same r-controlled vowel sound.

sharp germ

circle short

orbit carton

3. The words in this list all include the letter r. Circle the words in which the r
changes the sound of the vowel in the word.
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birthday
frost
first
concrete
orbit
ready
guitar
agree
porch
radio
Grade 5, Unit 2, Week 3 57
 REVIEW!
Name

Cumulative Review
4. Write these words in the chart, sorting them by whether they have an open or
closed first syllable.

contest dollar engine figment

humid idol irate moment
nature solo tablet welcome

Open First Syllable Closed First Syllable

5. Read these words ending with the final stable syllable -le. Write the syllables

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on the lines, using the / to divide them into syllables.
a. able /
b. ample /
c. bundle /
d. sample /
e. circle /
f. miracle / /
g. triangle / /

58 Grade 5, Unit 2, Week 3

 WORDS!
Name

Practice
Circle the prefix in each word. Then write the meaning of the word. The first one
has been done for you.
1. impatient not patient

2. irregular
3. irresponsible
4. irreplaceable
5. inexperienced
6. inconvenient
7. inexpensive
8. illegal
9. illogical
10. illegible

Use the prefix im- to write the word for each meaning.
11. not moveable
12. not possible
13. not practical
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Write a sentence using each high-frequency word.

record
value
rhythm
science
shoulder
company

Grade 5, Unit 2, Week 4 59

 SORT!
Name

Words Sort
Cut the words apart and sort them based on their prefixes. Make these four
columns:

im- in- il- ir-

invisible immobile imperfect

illogical improper irregular

incorrect inactive irresponsible

immature incomplete illegal

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irreplaceable inaudible impassible

60 Grade 5, Unit 2, Week 4

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

transmitter iconic nocturnal

burrows fragmented

Weekly Question: What can we learn from studying animals in their natural
habitat?
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Grade 5, Unit 2, Week 4 61

 VOCABULARY!
Name

Practice
The following sentences use academic vocabulary words in analogies. Explain the
relationship between the words in each analogy.

1. Expert is to skilled as artist is to creative.

2. Focused is to attention as distracted is to inattention.

3. Visible is to sight as audible is to hearing.

4. Relate is to link as help is to assist.

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5. Detect is to detective as instruct is to instructor.

Use one of the the academic vocabulary words to write an analogy. Then explain
the relationship in your analogy.

is to as is to

62 Grade 5, Unit 2, Week 4

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix errors. Each
underlined verb should be in the perfect tense that is written before the
sentence. Cross out incorrect verbs and write the correct form above them. Put a
check mark after the sentences that do not need correction.

Past perfect: The researchers spy the lizards napping under the rocks.

Future perfect: By the time they have finished their research, they will have
learned a lot.

Present perfect: Gila monsters fascinated people for many years.

Past perfect: The scientists meet each other before and enjoyed working
together.

Present perfect: People in the area have knew about the Gila monsters living
nearby for some time.

Past perfect: Do you know if the Gila monsters have spended all their lives in
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this desert?

Complete the table by writing each perfect form for each verb.

Present Perfect Past Perfect Future Perfect

try have tried
burrow
live

Grade 5, Unit 2, Week 4 63

 REVIEW!
Name

Cumulative Review
1. Use prefixes as clues to write the meaning of the underlined word in each
sentence.
a. Patrick’s answers to the math questions were not just incorrect but illogical.

b. Meghan tried to move the table to a different part of the room, but it was
immobile.

c. As the police officer pulled over the driver, the driver wondered if the speed
he had been going was illegal.

d. Santos had enjoyed the dance class even though its irregular schedule made
it hard to plan for it.

2. Use each high-frequency word in a sentence.

a. rhythm

b. shoulder

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c. company

3. Write two or three sentences about a scientific question you have and how
people might look for an answer to the question. Use some of these high-
frequency words in your sentences: science, value, record.

64 Grade 5, Unit 2, Week 4

 REVIEW!
Name

Cumulative Review
4. Sort the words in the box by whether or not they have an r-controlled vowel
sound. Write each word in the correct column.

approach critical desert herself

market probably purpose strength

r-Controlled Vowel Sound No r-Controlled Vowel Sound

5. Circle the prefix in each word. Write the base word.

a. incorrect
b. immature
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c. irregular
d. incomplete
e. illegal

6. Use the word incomplete and its base word in a sentence to explain the
difference between their meanings.

Grade 5, Unit 2, Week 4 65

 WORDS!
Name

Practice
Each pair of words includes a base word and the word with an ending. Complete
the sentences by filling in the part of speech of each word.

1. appoint appointment
Appoint is a(n) and appointment is a(n) .

2. forget forgetful
Forget is a(n) and forgetful is a(n) .

3. deny denial
Deny is a(n) and denial is a(n) .

4. critic critical
Critic is a(n) and critical is a(n) .

5. perfect perfection
Perfect is a(n) and perfection is a(n) .

6. peace peaceful

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Peace is a(n) and peaceful is a(n) .

7. survive survivor

Survive is a(n) and survivor is a(n) .

8. replace replaceability
Replace is a(n) and replaceability is a(n) .

66 Grade 5, Unit 2, Week 5

 SORT!
Name

Words Sort
Cut the words apart. Sort the words by base word and the endings.

attraction translation operation

director attractor direct

direction protection translate

translator operator attract

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protect protector operate

Grade 5, Unit 2, Week 5 67

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

sanctuaries diminished thrive

unfettered cooperate

Weekly Question: What are some different ways in which people can observe
and protect wildlife?

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68 Grade 5, Unit 2, Week 5

 VOCABULARY!
Name

Practice
The underlined words in the sentences can have different parts of speech
depending on how they are used. Write the part of speech of each underlined
word as it is used in the sentence.

Vasia experienced several rewarding events during her trip, including seeing sea
turtles.

The advertisement for the job said that they were looking for an experienced
researcher.

What kind of experience are you expecting from your big research trip?

The scientists experience many different weather conditions on their expeditions.

Answer the questions, using the underlined academic vocabulary words in your
answers. Use each word in the same part of speech in the underlined word.

What was one focus for the texts you read this week?
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What is a science topic that you would like to focus on more?

How have the texts you have read for class recently been related to each other?

Grade 5, Unit 2, Week 5 69

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Some of the following sentences are in the
passive voice. Get out your editing pen to rewrite them in the active voice. Place
a check mark next to the sentences that are already in the active voice.

The animals in this habitat have been protected by the people who live
nearby.

Pesticide use was blamed by scientists for lowering the California condor
population.

Beavers used sticks and logs to build the dam that changed the course of
that river.    

Movements of migrating animals can be tracked by special tags.

Animal species are protected by people because they care about the health

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of animals and the environment.

Tourists to Yellowstone National Park help the economy of the area by

spending money on tickets and souvenirs.    

The livestock on that ranch was attacked by wolves.

70 Grade 5, Unit 2, Week 5

 REVIEW!
Name

Cumulative Review
1. Write the base word for each of these words.
a. relatable
b. workable
c. cowardice
d. heroic
e. involvement
f. equipped
g. committing
h. accommodating

2. Using the prefix ir-, write a word for each meaning.

a. not responsible
b. not regular
c. not replaceable
d. not rational

3. Decide if each word has a long vowel sound, short vowel sound, or
r-controlled vowel. Write the type of vowel sound on the line.
a. print
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b. fresh
c. rock
d. train
e. track
f. street
g. nurse
h. drop
i. germ
j. birth

Grade 5, Unit 2, Week 5 71

 REVIEW!
Name

Cumulative Review
4. Each sentence is followed by a base word in parentheses. Add an ending to
each base word to complete the sentence in a way that makes sense. Write
your word on the line.
a. Mr. Tan pointed out that it was a for us to turn in our
papers before we left. (require)
b. Sanjay was worried about trying the rock-climbing wall, but his sister was
and was excited to get started. (fear)
c. It takes a lot of for everyone to work together well to
complete the project. (cooperate)

5. Circle the prefix in each word. Then write the meaning of the word.
a. invisible
b. inactive
c. improper
d. immobile

6. Complete the sentences by writing the high-frequency words from the box.

record value rhythm science company

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a. The near the national park received more business
because of the tourists.
b. I always my findings in my nature journal.
c. Areas of include studying animals and studying the
Earth.
d. Animals follow the of the seasons, changing how they
behave based on weather patterns.
e. People often cute animals more, but all animals are
important to researchers.

72 Grade 5, Unit 2, Week 5

 WORDS!
Name

Practice
Match the Latin roots to their meanings.

1. dict carry

2. ject land

3. port say

4. terr throw

Use your knowledge of the meanings of the Latin roots to complete the
sentences with words from the box.

dictionary interjected portable territory

5. A provides the definitions and pronunciation of words.

6. Ramon his thoughts, throwing his opinions into the

conversation without being asked.

7. Laptops are , which is important if you need a computer

to take with you to school.

8. A country’s is all the land that belongs to it.

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Use your knowledge of Latin roots to write a sentence for each word.
diction: 

terrace: 

projectile: 

portal: 

Grade 5, Unit 3, Week 1 73

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to the Latin roots
they include.

territory eject support export

terrain subject trajectory terrier

predict dictate indict deport

import extraterrestrial verdict objected

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inject dictator airport subterranean

74 Grade 5, Unit 3, Week 1

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

enthusiasm shattered reassuring

encompass inseparable

Weekly Question: What can we learn from the experiences of older generations?
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Grade 5, Unit 3, Week 1 75

 VOCABULARY!
Name

Practice
Choose the correct words to finish the sentences. Write the words in the blanks.

demonstrate demonstrating demonstrator demonstration

Stasia wandered over to the big crowd and found that the event was a
. “What are you against?” she asked
a friendly-looking woman. “We are hoping to keep this park open,” replied the
. Stasia agreed that this was a good reason
to .

recall recallable

“Levi, do you what we studied last week?” asked his

teacher. Levi searched his memory but could not remember. The facts did not
seem very .

appeal appealing

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The pie on the counter looked and smelled . But I knew
that my parents were saving it for after dinner. I wondered if I could
to them to let me have just one slice right away.

confide confidence confidential

Anjali knew that she could always in her best friend, Steffi.
Anything Anjali told Steffi in would stay a secret. Steffi
understood that some things needed to be kept .

76 Grade 5, Unit 3, Week 1

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to add prepositional
phrases to the paragraphs below. Words in parentheses after some of the
sentences in the below text show what the prepositional phrases that you add
should tell about. Show where to add a prepositional phrase by using a caret (^).
Above each caret, write a prepositional phrase that makes sense in the sentence.

“Lucas, could you please start packing your room for the move?” his father

asked him. “It needs to be done.” (time) Lucas sighed and walked out of

the kitchen. (location) He wanted to be helpful so that his parents would

not have to pack his room for him. But he still didn’t like that his family

was going to move. (direction)

He knew that they weren’t moving far, but he would have to go to a

new school. He had always expected to stay at the same school. (time)

Still, this was something he needed to help his family with. He packed

his books. (location) He looked to make sure that none had fallen out of
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sight. (location)

Write three sentences about something that has changed in your life recently.
Include at least two prepositional phrases.

Grade 5, Unit 3, Week 1 77

 REVIEW!
Name

Cumulative Review
1. For each word, write the Latin root.
a. predict
b. eject
c. terrain
d. support
e. dictator
f. airport

2. Write the base word of each word. Remember that the spelling of some base
words may have changed when an ending was added.
a. appointment
b. forgettable
c. direction
d. forcefully
e. possibility
f. structural
g. historical
h. requirement

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3. Add the endings -ful and -less to each of the base words. Remember that the
spelling of some base words may change.
-ful -less
cheer
power
happy
friendly

78 Grade 5, Unit 3, Week 1

 REVIEW!
Name

Cumulative Review
4. Use your knowledge of Latin roots along with the context clues in the
sentences to define each underlined word.
a. When Jasmine saw that her brother was gathering ingredients, she could
predict that he was going to make cookies for dessert.
Predict means

b. The walk to the store was not very long, but we had trouble because the
terrain was hilly and rocky.
Terrain means

.
c. Some countries can grow more food than they need, so they export some
food to other countries on ships and airplanes.
Export means

5. Use each of the underlined words from item 4 in a new sentence.

a. predict
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b. terrain

c. export

Grade 5, Unit 3, Week 1 79

 WORDS!
Name

Practice
Read each base word and its meaning. Combine each base word and suffix to
make a new word. Write the new word in the table. Then use the meaning of the
suffix to write a definition of the new word. The first row is done for you.

Base Word and Suffix and Meaning New Word Meaning of New
Meaning Word
popular -ize popularize to make
liked by many become or make something liked by
people many people

avoid -ance
to stay away act, process, or
from state of

prefer -ence
to want one act, process, or
thing more state of
than another
novel -ist
a book of one who does an
fiction action

Use a dictionary or other resource to find other words with the suffixes -ize and Copyright © Savvas Learning Company LLC. All Rights Reserved.

-ist. Write a sentence using one of the words with each suffix.
-ize

-ist

80 Grade 5, Unit 3, Week 2

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories.

clearance conference deference defiance

divergence dominance florist hindrance

idealize italicize manicurist obedience

personalize privatize realist remembrance

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reminiscence scientist urbanize vocalize

Grade 5, Unit 3, Week 2 81

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

loamy quarters tingled

tolerate wriggled

Weekly Question: What are some different ways in which people can reach a
goal?

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82 Grade 5, Unit 3, Week 2

 VOCABULARY!
Name

Practice
Use the academic vocabulary words from the box to replace the underlined
synonyms in the sentences.

demonstrate perspective recall confide appeal

1. Marie tried to think of all the instructions she had read to build the model, but
she could not remember everything.

2. Matthias did all his chores without being asked to show that he could be
responsible.

3. James did not understand why his parents would not agree to let him have
a pet, but he realized that they had a different view about the subject.

4. Patrick was going to plead with his parents to let him stay up late, so he made
a list of reasons.

Read the following sentences. Choose the academic vocabulary word from the
box that is an antonym of the underlined word or phrase.
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demonstrate perspective recall confide appeal

5. Raj decide to keep a secret from his group of friends.

antonym:

6. Sarah knew that she was likely to forget at least one word on the list, so she
spent some time memorizing the vocabulary words.

antonym:

Grade 5, Unit 3, Week 2 83

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to make changes to
pronouns and antecedents. Find repeating nouns in the following text. Replace
each with a pronoun that agrees with the antecedent.

Sara loved her new guinea pigs, which Sara named Milk and Cookies.

Milk and Cookies were from the same litter, and Milk and Cookies both

had soft, brown fur. The animals’ fur would need brushing, and the fur

might shed, the man at the animal rescue told Sara. The man at the

animal rescue helped Sara and her family buy the things she needed

to take care of her new pets. Milk and Cookies seemed a little unsure

about Milk and Cookies’ new home. “You’ll get used to it soon,” Sara told

Milk and Cookies kindly.

In this paragraph, cross out pronouns that do not agree with their antecedents.
Replace with pronouns that agree.

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Birds are great pets, but it need a lot of special care. James and Zooey

learned about birds so that he could appeal to their parents for a new

pet. One website we found was very helpful. It was written by a woman

named Gloria, who wrote about its parrot, Gizmo. Other parrot owners

wrote about his pets, too.

84 Grade 5, Unit 3, Week 2

 REVIEW!
Name

Cumulative Review
1. Match the suffixes to their meanings.

-ist become or make

-ize one who does an action

-ence act, process, or state of

2. Write two things that the suffixes -ance and -ence have in common.

3. Add the suffix -ance to each of these words. Remember that the base word’s
spelling may change. Then write the meaning of the new word.
Base Word + -ance Meaning of New Word
perform
assist
observe
remember

4. Match the Latin roots to their meanings.

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dict carry
ject land
port say
terr throw

Grade 5, Unit 3, Week 2 85

 REVIEW!
Name

Cumulative Review
5. Complete each sentence by adding the correct suffix (-ize, -ance, or -ist) to the
base word shown in parentheses.
a. Abdul made flash cards to himself with the words.
(familiar)
b. The critic said that the theater group gave an excellent .
(perform)
c. Nilofer was thrilled to be a along with the two others
who made it to the end of the contest. (final)
d. My parents asked me to come downstairs to with our
guests. (social)
e. I suggested what movie my family should watch, but there was
to my idea. (resist)

6. Use your knowledge of the meanings of the Latin roots to complete the
sentences with words from the box.

terrain trajectory support dictate

a. Showing your for a friend lets them know that you are

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willing to help carry them through a challenge with your encouragement.

b. The of the mountain made us slip and slide as the

gravel rolled down the steep side of the land.

c. I my notes, while my friend types on her laptop for our

group project.

d. The of the basketball that Marshall threw carried it

straight to the basket.

86 Grade 5, Unit 3, Week 2

 WORDS!
Name

Practice
Read each word. Does the word contain a silent consonant? If the word does
not have a silent consonant, write no. If it does, write yes and write the silent
consonant.
1. wild
2. thumb
3. grind
4. knit
5. climb
6. perfect
7. castle
8. music

Read the words in the word box. Write each word in the correct column of the
table to show whether it has a silent w, b, or gh. Circle the word that has three
silent letters.

answer taught debt plumber sword knight

silent w silent b silent gh

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Grade 5, Unit 3, Week 3 87

 SORT!
Name

Words Sort
Cut the words apart and decide on categories they can be sorted into. Sort
the words.

anxious cantaloupe cordial debt

depot disguise embarrass epitome

fatigue flood genealogy intrigue

jeopardy league liaison queue

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sergeant vague villain yacht

88 Grade 5, Unit 3, Week 3

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

quell tactics persevere

conscientious supportive

Weekly Question: How are the experiences of people in ancient times similar to
those of people in the modern world?
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Grade 5, Unit 3, Week 3 89

 VOCABULARY!
Name

Practice
Choose the correct words to finish the sentences. If needed, use context clues to
help with word meaning. Write the words in the blanks.

appeal confide demonstrate perspective recall

1. The judges wanted to know how my invention worked, so I took time to

to the audience how to use it.

2. “I’m sorry,” said Fatimah to the woman who had greeted her, “but I do not
your name even though I remember meeting you.”

3. Ozzy wrote a bulleted list of things he had done around the house to
to his parents for a higher allowance.

4. It is important to in only trusted people when you have a

secret that you do not want everyone to know.

5. Ruta rewrote the story from the of a different character,

showing how the new character thought of the events in a different way.

Choose one of the sentences above. Explain how you used the context clues in

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the sentence to choose the word to complete it.

90 Grade 5, Unit 3, Week 3

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to replace the
possessive nouns in the following sentences with possessive pronouns. Cross out
every possessive noun. Place a caret (^) next to it and write a possessive pronoun
to replace it.

Jamal gathered Jamal’s soccer equipment before leaving for practice.

“I can’t be late for Jamal’s most important soccer practice!” Jamal

thought to himself. Suddenly, he realized that Jamal’s cleats were missing.

“Hmmm…where did I put those?” he wondered.

Giggles sounded from behind Jamal’s door. “Maya and Jojo, I know that

it’s the two of you back there,” Jamal said. Maya and Jojo appeared from

behind the door. Maya’s and Jojo’s hands were hidden. “Those cleats

aren’t Maya’s and Jojo’s,” Jamal told them. They still giggled. “Dad!”

Jamal yelled for Maya’s and Jojo’s and Jamal’s father.

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Write a paragraph to tell about a hobby you have and a hobby a friend or family
member has. Use one first-person possessive pronoun and one third-person
possessive pronoun in your paragraph.

Grade 5, Unit 3, Week 3 91

 REVIEW!
Name

Cumulative Review
1. Each of the words in the box has the letters gh. Write the words in columns to
show if the gh is pronounced with the f sound as in face, pronounced with the
g sound as in good, or silent.

caught enough ghost laugh might spaghetti

/f/ as in face /g/ as in good silent

2. Use your knowledge of Latin roots along with the context clues in the
sentences to define each underlined word.
a. The wind turned the flag into a projectile, throwing it across the yard.

Projectile means
.
b. The terrarium I made for science class was a plastic bottle with soil, rocks,

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and leaves inside it.

Terrarium means
.
c. There were several ways to transport the cargo to the next town, including
trains and trucks.

Transport means
.

92 Grade 5, Unit 3, Week 3

 REVIEW!
Name

Cumulative Review
3. Write a word that has a double consonant, a word that has a silent e, and a word
that has a silent k. You may use a dictionary or other resource to find words.

a. double consonant:
b. silent e:
c. silent k:

4. Read each base word and its meaning. Write a new word using the base word
and the suffix in the second column. Then use the meanings of the base word
and suffix to write a definition of the new word.
Base Word and Suffix and Meaning of New
New Word
Meaning Meaning Word
sympathy -ize
a feeling of sadness become or make
for someone else

dominate -ance
to rule or succeed act, process, or
over others state of

diverge -ence
to move in different act, process, or
directions state of
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tour -ist
to travel one who does
an action

5. Write the Latin root of each word.

a. portage
b. indict
c. terrace
d. inject
e. support
f. dictation

Grade 5, Unit 3, Week 3 93

 WORDS!
Name

Practice
Complete the following sentences by adding the correct spelling of the suffix -ous
(-ous, -eous, or -ious) to each base word shown in parentheses.
1. In science class, we handled the (poison) liquids
carefully.

2. What characters in your favorite books are (courage)

and (adventure) ?

3. Wind whistled through the trees in the (mystery) woods.

4. Trumpets joined the (joy) song that the flutes were

playing.

5. Clara decided to add (humor) stories to her speech.

Write a sentence using each high-frequency word.

ahead

chance

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plural

opposite

wrong

solution

94 Grade 5, Unit 3, Week 4

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to the spelling of
the suffix.

anxious dangerous extraneous

glamorous gorgeous hilarious

nauseous porous previous

rigorous spontaneous subterraneous

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tedious vicious wondrous

Grade 5, Unit 3, Week 4 95

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

crinkled melodic retired

trembles vivid

Weekly Question: What can our families teach us about ourselves?

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96 Grade 5, Unit 3, Week 4

 VOCABULARY!
Name

Practice
The underlined words in these paragraphs are idioms, a kind of figurative
language. Write an academic vocabulary word from the box in each blank. Select
the vocabulary word that best matches the meaning of the idiom or idioms in
that paragraph.

demonstrate perspective recall appeal confide

1. Rosheen flew his drone over the yard. He had attached a camera to it, and the
drone’s of the yard showed up on the tablet his brother
held. They were surprised to get a bird’s eye view of the yard that was so
familiar to them from the ground.

2. The name of the song was on the tip of Ida’s tongue, but she could not quite
it. “Maybe if I sing some of the lyrics to myself, it will jog
my memory,” she said.

3. The class pointed out to the teacher that the explanation in the textbook
did not completely help them understand the science topic. “Maybe this
experiment will shed some light on it,” she said, starting to put together tools
for a .

4. Liz was frustrated that her sister did not listen to her for
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help with some of her chores. It wasn’t like she was asking for the moon, she
thought to herself.

5. After Ade decided to in Marco, he started to have some

doubts. “I can trust you, right?” he asked his friend. “Don’t worry,” said Marco.
“My lips are sealed.”

Choose one of the underlined idioms. Write what you think it means, in your own
words.

Grade 5, Unit 3, Week 4 97

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix mistakes with
reflexive or indefinite pronouns in the following sentences. Cross out each
incorrect pronoun. Using a caret (^), write a reflexive or indefinite pronoun to
replace it.

The students were proud of their for how hard they worked on the project.

I hummed to me, but it was loud enough to bother the rest of my group
as we worked.

Themselves in the group of friends had chosen the same poetry subject.

All of us wondered to ourself what we should choose as the topic for our
poetry assignment.

I felt that the question was easy, but herself in the group could answer it
correctly.

Write two sentences. Include a reflexive pronoun in one and an indefinite

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pronoun in the other. Underline the pronouns you use.

98 Grade 5, Unit 3, Week 4

 REVIEW!
Name

Cumulative Review
1. Write the meaning of each word.
a. famous
b. gaseous
c. mysterious
d. disastrous
e. advantageous
f. victorious
2. Write the base word for each of the following words. Remember that the
spelling of some base words may have changed when endings were added.
a. poisonous
b. spacious
c. studious
d. courageous
e. continuous
f. mountainous
g. riotous
h. thunderous

3. Read and then say each word. Are there any silent letters in the word? If no,
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write no on the line. If yes, write yes and write the silent letter or letters.
a. yacht
b. debt
c. epitome
d. fatigue
e. vague
f. dictator
g. depot
h. rely

Grade 5, Unit 3, Week 4 99

 REVIEW!
Name

Cumulative Review
4. Write a few sentences about one of the texts you read this unit. Use at least
three high-frequency words in your sentences.

ahead chance plural opposite wrong solution

5. Each of the words in the box has the letters ch. Write each word in the correct
column to show if ch is pronounced as in cherries, as in chorus, or as in chef.

achieve brochure character mustache technology unchanging

cherries chorus chef

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Say the following words. Use each word in a sentence. Notice the unusual
spellings as you write the words.
yacht: 

cordial: 

disguise: 

100 Grade 5, Unit 3, Week 4

 WORDS!
Name

Practice
For each syllable pattern, circle the word that it applies to.
1. begins with closed syllable
a. limit b. table c. rebate

2. begins with open syllable

a. tunnel b. agent c. kitchen

3. VCe syllable
a. prefix b. tiger c. reptile

4. vowel team
a. athlete b. exclaim c. invade

5. r-controlled syllable
a. profile b. remote c. blister

6. final stable syllable

a. enable b. essay c. explain

Rewrite the following multisyllabic words and add slashes between the syllables.
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7. minimum
8. indignant
9. supreme
10. particle
11. intelligent
12. literature
13. association
14. communication
15. capitalization

Grade 5, Unit 3, Week 5 101

 SORT!
Name

Words Sort
Cut the words apart and decide on categories they can be sorted into. Sort
the words.

absent beggar diver favor

frozen hangar human label

manner mental odor pasture

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practice program regal saber

ticket until vital vulture

102 Grade 5, Unit 3, Week 5

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

radically embodies indivisible

revolutionary ironic

Weekly Question: How does art reflect people’s experiences?

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Grade 5, Unit 3, Week 5 103

 VOCABULARY!
Name

Practice
Write each word from the box in the correct column, based on the part of
speech.

demonstrate demonstrator demonstration demonstrative

confide confidence confidential perspective

Nouns Verbs Adjectives

The words appeal and recall can be different parts of speech based on their
context. Write the part of speech (noun or verb) of each underlined word.
Alex made a sketch so that he could recall the details of the painting
later.

The votes had already been counted, but people asked for a recall so that they
could be counted again.

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Different kinds of movies appeal to different audiences.

My parents asked me to explain the appeal of my favorite song, because they

did not understand it.

104 Grade 5, Unit 3, Week 5

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to add conjunctive
adverbs to text. Place a caret (^) and then write a conjunctive adverb that
connects ideas in or between sentences. Remember to add punctuation and
capitalization as needed.

Architects have always had new ideas. Homes would still look the same

as they used to in the past. People sometimes prefer to live in one kind of

house over another. They can find other styles of architecture interesting.

It is okay to appreciate some styles more than others. The most popular

style in California is Spanish.

Write a paragraph about the texts you have read in this unit. Include at least
two of the conjunctive adverbs from the box to connect your ideas in or between
sentences.

additionally anyway finally however instead likewise

meanwhile nevertheless next otherwise similarly therefor
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Grade 5, Unit 3, Week 5 105

 REVIEW!
Name

Cumulative Review
1. For each syllable pattern, circle the word that it applies to.

a. begins with closed syllable

recent solar honest

b. begins with open syllable

apex forbid dirty

c. final stable syllable

assemble exam lavish

2. Write the multisyllabic words and add slashes between the syllables.
a. immense
b. improvise
c. elevate
d. slogan
e. topical

3. Complete each sentence by adding -ous, -eous, or -ious to the base word
shown in parentheses. Remember that you may have to change the spelling of
some base words.

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a. Sitara wrote a letter to town leaders about a street
crossing near the school. (danger)

b. The team was down by six points at halftime but were

in the end. (victory)

c. I was having too much fun telling the story to realize that I was including
details that were confusing everyone. (extra)

106 Grade 5, Unit 3, Week 5

 REVIEW!
Name

Cumulative Review
4. Sort the words from the word box to show which letter is silent. Write each
word in the correct column to show whether it has a silent b, t, or e.

budge debut listen plumber tomb trombone

silent b silent t silent e

5. Complete each sentence with a high-frequency word from the box.

ahead chance plural opposite wrong solution

a. After discussing a problem for a while, it is important to get everyone’s

ideas for a good to it.

b. Without looking to see if it belonged to me, I grabbed the

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backpack.

c. Antonyms are words with meanings.

d. Eva looked in the dictionary to see that the form of the

word leaf is leaves.

e. Dee looked in her calendar to see what she had

planned for the next week.

f. Guessing wildly on quizzes means that there is only a small

that you will get the right answers.

Grade 5, Unit 3, Week 5 107

 WORDS!
Name

Practice
Write the meaning of each prefix. Remember that two of them have a similar
meaning.
1. pro-

2. com-

3. con-

Use your knowledge of the prefixes as a clue to each word’s meaning. Complete
the sentences with words from the word bank.

progress compound conversation propelled congregate compression

4. The police officer asked us not to in the doorway because

our gathering was blocking other people.

5. Our records from the class fundraiser showed that we were making
toward our goal.

6. The purple martin birdhouse was like an apartment building, or

, for the lovely birds.

7. The airplane’s engine it, making it move forward quickly. Copyright © Savvas Learning Company LLC. All Rights Reserved.

8. Nadia had a with her parents, talking with them about

her day.

9. The socks that Joe’s grandmother wore when she flew to

Australia felt very tight on her legs.

108 Grade 5, Unit 4, Week 1

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to their prefixes.

propose complex progress

convene project complain

proponent command complete

consensus congregate pronounce

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conclude convince comfort

Grade 5, Unit 4, Week 1 109

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

endure ponder commotion

commenced strapping

Weekly Question: Why should people work together to help others achieve
freedom?

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110 Grade 5, Unit 4, Week 1

 VOCABULARY!
Name

Practice
Add the word parts to the base words to create new words. Remember to
change the spelling of the base word if necessary.
limit + -tion
limit + -ed
un- + limit + -ed
limit + -less
grace + -ful
grace + -ious
noble + -ility
em- + power
resist + ance

From the words you created above, place the nouns, verbs, and adjectives into
columns. Some words may belong in more than one column.

Nouns Verbs Adjectives

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Grade 5, Unit 4, Week 1 111

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to add adjectives to a
text. The following text has few adjectives. Rewrite the paragraph to include at
least four additional adjectives to make it more interesting.

Clara loved her class. Some of the time periods she read about were the
Civil War and the years after them. Still, she was excited for vacation. Her
parents told her that they were going to visit the Elgin Settlement and
Buxton Mission in Ontario, Canada. Clara was excited! She had read about
this place in class.

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Write an additional sentence, using a predicate adjective, about Clara and her
upcoming vacation.

112 Grade 5, Unit 4, Week 1

 REVIEW!
Name

Cumulative Review
1. Look at the three prefixes. Circle the two that have a similar meaning. Write
their meaning.

pro- com- con-

2. Based on what you know about the prefixes in these words, choose the
definition that you think is the best match for each word.
a. compliant
feeling unsure about the facts
agreeing with or meeting rules
b. complacent
wanting to solve a problem
pleased with a situation
c. confront
to keep a secret told in confidence
to meet with someone face to face
d. conspiracy
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a secret plan with others

a list of things that someone needs to do

3. Complete the sentences with words from the box.

compress confer promote

The leaders decided to with experts for their knowledge.

They did not want to the wrong information to the people.
They had to the sand in the pot.

Grade 5, Unit 4, Week 1 113

 REVIEW!
Name

Cumulative Review
4. For each description of a syllable pattern, circle the word that it applies to.
a. begins with a closed syllable
locate tirade problem

b. begins with an open syllable

exit profile tidbit

c. has a VCe syllable

token cogent delete

d. has a vowel team

abound edict slogan

e. has an r-controlled syllable

unreal mistreat ladder

f. has a final stable syllable

huddle siren irate

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5. Rewrite these multisyllabic words and add slashes between the syllables.
a. provoke

b. propulsion

c. condemn

d. component

114 Grade 5, Unit 4, Week 1

 WORDS!
Name

Practice
Write each word from the word bank next to its definition.

antisocial antibiotic midterm

midtown translucent transnational

1. across borders between countries

2. opposed to spending time with others

3. allowing light to shine through

4. in the middle of a community

5. a medicine to fight against infection

6. in the middle of a school semester

Use a dictionary to find words with each prefix. Write a sentence for each word.

anti-
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mid-

trans-

Grade 5, Unit 4, Week 2 115

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to their prefixes.

antihero midsection antibiotic

midstream antidote midweek

transatlantic transmit transgress

transpose translate antifreeze

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antigravity midpoint midnight

116 Grade 5, Unit 4, Week 2

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

resembled suspicious relaying

stalking solemnly

Weekly Question: How can ordinary people contribute to a fight for freedom?
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Grade 5, Unit 4, Week 2 117

 VOCABULARY!
Name

Practice
Choose the academic vocabulary word from the box that is a synonym for each
underlined word. Write the word on the line following the sentence.

limitation grace noble empower resist

1. The people in the community felt that the new rules were unfair, but they were
not willing to combat them.

2. Even though Jasper had made a big mistake, his friends showed him the
courtesy of forgiving him.

3. Emeline knew that her new language skills would better allow her to
communicate with others.

4. Causes that are about helping other people are thought to be honorable ones.

5. Ivan’s lack of knowledge about the rules of the game was an obstacle to

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his success.

Answer the questions.

6. Which academic vocabulary word is an antonym for forbid?

7. Which academic vocabulary word is an antonym for give in to?

118 Grade 5, Unit 4, Week 2

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to make changes
to comparative and superlative adjectives. Cross out each adjective in the
paragraph that is in the wrong form. Replace with the correct regular,
comparative, or superlative adjective.

Sometimes I wonder if people in the past were bravest than I am.

I know that it is not a contest, but it’s okay to wonder if the community we

live in could be best than it is. It is importanter to do what is right than to

compare yourself with what people did in the past. We can all help make

things most fair for everyone. All citizens now have the right to vote. But

that doesn’t mean that everything is perfecter. For example, I could help

make it easiest for people to register to vote. I believe that helping others

is absolutely the most nobler thing that one can do.

Write a paragraph describing one of the characters or events you have read
about in this unit so far. Use at least one comparative and one superlative
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adjective in your writing.

Grade 5, Unit 4, Week 2 119

 REVIEW!
Name

Cumulative Review
1. Match the prefixes to their meanings.
anti- through
mid- against or opposed
trans- middle

2. The prefixes pro- and anti- are often used to describe two sides of
an argument. Using the definitions of the prefixes, would a person who is
pro- something be for it or against it? Explain your thinking.

3. Choose the prefix from the bank to add to each base word to make a word
with the given definition. Write the new words in the table.

anti- mid-

Base Word New Word Definition of New Word

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glare helping to fight glare caused by
lights
week in the middle of the week
trust having to do with laws against
actions of businesses called trusts
term in the middle of the term

120 Grade 5, Unit 4, Week 2

 REVIEW!
Name

Cumulative Review
4. Use your knowledge of prefixes as a clue to each word’s meaning. Complete
the sentences with words from the word bank.

translate midpoint transmit antigravity

The towers and satellites signals across the country and

the world.

Knowing that they will not have physical forces keeping them on the ground
in space, astronauts practice walking in rooms.

Brian knows several languages, so he was able to all the

conversations that the group was having.

My family stayed at a motel at the of our journey, because

the entire distance was so long.

5. Use one of the words from the word bank above in your own sentence.
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6. Match each word to its definition.

compliant agree with a situation
projectile agree with or meeting rules
concur an object thrown through the air

7. Write a sentence using one of the words defined in question 6.

Grade 5, Unit 4, Week 2 121

 WORDS!
Name

Practice
1. How are the prefixes sub- and super- opposites?

For each word, write the base word.

2. superstore
3. submarine
4. subway
5. superscript
6. superimpose
7. subtropic

Draw a line from each word to its definition.

8. superintendent a vehicle that travels under water

9. submarine to oversee a task
10. subgroup a smaller category of something
11. supervise a person who watches over something

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Use a word with the prefix super- and a word with the prefix sub- to write two
sentences. You can use the words above, or you can find other words with those
prefixes.

122 Grade 5, Unit 4, Week 3

 SORT!
Name

Words Sort
Cut the words apart and decide on categories they can be sorted into.
Sort the words.

supermarket supersonic

suburban subway

superstar subsoil
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subdivision supervisor

subset supervision

Grade 5, Unit 4, Week 3 123

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

convention delegates ratification

petition violations

Weekly Question: What can governments do to protect our freedoms?

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124 Grade 5, Unit 4, Week 3

 VOCABULARY!
Name

Practice
Choose the correct words to finish the sentences. If needed, use context clues to
help with word meaning. Write the words in the blanks.

empower grace limitation noble resist

1. I knew that it would spoil the surprise, so I managed to control myself, but it
was very hard to peeking to see what the present was.

2. Travis’s parents told him that it was of him to ask for a

donation to an animal shelter instead of a gift for himself.

3. Abhay was embarrassed as he tripped over the crack in the sidewalk, but his
kind classmates had the to ask him if he was okay instead of
giggling about it.

4. Knowing how to fix simple things with a sewing machine can

you to learn more about how to make clothing.

5. Usha had not had as many years of dance lessons as some of her classmates,
but she did not want to let any hold her back from trying
out for the role she wanted.

Choose one of the sentences above. Explain how you used the context clues in
the sentence to choose the word to complete it.
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Grade 5, Unit 4, Week 3 125

 EDIT!
Name

Your Turn to Edit

Get out your editing pen to add coordinating conjunctions to create compound
sentences. You will end up with three sentences instead of six. Cross out words
and punctuation where needed. Place a caret (^) to add new words and
punctuation.

You might think that the right of everyone to vote has been part

of American life for a long time. Some groups could not vote until the

20th century. Today, people can start voting at age 18. This was not true

until the 1970s. Congress voted on it. They lowered the voting age from

21 to 18.

Now, add subordinating conjunctions in the following text to create complex

sentences. You will end up with three sentences instead of six. Cross out words
and punctuation where needed. Place a caret (^) to add new words and
punctuation.

I asked my parents if they were excited to vote. They said they were.

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We read about the candidates together. My parents asked me what

I thought about the candidates. The new candidate had some great

ideas. She impressed me.

Write a compound sentence, using a coordinating conjunction, and a complex

sentence, using a subordinating conjunction.

126 Grade 5, Unit 4, Week 3

 REVIEW!
Name

Cumulative Review
1. Based on what you know about the prefixes in these words, choose the correct
definition for each word.
a. superscript
letters printed below a line letters printed above a line

b. subordinate
someone who works for a someone who leads a
leader group of workers

c. superimpose
to put a layer under another to put a layer over another

d. suburb
a small community near an the population within
urban area an urban area

2. Write the meaning of each prefix.

a. anti-
b. mid-
c. trans-
d. con-
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e. com-
f. pro-
g. super-
h. sub-

Grade 5, Unit 4, Week 3 127

 REVIEW!
Name

Cumulative Review
3. Read each base word and think about what it means. Then use the meaning
of the prefix and base word to write a definition of the new word.

Base Word New Word Definition of New Word

freeze antifreeze

section midsection

oceanic transoceanic

4. Look at the word transport. It has the prefix trans- and the Latin root
port. Use the meaning of the prefix and root word to write a definition
for transport.

5. Use a dictionary to find three words with each prefix. Write a sentence for
each prefix, using one of the words you found.

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a. pro-

b. con-

c. com-

128 Grade 5, Unit 4, Week 3

 WORDS!
Name

Practice
Using the meanings of the Greek or Latin roots in the box, explain how they
relate to the meanings of these familiar words.

graph: write or draw micro: small tele: far away dict: say

1. television

2. microscope

3. autobiography

4. dictionary
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Write a sentence using each high-frequency word.

actually
adjective
especially
experience
similar
workers

Grade 5, Unit 4, Week 4 129

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to the Greek or
Latin roots you are studying this week.

autograph bibliography calligraphy choreograph

contradict dictation dictionary geography

indict microbiology microfilm microloan

micronutrient microwave predict telecommute

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telemarketer teleplay telescope television

130 Grade 5, Unit 4, Week 4

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

demonstrators mistreated qualified

segregation sympathize

Weekly Question: What are some things people can do when their freedom
is limited?
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Grade 5, Unit 4, Week 4 131

 VOCABULARY!
Name

Practice
Read each adage. Match the academic vocabulary word with the adage or
proverb that best relates to the word’s definition. Write the correct word on
the line.

limitation grace noble empower resist

1. Don’t judge a book by its cover.

2. Believe you can, and you’re halfway there.

3. Two wrongs don’t make a right.

4. Learn to walk before you run.

5. Nothing ventured, nothing gained.

Choose one of the adages above. Write what you think it means and how you
decided on which academic vocabulary word to pair with it.

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Choose one of the words in the box above, and write your own adage that
relates to that word.

Academic Vocabulary word:

132 Grade 5, Unit 4, Week 4

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix mistakes with
correlative conjunctions in the following sentences. Add a correlative conjunction
wherever one is missing. If a correlative conjunction is incorrect, cross it out
and replace it with the correct word. Use carets (^) wherever you want to
insert words.

The people at the demonstration brought posters but also sang chants.

Neither the protestors the police officers blocked the street.

The demonstrators were happy to share their message with reporters, who
wrote for also newspapers and social media.

The demonstrators were not sure whether people agreed did not agree
with them.

Rewrite the following sentences, combining them using correlative conjunctions.

Markers would work for that poster. Paint would work, too.
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The protestors did not want to go home yet. The crowd around them did not
want to go home yet.

Grade 5, Unit 4, Week 4 133

 REVIEW!
Name

Cumulative Review
1. Match each Greek or Latin root to its meaning.
graph small, minute
dict to write
tele to say
micro far or distant

2. Use context clues and your knowledge of roots to complete sentences with
words from the box.

biography dictator microprocessor telecommute

a. I am helping my grandmother write about events in her life for her

.

b. With computers, many workers can , working far

from each other.

c. A is a leader with complete power who says what

the people must do.

d. The invention of the made it possible for

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computers to get smaller.

3. Use a dictionary to find words with the two prefixes below. For each prefix, use
one of the words you found in a sentence.
a. super-

b. sub-

134 Grade 5, Unit 4, Week 4

 REVIEW!
Name

Cumulative Review
4. Write a short paragraph about one of the texts you read this unit. Use two or
three high-frequency words in your paragraph.

actually adjective especially

experience similar workers

5. Use your knowledge of prefixes and Greek and Latin roots to write definitions
for the following words. Use a dictionary to check your definitions.
a. subway
b. microcomputer
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c. dictate
d. calligraphy
e. supervise
f. telescope

Grade 5, Unit 4, Week 4 135

 WORDS!
Name

Practice
Match the Latin roots to their meanings.
1. audi write
2. rupt see
3. scrib/scrip burst
4. spec hear

Use the meanings of the Latin roots to complete the sentences with words from
the box.

audition describe eruption spectator

5. The at the baseball game was pleased with the view from
her seat.
6. In my diary, I what happened each day and what I thought
about it.
7. Lava burst from the volcano during the massive .
8. For the school musical, the people at the prepared songs for
the judges to hear.

Write two more words for each root. One word for each root is given.

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audi (“hear”) auditorium      

rupt (“burst”) abrupt      

scrib (“write”) transcribe      

spec (“see”) aspect      

136 Grade 5, Unit 4, Week 5

 SORT!
Name

Words Sort
Cut the words apart and sort based on their Latin roots.

audience audit audition auditorium

describe description disruption erupt

inaudible inspect interrupt interruption

manuscript prescription respect rupture

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spectacle spectacular spectator transcript

Grade 5, Unit 4, Week 5 137

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

provisions terrain settlement

bandits oblige

Weekly Question: How can going to a new place give a person new
opportunities?

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138 Grade 5, Unit 4, Week 5

 VOCABULARY!
Name

Practice
Write each word from the box in the correct column, based on the part
of speech.

empower grace gracious limitation

nobility noble powerful resist

resistance resistant

Nouns Verbs Adjectives

The words limit and limited have different parts of speech based on their context.
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Write the part of speech (noun, verb, or adjective) of each underlined word as it
is used in the sentence.

The theater had to stop letting people in because there was a limit of 100 people
in attendance.

I try to limit how much time I play video games.

My parents limited how much time I could spend on my tablet.

The limited version of the book had only 50 copies printed.

Grade 5, Unit 4, Week 5 139

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to correct mistakes
in capitalization for abbreviations, initials, acronyms, and organizations. Write
three underlines beneath each letter that should be capitalized.

The White House is located at 1600 Pennsylvania ave. in Washington, d.c.

Many people who work with the president have offices in a building next
door, the Eisenhower Executive Office Building. It was named for a former
president, Dwight d. Eisenhower.

Many people travel to Washington to work and to visit. Some

government buildings, including the u.s. Capitol and the Federal Bureau
of Investigation (fbi), give tours. Washington is also home to other
organizations. One example is the smithsonian institute. Its museums
are all free to visit. The newest museum of the smithsonian is the National
museum of African American History and Culture (nmaahc).

Write an example of each of the following. Be use to use correct capitalization.

a name with an initial

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a street with an abbreviation

an acronym

Write a few sentences about a place you want to visit. Include an acronym, a
person’s name with initial, and an organization.

140 Grade 5, Unit 4, Week 5

 REVIEW!
Name

Cumulative Review
1. Match the Greek and Latin word parts to their meanings.
dict above and beyond
sub small
micro far away
graph say
super under, near
tele write or draw

2. Circle the Latin root that has a similar meaning to the Greek root graph.
audi rupt scrib spec

3. Complete the sentences with the high-frequency words from the box.

actually adjective especially

experience similar workers

a. I like all Italian food, but I like pasta, which is my favorite

food.
b. People think that the twins are in every way, but they are
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actually very different.

c. An example of an is the descriptive word entertaining.
d. At 5 o’clock, the from the office building left for home.
e. It may seem late in the day because it is so dark outside, but it is
only noon.
f. Getting to visit historical sites was an amazing that I will
never forget.

Grade 5, Unit 4, Week 5 141

 REVIEW!
Name

Cumulative Review
4. Use your knowledge of Greek and Latin roots and suffixes to write a definition
for each word. Use a dictionary to check your definitions.
a. biography
b. microbiology
c. predict
d. superior
e. subsoil

5. Use your knowledge of Latin roots along with the context clues in the
sentences to define each underlined word.

a. Even with the volume turned all the way up, the quiet song was almost
inaudible.

inaudible:

b. Kristin rudely interrupted, starting to speak when the rest of the group had
already started a conversation.

interrupted:

c. I typed up a transcript of the speech, writing down everything the candidate

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said.

transcript:

d. I was speculating about what would happen in a book I was reading, and
my guesses were correct!

speculating:

142 Grade 5, Unit 4, Week 5

 WORDS!
Name

Practice
Read the words in the table. Listen for the consonant changes between the
words in the first and third columns. In the second column, write t or k to tell
the consonant sound in the original word. In the fourth column, write how that
sound changes in the second word.

Word with
Word k or t sound? Sound Change
Consonant Change

create t creation t to sh

statistic statistician

complicate complication

politic politician

reflect reflection

clinic clinician

Write two sentences. Use a word from the first column in one sentence and the
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corresponding word from the third column in the other sentence.

Grade 5, Unit 5, Week 1 143

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to how the final
consonant sound changes when an ending is added.

electrician construction

mathematician pediatrician

instruction eruption

rotation musician

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participation tactician

144 Grade 5, Unit 5, Week 1

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

minerals particles deposits

erosion principles

Weekly Question: How do rocks form and change over time?

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Grade 5, Unit 5, Week 1 145

 VOCABULARY!
Name

Practice
Read each sentence. Write the meaning of the boldfaced word. Add an affix to
the word to write a new word. Write a sentence using the new word.

Sentence Word Meaning New Word New Sentence

I’m sorry to It’s disturbing when you

disturb you at to bother disturbing make noise when I’m
work. studying.

There are six

stages in the
human life cycle.

The rain had a

big impact on
the garden.

The committee

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was composed
of fifth graders.

My goal is
to become
an engineer
so that I can
apply scientific
concepts.

146 Grade 5, Unit 5, Week 1

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix the passage by
placing commas and semicolons in the correct places in each series.

Ms. Smith formed a committee to work on the location food and music

for the school dance.

The committee included Sue a teacher Peter a student and James

a parent. They meet on Mondays Tuesdays and Thursdays. They will

brainstorm ideas research the costs and then vote to make a final decision.

Write two sentences, each containing items in a series. Be sure commas are
added correctly between items. Then write two more sentences that require
semicolons to separate items in each series.
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Grade 5, Unit 5, Week 1 147

 REVIEW!
Name

Cumulative Review
1. Match each word with its definition. Circle the Latin root that is a clue to
the definition.

audience to burst suddenly

rupture a group of listeners

subscribe to look closely

inspect to show approval by signing your name

2. Combine each pair of word parts to write an English word. You may need to
add or remove letters to spell the word. Write a sentence using the word.

Root New Part Word Sentence

rupt e- erupt

scrib de-

spec re-

aud -ible

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3. Circle the words that show a consonant change from a k sound in the base
word to a sh sound when a suffix is added.
politician
Asian
musician
median

Write a sentence with the words you circled.

148 Grade 5, Unit 5, Week 1

 REVIEW!
Name

Cumulative Review
4. Circle the words that show a consonant change from a t sound in the base
word to a sh sound when a suffix is added.
lotion
hesitation
frustration
nation

Use each of the words you circled in a sentence.

5. Read each word in the table. Write the base word in the second column. In the
third column, write the consonant sound that changes to an sh sound.

Word with Consonant

Word k or t sound?
Change
magician magic
isolation
optician
coordination
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6. Use the words from the table to complete the sentences.

a. A magician performs tricks, such as pulling a rabbit out

of a hat.

b. Jumping rope requires . You must coordinate the motion

of your arms and your legs.

c. An is an optic specialist who can help you choose

eyeglasses.

d. Ron and Ryan themselves. They choose not to be

around others and spend a lot of time in isolation.

Grade 5, Unit 5, Week 1 149

 WORDS!
Name

Practice
Use your knowledge of syllable division patterns to read each word. On each
line, write the word with slashes between the syllables. Use a dictionary to help
if needed.
decorate dec/o/rate anniversary
frustrate handwriting
activity pepper
carnival dinosaur
shipment butterfly
characteristic balloon
steeple accumulate

Write a sentence using each high-frequency word.

forward

believe

evening

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conditions

affect

150 Grade 5, Unit 5, Week 2

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to the number of
syllables in each word.

happy intelligent remember

pollution thankful responsible

athletic predictable water

evacuate future family

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wonder limited unbreakable

Grade 5, Unit 5, Week 2 151

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

abundant substance condenses

altitude trickles

Weekly Question: What can cause water to change form?

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152 Grade 5, Unit 5, Week 2

 VOCABULARY!
Name

Practice
Draw a line from each academic vocabulary word in the middle column to a
synonym in the left column and an antonym in the right column.

Synonym Word Antonym

series disturb separate

plan cycle anxious

distract impact disorder

relaxed composed help

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collide engineer destroy

Choose one of the words in the middle column. Write a sentence with that word
and its antonym. Write another sentence with the word and its synonym.

Grade 5, Unit 5, Week 2 153

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix each sentence by
putting commas in the correct places. Draw a caret (^) in each place that needs a
comma and write the comma.

1. To stay in shape soccer players run every day.

2. Jackson you can find the book at the library.

3. We will complete the project in time won’t we?

4. Well I suppose that we can change where we’re holding the party.

5. What do you think Julie about the parade?

6. I’m going to the store now Benjamin so tell me now if you want anything.

7. Your teacher already told you that didn’t she?

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8. Yes we have everything we need.

Write a sentence that has an introductory phrase. Write another sentence that
sets off a question that follows a statement.

154 Grade 5, Unit 5, Week 2

 REVIEW!
Name

Cumulative Review
1. Circle each word that has been divided into syllables correctly.
bir/thday
do/nate
il/lust/rate
neigh/bor/hood
bev/er/age
ball/oon

2. Read the first word. Write the base word. Write the consonant that changes
sound.

Word with consonant Sound that changed:

Base word
change k or t?
complication complicate
reflection
clinician
politician
abstraction
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3. Write each word and add slashes between the syllables.

a. hibernate
b. committee
c. potato
d. supermarket
e. paperback
f. approachable
g. responsible

Grade 5, Unit 5, Week 2 155

 REVIEW!
Name

Cumulative Review
4. Circle the words that show a consonant change from a k sound in the base
word to a sh sound when an ending is added.

optician median logician comedian

5. Circle the words that show a consonant change from a t sound in the base
word to a sh sound when an ending is added.

lotion participation eruption nation

6. Use a high-frequency word from the word bank to complete each sentence.

forward evening exercise

conditions affect

The amount of time you study will your grade.

I can roller skate and backward.

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We eat dinner together every .

Under what will you need an umbrella?

Jay likes to run for .

156 Grade 5, Unit 5, Week 2

 WORDS!
Name

Practice
Determine whether the syllable division is correct. If correct, write correct. If not,
write incorrect and add the correct syllable division. Use a dictionary for help
if needed.

1. forward fo/rward

2. reversible re/vers/i/ble

3. conditions con/di/tions

4. believe bel/ieve

5. individual in/di/vid/u/al

6. evening eve/ning

7. affect aff/ect

8. babysitter bab/y/sitt/er

9. exercise ex/er/cise

10. production pro/duc/tion

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Divide the following words into syllables, adding a / between syllables.

1. ordinary

2. fantastic

3. inhabit

4. basketball

5. accessible

Grade 5, Unit 5, Week 3 157

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to whether
the syllable division is correct. If it is not correct, write the correct division
using slashes.

re/make acc/omp/lish

glob/al re/sem/ble

in/de/pen/dent coo/king

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asto/und riv/er

part/ic/le con/fis/cate

158 Grade 5, Unit 5, Week 3

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

comrade custom coaxed

revived heed

Weekly Question: How can Earth’s changes affect where and how we live?
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Grade 5, Unit 5, Week 3 159

 VOCABULARY!
Name

Practice
Use context clues to determine the meaning of the academic vocabulary word as
it is used in the sentence. Underline the context clues.

Sentence Meaning of Boldface Word

Because I didn’t want to make anyone mad, I

turned off the lights so they didn’t disturb the
audience watching the movie.

The repetitive shapes of the moon appear in

a 28-day cycle.

A meteor slammed into Earth, and the impact

was powerful.

The student returned to a calm and

composed state.

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He is going to engineer a building that is
designed to withstand a small earthquake.

Choose one of the bold words. Write a sentence using context clues to help a
reader understand the word’s meaning.

160 Grade 5, Unit 5, Week 3

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix the passage by
underlining or adding quotation marks to titles. Also underline at least one word
that you think should be emphasized.

Henry and I just finished the book The Wizard of Oz. He said that he
would call the last chapter Back Home because everyone is back in
Kansas at the end.

For our class projects, Henry wrote a poem titled My Friends that
compared his friends to Dorothy’s. I wrote a short story My Adventures
in Oz, in which I describe a magical vacation I take with my friends.

Now we both want to see the play Wicked, which is a prequel to the
story. After I read the article The Wicked Friendships in the magazine
On Broadway, I bought tickets for both of us.

It is going to be amazing!
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Write a few sentences about a book or article you recently read. Include the title,
using proper title punctuation, and your opinion. Also include emphasized text.

Grade 5, Unit 5, Week 3 161

 REVIEW!
Name

Cumulative Review
1. Circle the three words that are divided correctly into syllables.
com/pli/ca/tion
re/fle/ction
ad/ven/ture
cu/sto/mers
hos/pi/tal
in/ve/stig/a/tion

Write the correct syllable division for the three words that were incorrectly
divided above.

2. Circle the words that show a consonant change from a k sound in the base
word to a sh sound when an ending is added.
statistician
fabrics
predicts
mathematician

3. Circle the words that show a consonant change from a t sound in the base Copyright © Savvas Learning Company LLC. All Rights Reserved.

word to a sh sound when an ending is added.

motion
creation
complication
donation

162 Grade 5, Unit 5, Week 3

 REVIEW!
Name

Cumulative Review
4. Write each word with slashes between the syllables.
a. elephant
b. alligator
c. helicopter
d. airplane

5. Read each word, paying attention to how it is divided into syllables. Identify
the underlined syllable by placing a check mark in the correct column.

open first closed first final stable r-controlled VCe

syllable syllable syllable vowel pattern
me/dium
ta/ble
ac/tor
lem/on
con/fis/cate

6. Write a sentence using each high-frequency word.

affect
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exercise

conditions

evening

Grade 5, Unit 5, Week 3 163

 WORDS!
Name

Practice
Read each word. In the second column, divide the word into syllables using
slashes. In the third column, write the syllable that is pronounced with the schwa
(uh) sound.

Syllable(s) with Schwa

Word Syllabication
Sound

engineer en/gi/neer gi

composed

cycle

kitchen

cabinet

problem

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balloon

family

avoid

freedom

164 Grade 5, Unit 5, Week 4

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to whether the
word has the schwa (uh) sound.

freedom smoothie

edible deadline

rewrite consumer

survey children
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apartment inhumane

Grade 5, Unit 5, Week 4 165

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

edible compost conscious

manufacturer contamination

Weekly Question: How do human actions create and change cycles?

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166 Grade 5, Unit 5, Week 4

 VOCABULARY!
Name

Practice
Write a word to complete each analogy. Explain the comparison in the analogy.

Irritate is to disturb as is to shut.

Bike path is to cycle as is to drive.

Composed is to upset as is to bored.

Impact is to noun as impacted is to .

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Engineer is to design as is to argue.

Write an analogy using one of the vocabulary words.

Grade 5, Unit 5, Week 4 167

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix the passage
by adding quotation marks and changing or correcting other punctuation or
capitalization as needed.

Do you want to start a garden? my father asked.

We can grow our own vegetables he added and fruits.

My siblings and I did not hesitate. yes we replied.

Ok Dad said I’ll get started this afternoon.

Write a short conversation between two people about a new hobby. Use
quotation marks and correct punctuation and capitalization.

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168 Grade 5, Unit 5, Week 4

 REVIEW!
Name

Cumulative Review
1. Underline the syllable(s) in each word pronounced with the schwa sound.

sofa enemy

decimal bottom

focus upon

album formal

magazine silent

2. Circle the words that are divided correctly into syllables.

dis/agr/ee
an/a/lyt/i/cal
cir/cum/stance
a/band/on
prof/e/ssion
com/mu/ni/ca/tion
hos/pi/tal/i/ty
phot/o/gra/phy
i/mag/in/a/tion
wa/ter/mel/on
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Write the correct syllable division for the words that were incorrectly
divided above.

Grade 5, Unit 5, Week 4 169

 REVIEW!
Name

Cumulative Review
3. Write each word, adding a / between syllables.
affirmation
inventory
explanation
enchantment
intersecting
description

4. Decide if each of these words has a schwa sound. If it does, write the vowel
that is pronounced with schwa. If there is no schwa sound, write an X.
symbol terrify
random starfish
dictate nickel
human algebra
musical explain
magnetic innocent

5. Underline the syllable in each word that has the vowel with the schwa sound.

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celebrate animal
astronaut cannon
campus vitamin

6. These words have two vowels that make the schwa sound. Circle the vowels
that make the schwa.
banana
cafeteria
eleven

170 Grade 5, Unit 5, Week 4

 WORDS!
Name

Practice
Look at the underlined vowel in each word. Identify how the vowel sound
changes in the pairs of words.

1. define → definition long i to short i

2. recite → recitation

3. equivalent → equivalence

4. civilize → civilization

5. vaporize → vaporization

6. music → musical

7. episode → episodic

8. volcano → volcanic

9. explain → explanation
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10. confide → confidence

11. repeat → repetition

12. collide → collison

13. physical → physicality

Grade 5, Unit 5, Week 5 171

 SORT!
Name

Words Sort
Cut the words apart and sort them into categories according to the change in
pronunciation from their base words.

habit→habitat admire→admiration volcano→volcanic

recite→recitation mathematics→ intervene→intervention

mathematical

realize→realization parasite→parasitic severe→severity

duplicate→duplication oppose→opposition geology→geological

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excellent→excellence ignite→ignition confide→confidence

172 Grade 5, Unit 5, Week 5

 RESPOND!
Name

Write About Reading

Write a paragraph to respond to the Weekly Question, using one of the texts you
read this week. Include three or more of the selection vocabulary in your answer.

Vocabulary Word Bank

geological habitat debris

advocates valve

Weekly Question: How much should people try to influence natural systems?
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Grade 5, Unit 5, Week 5 173

 VOCABULARY!
Name

Practice
In the sentences below, forms of the academic vocabulary words are in boldface.
Write the part of speech for the word in that sentence. Then, write a new
sentence using a related word in the different part of speech indicated.

Part of Speech Sentences

We learned about the water cycle in science class.

adjective

The pianist composed a new song.

adjective

Marie engineered a new desk.

noun

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The disturbed dog would not stop barking.

verb

He was hurt by the impact of the car crash.

verb

174 Grade 5, Unit 5, Week 5

 EDIT!
Name

Your Turn to Edit

It’s your turn to be the teacher! Get out your editing pen to fix the passage by
inserting the proper punctuation for each interjection. You may also need to
change capitalization after the new punctuation.

Our group’s poster looked amazing. Wow We all stepped back and

admired it. Oops Karen knocked over her drink. Water spilled all over the

poster. Oh no the ink ran, and we can no longer read it. Ugh nobody can

find our notes. Well we’ll just have to start again.

Write several sentences that use interjections. Include at least one sentence that
expresses surprise and one sentence that expresses a different feeling.
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Grade 5, Unit 5, Week 5 175

 REVIEW!
Name

Cumulative Review
1. Read each word in the first column. Add the ending shown in the second
column and write the new word. (You may need to add or remove letters
before you add the ending.) Identify how a vowel sound changes when you
make the new word.

Word Ending Combined Word Vowel Change

energy -ic energetic

hesitate -ant

politic -al

malign -ant

expire -tion

2. Write the number of syllables in each word. Circle words that have the
schwa sound.
absolutely banana

calculator conversation

splendid computer

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estimate plaid

staircase oxygen

dinosaur hospital

vegetarian massive

176 Grade 5, Unit 5, Week 5

 REVIEW!
Name

Cumulative Review
3. Read each word. Next to each word write the word with slashes between each
syllable. Then write the syllable or syllables with the schwa (uh) sound.

Syllable(s) with
Word Syllabication
Schwa Sound
easily eas/i/ly i

responsible

children

apparent

season

4. Read each multisyllabic word. Then divide each word using your knowledge
of syllable division patterns.

Word Divided into Syllables

magnification

excellent

habitat
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science

opposite

academy

territory

television

experience

organism

Grade 5, Unit 5, Week 5 177

178
Name

2-Column Grid

Grade 5 • 2-Column Grid

SORT!

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 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Name

Grade 5 • 3-Column Grid

3-Column Grid

179
SORT!
180
Name

4-Column Grid

Grade 5 • 4-Column Grid

SORT!

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Copyright © Savvas Learning Company LLC. All Rights Reserved.

To
Mult i
ol
mo
Ki
d
t
al
 Letter to the Teacher
The Multimodal Tool Kit can be used in your classroom to supplement
foundational skills instruction. The tools can be used in a variety of ways,
including whole group word-building, small group board games, and
even individual goal-setting and progress-monitoring.

These tools provide flexibility to support all learners in your classroom.

Tools in this section include:
• My Reading Goals
• My Writing Goals
• My Unit Goals
• Concept Map
• Letter Tiles
• High-Frequency Word Cards
• Word Tray Template
• Word Cube Template
• Game Board Template
• Spinner Template

We hope you find this kit to be full of fun opportunities to learn and
retain foundational reading and writing skills.

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182 Grade 5
 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Name

Grade 5 • My Reading Goals

My Reading Goals

183
GOALS!
184
Name

My Writing Goals

Grade 5 • My Writing Goals

GOALS!

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 Copyright © Savvas Learning Company LLC. All Rights Reserved.
Name

Grade 5 • My Unit Goals

My Unit Goals

185
GOALS!
186
Name

Concept Map

Grade 5 • Concept Map

MAP!

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 Copyright © Savvas Learning Company LLC. All Rights Reserved.

P
K
A

Grade 5 • Letter Tiles

Letter Tiles

L
B

Q
C

R
H

M
I

S
D

N
J
E

T
O

187
188
c
Z

e
U

a–e

e
a

b
V

e
a

d
W

e
a

d
X

c
a

d
Y

e–e

Grade 5 • Letter Tiles

Copyright © Savvas Learning Company LLC. All Rights Reserved.
 Copyright © Savvas Learning Company LLC. All Rights Reserved.

l
f

Grade 5 • Letter Tiles

i

l
f

l
f

k
h

k
h
g

m
i–e
i

k
g

189
190
r

s
p
o
m

t
r
n

p
o

t
r
n

q
o

t
s
n

qu
o–e

u
p
o

qu

Grade 5 • Letter Tiles

Copyright © Savvas Learning Company LLC. All Rights Reserved.
 Copyright © Savvas Learning Company LLC. All Rights Reserved.

ll
z
v
u

Grade 5 • Letter Tiles

x

z
u

ñ
w

z
y

ñ
w
u–e

ll
v

ñ
w
x

ll
v

191
 ai ai al al ar

ar aw aw ay ay

ch ch ck ck dge

dge ea ea ed ed

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er er es es ew

192 Grade 5 • Letter Tiles

 ew ff ff ie ie

igh igh ing ing ir

ir le le ng ng

nk nk oa oa oe
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oe oi oi oo oo

Grade 5 • Letter Tiles 193

 or or ore ore ou

ou ow ow oy oy

ph ph sh sh ss

ss tch tch th th

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tt tt ue ue ui

194 Grade 5 • Letter Tiles

 Copyright © Savvas Learning Company LLC. All Rights Reserved.

!
ui

zz

Grade 5 • Letter Tiles

.
ur

zz

.
,
ur

?
wh

?
wh

195
 au au augh augh ee

ee ey ey gn gn

kn kn lf lf mb

mb oar oar sion sion

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tion tion wr wr

196 Grade 5 • Letter Tiles

 Unit 1, Week 4

touch practice

business whose
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yourself woman

Grade 5 • High-Frequency Word Cards 197

Unit 2, Week 4

record value

rhythm science

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shoulder company

198 Grade 5 • High-Frequency Word Cards

 Unit 3, Week 4

ahead chance

plural opposite
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wrong solution

Grade 5 • High-Frequency Word Cards 199

Unit 4, Week 4

actually adjective

especially experience

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similar workers

200 Grade 5 • High-Frequency Word Cards

 Unit 5, Week 2

forward believe

evening exercise
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conditions affect

Grade 5 • High-Frequency Word Cards 201

202
Fold at line to create stand.

Grade 5 • Word Tray Template

Fold at line. Tape or staple ends
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 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Grade 5 • Word Cube Template

203
204
Start!

Finish!

Grade 5 • Game Board Template

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 Copyright © Savvas Learning Company LLC. All Rights Reserved.

Grade 5 • Spinner Template

205