Grade 9

myPerspectives
ELD Companion Workbook
Answer Key
 Copyright © 2020 Savvas Learning Company LLC All Rights Reserved. Savvas™ and
Savvas Learning Company™ are the exclusive trademarks of Savvas Learning Company
LLC in the US and in other countries.
 myPERSPECTIVES ELD COMPANION WORKBOOK ANSWER KEY GRADE 9

Page 2 Comprehension Check Students should

underline radios, lifesaving drugs, and cars.
Use What You Know Responses will vary. Responses will vary.
Text Structure Students should circle The
Nineteenth Century, Bloomers, and Safety elevator. Page 5
The heading tells the time period that this
Comprehension Check Students should
section covers. The subheadings tell the name
underline He started a company to make vacuum
of an invention, the date it was invented, and
cleaners in 1902.
the name of the inventor.
Responses will vary, but should include Booth’s
Reading Strategy: Recognize experiment.
Sequence Students should underline When
Text Structure Students should circle retailer.
she appeared in her pants in about 1853, there
This word refers to Morris Mitchtom.
was more laughter than liberation.
Within thirty years the bike made bloomers ideal. Comprehension Check Students should
underline “Teddy’s Bears.” Responses will vary
Page 3 but should include the idea that the toys were
named for Theodore Roosevelt.
Text Structure Students should circle
telegraph lines. Page 6
Responses will vary, but should include the idea
that telegraph lines are electric wires that carry Comprehension Check Students should
messages. underline It had a drum that turned back and
forth to tumble clothes clean. Its motor was simply
Comprehension Check Students should bolted on to the outside of the machine. It wasn’t
underline He wanted to link the United States and very safe, but it saved women many hours of work.
Britain with a cable across the Atlantic Ocean.
Responses will vary, but should include the idea
Responses will vary.
that the electric washing machine was a labor-
Reading Strategy: Recognize saving device.
Sequence Students should draw boxes
Reading Strategy: Recognize Sequence
around 1866, 1869, and 1871.
Students should draw a box around 1924 and
Responses will vary, but should indicate that
1905.
1866 marks the discovery of intervals, or
19 years
periods; 1869 is the publication year of the
periodic table; and in 1871 the periodic table Comprehension Check Students should
was updated to show undiscovered elements. underline Epperson invented the ice pop by
accident in 1905…by leaving a drink with a stirrer
Page 4 in it out on a cold night.
The stick.
Comprehension Check Students should
underline Tailor Jacob Davis started making Page 7
denim pants with riveted pockets, to make them
strong for hard work. Comprehension Check Students should
Responses will vary, but should include the idea underline In 1928 he produced a gum that was
that the jeans had riveted pockets and they so stretchy he could blow bubbles with it.
didn’t tear apart easily. Responses will vary.
Text Structure Students should circle Reading Strategy: Recognize Sequence
discoveries transformed both everyday life and the Students should underline Possibly inspired
world of science. by real cats’ eyes, British engineer Percy Shaw
Responses will vary, but should include the idea invented them in 1934, but they were not used
that new inventions can affect everyone. until the following year.
Cat’s eyes were first used in 1935.

M03_KS_TRB_L08TX_8326_RCAK.indd 92 11/5/10 8:49:08 AM

 Comprehension Check Students should Text Structure Students should circle the
underline Their secret was in the rubber that word dazzle.
housed the reflectors. Whenever a car ran over a Responses will vary; a sample response: In
cat’s eye, a flexible “eyelid” wiped the reflectors addition, players often amaze audiences with
clean, ready for the next driver. leaping kicks that are as awesome as the flying
Responses will vary. dunks of professional basketball players.

Page 8 Page 15
Retell It! Responses will vary. Reading Strategy: Ask Questions
Reader’s Response Responses will vary. Students should underline A Little History.
Responses will vary, but sample questions
Think About the Skill Responses will vary. might be: When did soccer begin? or Where
did soccer begin?
Page 10 Text Structure Students should underline
Paragraph 1 error: was never established 1863.
Correction: was finally established in 1868 At that time, formal rules were adopted for
soccer, first by England then by other countries.
Paragraph 2 error: did it alone
Correction: hired a number of engineers Comprehension Check Students should
and scientists, including Charles Bright and circle Uruguay.
William Thomson The tournament is held every four years.

Page 11 Page 16
1. GAPS 6. BEST SELLERS Text Structure Students should circle the
2. BLOOMERS 7. WASHTUB word lifeline.
3. PATENT 8. WORLDWIDE Responses will vary; an example: For them,
4. MODERN 9. STIRRER soccer can sometimes be something that they
5. OUTSIDE 10. MILLIONAIRE depend on completely.
+ + + + + + + + + O B + + M + Comprehension Check Students should
B L O O M E R S + U + + + I + circle In 2004, a soccer team was organized
+ + + + + + + + T T + + + L + in Clarkston, Georgia, a small town outside of
+ + + + + + + H + S + + + L + Atlanta.
+ + + + + + S + T I + S + I + The team calls itself that because it is made up
+ + + + + A + N + D R + + O + entirely of refugees.
W + + + W + E + + E + + + N +
Copyright © by Pearson Education, Inc.

O + G + + T + + L + + + + A + Reading Strategy: Ask Questions

R + + A A + + L + + + M + I + Students should underline Warren St. John.
L + + P P + E + + + + O + R + Possible questions include: Where were
D + + + + S + + + + + D + E + you born? When did you arrive in the
W + + + T + + + + + + E + + + United States? Why do you play soccer?
I + + S T I R R E R + R + + +
D + E + + + + + + + + N + + + Page 17
E B + + + + + + + + + + + + + Text Structure Students should circle the
word wealthier.
Page 14 Sentences will vary.
Use What You Know Responses will vary. Comprehension Check Students should
Reading Strategy: Ask Questions underline they shared a love of soccer.
Students should underline the subheading The It helped them get to know each other. It also
Simplest Sport. helped them bridge the gap from their old
Responses will vary, but one possible question world to their new one.
might be: Why is soccer the simplest sport?

ELL13_TRB08_KS_U03_RCAK.indd 93 1/30/12 11:10:23 PM

 Reading Strategy: Ask Questions Possible Page 25
questions include: Where do they play? When
Text Structure Students should draw a box
is their next game?
around Harriet Tubman.
Responses may vary, but students should
Page 18 indicate that they expect to read about a
Retell It! Responses will vary. woman named Harriet Tubman who likely took
part in the Underground Railroad.
Reader’s Response Responses will vary.
Comprehension Check Students should
Think About the Skill Responses will vary. circle But the most famous conductor was Harriet
Tubman, a woman who had been a slave herself.
Page 20 Responses will vary, but answers might include
the fact that Harriet Tubman knew the terrible
Edit for Meaning
conditions that slaves faced and wanted to lead
Paragraph 1 error: It requires a lot of
them to freedom.
equipment.
Correction: It requires very little equipment. Comprehension Check Students should
circle Philadelphia.
Paragraph 2 error: Only the youngest kids
Responses will vary, but should include the
in the richest parts of of the world can usually
idea that it probably took several trips to help a
put together those two things.
number of family members escape.
Correction: Even the youngest kids in the
poorest parts of the world can usually put
together those two things. Page 26
Text Structure Students should draw a box
Page 21 around Civil War.
She served as a spy for the Union army.
Across
1. Season 7. Immigrants Reading Strategy: Skim Students should
5. League 9. Football underline the sentence Over a ten-year period,
6. England she traveled back to the South nineteen times to
help more than 300 slaves escape.
Down
Responses will vary. Students should indicate
1. Steal 4. Goalie
that Tubman made many trips to help
2. Eleven 8. Fans
hundreds of slaves escape.
3. Television
Comprehension Check Students should
circle They often spoke in code, using one word to
mean another.
Responses will vary, but should include the
Page 24 idea that only other runaways and their helpers
Use What You Know Responses will vary. could understand the code.
Text Structure Students should draw a box
Page 27
around continually.
Responses may vary. Text Structure Students should circle cover.
Responses will vary.
Reading Strategy: Skim Students should
circle runaway in the second sentence of Comprehension Check Students should
the first paragraph and runaways in the last circle Ohio.
sentence of the first paragraph and in the The Ohio River
second sentence of the second paragraph.
Text Structure Students should circle the
Responses may vary, but may include the idea
charts labeled Free States and Slave States.
that people helped runaways escape because
They show which states were free states and
they thought slavery was wrong.
which states were slave states.

ELL13_TRB08_KS_U03_RCAK.indd 94 1/30/12 11:10:39 PM

 Page 28 Page 33
Reading Strategy: Skim Students should Across Down
underline We do not have a complete history of 3. fugitive 1. stations
the Underground Railroad. 6. underground 2. disguise
1. There are few written records. 8. nurse 4. shelter
2. No one knows how many slaves escaped. 9. conductor 5. code
3. We don’t know how many people helped. 10. north 7. Ohio
Text Structure Students should draw a box Page 36
around estimate.
Responses will vary. Use What You Know Responses will vary.

Comprehension Check Students should Text Structure Students should draw a box
underline The ‘drinking gourd’ is what the around A Scientific Mystery.
fugitive slaves called the Big Dipper. Responses may vary, but students should
Responses will vary, but should include the indicate that the section will probably contain
idea that fugitive slaves used the Big Dipper as information about scientists working to solve a
a guide to the North and they needed a way mystery.
to refer to it safely so others would not learn Reading Strategy: Recognize Cause and
about their plans to escape. Effect Possible responses: death, suffering,
fever, headaches, backaches, or jaundice.
Page 29
Comprehension Check Students should Page 37
underline For the old man is waiting for to carry Comprehension Check Students should
you to freedom, If you follow the Drinking Gourd. circle the first paragraph.
Responses will vary, but should include the idea Responses will vary, but should include the
that the dead trees show the way. idea that patients’ fevers begin to rise, they
Text Structure Students should circle the bleed inside their bodies, and sometimes they
Chorus. The Chorus occurs three times. recover, but other times they die.
Comprehension Check Students should Reading Strategy: Recognize Cause and
underline When the sun comes back and the first Effect Students should underline an epidemic
quail calls, Follow the Drinking Gourd. that killed 20,000 people in 1878.
Responses will vary, but should include the idea Students should list any two of water, air, or
that slaves had to communicate in code. human contact.
Text Structure Students should draw a box
Copyright © by Pearson Education, Inc.

Page 30 around Dr. Carlos Finlay.

Retell It! Responses will vary. Dr. Finlay hoped to prove that mosquitoes
transmit yellow fever.
Reader’s Response Responses will vary.
Think About the Skill Responses will vary. Page 38
Text Structure Students should draw a box
Page 32 around habitats.
Paragraph 1 error: vigilante committees Responses will vary.
Correction: vigilance committees Comprehension Check Students should
Paragraph 2 error: similar climate and circle Finlay created a map that showed the
environment locations of yellow fever epidemics and the
Correction: different climate and habitats of different mosquitoes.
environment Responses will vary, but should include the
idea that Finlay proved a connection between
the locations of mosquitoes and yellow fever
epidemics.

ELL13_TRB08_KS_U03_RCAK.indd 95 1/30/12 11:10:50 PM

 Reading Strategy: Recognize Cause and Students should underline As a result, many
Effect Students should underline While in countries experienced fewer cases of yellow fever.
Cuba, 2,000 American troops came down with
Comprehension Check Students should
yellow fever!
circle It was found that monkeys in the African
Reed was put in charge of a group that looked
rain forest were the original source of the yellow
for the cause of yellow fever.
fever virus.
Responses will vary, but should include the
Page 39 idea that mosquitoes that bit monkeys then bit
Comprehension Check Students should people and spread the disease to the human
underline They also discovered a relationship population.
between mosquitoes and a disease called malaria. Text Structure Students should draw a box
Responses will vary, but should include the around the word vaccine.
idea that Lazear used this information to begin Responses will vary.
to think that mosquitoes were also the cause of
yellow fever.
Page 42
Reading Strategy: Recognize Cause and
Retell It! Responses may vary.
Effect Students should underline Lazear
took them back to commission headquarters and Reader’s Response Responses will vary.
experimented on human volunteers. Lazear even
Think About the Skill Responses will vary.
experimented on himself.
Lazear contracted yellow fever and died.
Page 44
Text Structure Students should circle proof.
Responses will vary. Paragraph 1 error: few scientific advances
Correction: many scientific advances
Page 40 Paragraph 2 error: there was no
connection
Comprehension Check Students should
Correction: there was a connection
underline He offered to pay them $100. The
volunteers would receive an additional $100 if
they became ill. Page 45
Responses will vary. 1. JAUNDICE 6. MALARIA
Text Structure 2. EPIDEMIC 7. TENT
1. One group was exposed to items used by 3. HYPOTHESIS 8. BITES
yellow fever patients. 4. CUBA 9. BACKACHE
2. The other group was exposed to mosquitoes 5. SURGEON
that had bitten yellow fever patients. Answer: MOSQUITO
Reading Strategy: Recognize Cause and
Effect Students should underline Even so, all
the volunteers in this tent came down with the
disease.
Page 48
Scientists learned that mosquitoes passed
Use What You Know Responses will vary.
yellow fever from sick people to healthy
people. Text Structure Students should circle
“Sowing the Seeds of Peace.”
Page 41 Responses may vary, but should indicate that
people sow seeds to grow plants. Students
Reading Strategy: Recognize Cause and might reply that the article will discuss people
Effect who are doing things to encourage peace to
1. Cover backyard containers that held water grow.
2. Screen windows
3. Kill mosquito eggs

ELL13_TRB08_KS_U03_RCAK.indd 96 1/30/12 11:11:03 PM

 Reading Strategy: Compare and Contrast Page 51
Responses will vary. Possible answers may
Comprehension Check Students should
include two of the following:
underline I only sporadically interjected my
1. Same: They are both teenagers; they are both
voice, reminding them not to hold each other,
girls; they both attend the Seeds of Peace
as individuals, responsible for the actions of their
camp; they are both from the Middle East.
governments.
2. Different: They come from different places;
Responses may vary, but might suggest it was
Noor knows Arabic and Shirlee knows
important because otherwise the discussion
Hebrew.
could lead to blaming or name-calling.
Page 49 Text Structure Students should circle
sporadically.
Comprehension Check Students should Responses may vary, but sample answers
underline In the close quarters of tiny cabins and include “every once in awhile” or “sometimes.”
bunk beds, bunk counselors encourage the campers
to ignore national and ethnic boundaries as they Reading Strategy: Compare and Contrast
make friends with their immediate neighbors. Students should draw a box around I felt
Responses may vary, but should indicate that relieved.
the teenagers sleep side-by-side, share a sink Responses may vary, but should indicate the
and participate in group games. feeling is different. The counselor feels tense
when sensitive issues come up.
Text Structure Students should draw a box
around traditional summer camp activities.
Responses will vary. Students should list three
Page 52
types of sports (such as basketball, swimming, Text Structure Students should circle “Seeds
etc.) and/or games (such as ping pong and of Peace: Cultivating Friendships.”
board games) that kids might participate in at a Responses may vary, but should suggest the
summer camp. second article will tell more about the Seeds of
Peace International Camp and the friendships
Reading Strategy: Compare and Contrast
that form among the teenagers who attend it.
Responses will vary. Possible answers may
include two of the following: Comprehension Check Students should
1. Same: Campers sleep in cabins; they take draw a box around Author John Wallach.
part in summer camp activities Responses may vary, but should indicate he
2. Different: The campers come from several founded the camp to help bring understanding
different nations; they participate in to the Middle East.
two-hour coexistence sessions.
Reading Strategy: Compare and Contrast
Copyright © by Pearson Education, Inc.

Students should underline Since that first camp,

Page 50 Seeds of Peace has expanded its programming
Comprehension Check Students should to include participants from twenty five different
draw a box around eight. nations.
Responses may vary, but should indicate the Responses may vary, but should indicate that
girls wanted to be ready to give their opinions at the first camp, only three nations were
on the topic. represented.
Text Structure Students should circle
legitimate.
Page 53
Responses will vary. Text Structure Students should circle Eitan
Paul (New Jersey).
Reading Strategy: Compare and Contrast
Responses may vary, but should suggest this
Students should underline Jerusalem.
section most likely describes the experiences of
Responses may vary, but should indicate Adar
a boy named Eitan Paul from New Jersey at the
believed Israelis should control Jerusalem, while
Seeds of Peace camp.
Aman believed Palestinians should have control
of the city.

ELL13_TRB08_KS_U03_RCAK.indd 97 1/30/12 11:11:14 PM

 Reading Strategy: Compare and Contrast Page 61
Responses will vary. Possible answers may
Comprehension Check Students should
include two of the following:
circle She decided to beautify the country by
1. Same: They are both teenagers; they both
preserving its wildflowers, native plants, and
attended the camp; they both enjoyed the
grasses.
experience.
2. Different: Eitan is a boy and Marisa is a girl; Text Structure Students should draw a box
Eitan came from New Jersey and Marisa around Native plants are those that have existed
came from Florida. in an area for a long time without having ever
been planted.
Comprehension Check Students should
Responses will vary but should include the
underline I keep in touch with my friends through
idea that native plants are disappearing due to
e-mail, the phone, and the mail.
human activities such as urban development,
Responses may vary, but should indicate she
farming, and the planting of non-native plants.
hopes to travel to the countries where they live
to visit them. Reading Strategy: Classify Possible
answers may include three of the following:
Page 54 1. urban development
2. farming
Retell It! Responses will vary. 3. non-native plants pushing the native plants out
Reader’s Response Responses will vary.
Think About the Skill Responses will vary.
Page 62
Text Structure Students should draw a box
Page 56 around mission.
Responses will vary.
Paragraph 1 error: no other country in the
Middle East is represented. Reading Strategy: Classify Students
Correction: and other Middle East countries. should underline red Indian blanket.
Responses will vary but should include: Native
Paragraph 2 error: harmony and accord plants protect the soil from erosion. They
Correction: conflict and violence anchor the soil and keep it in place. They also
hold water in the soil.
Page 57
Comprehension Check Students should
Across Down underline The National Wildlife Research Center
2. Maine 1. sites displays the flowers and plants it helps to preserve,
7. Egypt 3. alphabet and it supports programs to protect our ecological
8. games 4. founder heritage.
9. leaders 5. bedtime Responses will vary but should include the idea
10. green 6. cabins that the organization displays the flowers and
plants it preserves, and supports programs to
Page 60 protect our ecological heritage.
Use What You Know Responses will vary.
Page 63
Text Structure Students should circle hardy.
Responses will vary. Text Structure Students should circle crops.
Responses will vary.
Comprehension Check Students should
write Claudia. Responses will vary but should Reading Strategy: Classify Responses will
indicate that a “nickname” is not someone’s vary but should include three of the following:
actual name, but rather a name associated with 1. Plants release oxygen into the air.
certain qualities an individual possesses. 2. Plants are food for animals and humans.
3. Plants and insects keep each other alive.

ELL13_TRB08_KS_U03_RCAK.indd 98 1/30/12 11:11:25 PM

 Comprehension Check Students should Correction: Humans have important
underline Ladybugs eat insects called aphids. relationships with plants.
Farmers keep ladybugs to eat aphids, which
damage their crops. Page 69
1. OXYGEN 6. CONSERVATION
Page 64 2. MISSION 7. NATURE
Comprehension Check Students should 3. NATIVE 8. PARTNERSHIPS
draw a box around One example is the 2007 4. SYMBIOTIC 9. BENEFICIAL
Endangered Species Recovery Act. The government 5. TRIBUTE 10. ORGANISM
gives tax credits to citizens who conserve and + + + + + + + + + + + + + + +
protect the endangered plants and animals on + + + + + + + + + + + P + + +
their land. + + B E N E F I C I A L + + +
Responses will vary. + + + + + + + + I R M + + + +
Text Structure Students should circle + T + + + + + + T + S + + + +
wilderness areas. O + R + + + + N O + I + E + +
Responses will vary. X + + I + + E A I + N + R + +
Y + + + B R + T B + A + U + +
Reading Strategy: Classify Students G + + + S U + I M + G + T + +
should underline It means clean air, clean E + + H + + T V Y + R + A + +
water, and preservation of wild areas. Of course, N O I T A V R E S N O C N + +
it also has an impact on beauty. (Students can + P + + + + + + + + + + + + +
underline the sentence about cleaner highways S + + + M I S S I O N + + + +
or the one discussing the prairies.) Native + + + + + + + + + + + + + + +
grasses, plants, and wildflowers also provide + + + + + + + + + + + + + + +
homes for birds and insects.
Responses will vary.

Page 65
Page 72
Comprehension Check Students should
Use What You Know Responses will vary.
circle or underline “Environmental First Lady.”
Text Structure Students should circle “97
Text Structure Students should draw a box
Orchard Street.”
around confident that good things will happen.
Responses will vary.
Responses will vary.
Reading Strategy: Use Visuals Answers
Reading Strategy: Classify Students
will vary.
Copyright © by Pearson Education, Inc.

should underline environmental and economic

reasons and for reasons of the heart.
Responses will vary.
Page 73
Comprehension Check Students should
Page 66 underline The only way to explore the museum is
through a guided tour.
Retell It! Responses will vary. Responses will vary, but should indicate that
Reader’s Response Responses will vary. the apartments give visitors a realistic portrait
of how immigrants once lived.
Think About the Skill Responses will vary.
Text Structure Students should circle
garment industry.
Page 68
Responses may vary but could include
Paragraph 1 error: nitrogen designer, seamstress, shop owner, factory
Correction: oxygen worker, etc.
Paragraph 2 error: Humans don’t have Reading Strategy: Use Visuals Answers
important relationships with plants. will vary.

ELL13_TRB08_KS_U03_RCAK.indd 99 1/30/12 11:11:36 PM

 Page 74 Page 79
Comprehension Check Students should 1. IMMIGRANT 6. INSPECTOR
underline An unrestored apartment in the 2. MUSEUM 7. LABOR
building drives home the nineteenth-century 3. RESIDENTS 8. LETTERS
reform movement’s campaign for improved 4. COSTUME 9. SITES
housing. 5. HOUSING 10. HARD TIMES
Responses will vary.
+ + + + + + + + H + + + + + +
Text Structure Students should circle + + + + + + + + A + S + + + I
tolerance and place a check mark beside the + + S + + L + + R + I + + + N
acceptance of other people and cultures as they are. + + R + + A + + D + T + + + S
Responses will vary. + + E + + B + + T + E + + + P
+ + T + + O + N I + S + + C E
Comprehension Check Students should
+ + T + + R A + M + + + O + C
draw a box around the Lower East Side.
+ + E + + R + + E + + S + + T
Responses will vary, but students might
H + L + G + + + S + T + + + O
indicate that on a walking tour visitors can
O + + I + + + +
+ U + + + + R
learn more about the neighborhood and see
U + M U S E U MM + + + + + +
other important historical sites in the area.
S M + + + + + E + + + + + + +
I + + + + + + + + + + + + + +
Page 75 N + + R E S I D E N T S + + +
Reading Strategy: Use Visuals G + + + + + + + + + + + + + +
Answers will vary.
Page 82
Text Structure Students should circle To
help unite the diverse community surrounding it, Use What You Know Responses will vary.
the museum has organized the Lower East Side Text Structure Students should circle
Community Preservation Project. ultralight and underline a single-seat, powered
Responses will vary, but students might airplane that weighs less than 254 pounds.
indicate that the project helps identify historic Responses will vary, but students might
places. indicate that an ultralight plane would be less
Comprehension Check Students should likely to scare the birds away.
underline The sites represent the different groups Reading Strategy: Monitor
who have lived in the neighborhood since the Comprehension Students should draw a
1800s. box around the third paragraph.
They plan to create historical markers and place Responses will vary.
them at each site.
Page 83
Page 76
Reading Strategy: Monitor
Retell It! Responses will vary. Comprehension Students should draw a
Reader’s Response Responses will vary. box around the first paragraph.
Responses will vary but should mention that
Think About the Skill Responses will vary. a disease could wipe out the single flock, so
government agencies came together to find a
Page 78 solution and came up with a plan to create a
second flock.
Paragraph 1 error: extremely wealthy
people Comprehension Check Students should
Correction: poor and immigrant city- underline The eggs were kept at the Necedah
dwellers National Wildlife Refuge in Wisconsin and
Patuxent Wildlife Center in Maryland.
Paragraph 2 error: are not
Responses will vary but should indicate that
Correction: are
there were many more sandhill cranes, so if

ELL13_TRB08_KS_U03_RCAK.indd 100 1/30/12 11:11:47 PM

 anything went wrong, that species would not Page 89
become endangered.
1. EXTINCTION 6. FLORIDA
Text Structure Students should circle shy 2. WETLAND 7. HATCHLINGS
and underline nervous around something or 3. REFUGE 8. FLIGHT
someone. 4. EGGS 9. ROUTE
Responses will vary. 5. WISCONSIN 10. SANDHILLS

Page 84
Reading Strategy: Monitor
Comprehension Students should underline Page 92
a word in the second paragraph that they don’t
understand. Use What You Know Responses will vary.
Responses will vary. Text Structure Students should draw a box
Text Structure Students should circle around April 10, 1966.
October 3, 2000. On that date, thousands of workers came to
Scientists began to lead the birds from the Sacramento to see César Chávez.
Necedah refuge to Florida. Reading Strategy: Distinguish Fact from
Comprehension Check Students should Opinion Students should list:
underline The route from Wisconsin to Florida 1. The work was hard.; 2. Their lives were hard.
was 1,250 miles.
Responses will vary. Page 93
Reading Strategy: Distinguish Fact from
Page 85 Opinion Students could underline the
Reading Strategy: Monitor sentence César’s life hadn’t always been so hard
Comprehension Students should draw a or They were not rich, but life was good.
box around a key term in the first paragraph. Responses will vary, but might include: He was
Responses will vary. born near Yuma, Arizona. He was born in 1927.

Comprehension Check Students should Comprehension Check Students should

underline Of the thirteen sandhills that began underline California.
the journey, eleven actually landed in the Florida Responses will vary, but students should
refuge. indicate that people were poor during the
Responses will vary. Great Depression and could no longer afford to
shop in their store.
Copyright © by Pearson Education, Inc.

Page 86 Text Structure Students should circle From

School to the Fields.
Retell It! Responses will vary. Responses may vary. Students might indicate
Reader’s Response Responses will vary. that Chávez will no longer be attending school.
Instead, he will most likely work in farm fields.
Think About the Skill Responses will vary.
Page 94
Page 88
Text Structure Students should circle the
Paragraph 1 error: the birds froze during word grueling.
winter? Responses will vary; an example: Farm work
Correction: a disease spread through the was very difficult and painful.
flock?
Comprehension Check Students should
Paragraph 2 error: had dropped to less draw a box around the U.S. Navy.
than 150. He faced discrimination in the Navy, which
Correction: was over 180. helped him realize that farm workers should
fight for better treatment.

10

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 Reading Strategy: Distinguish Fact from Comprehension Check Students should
Opinion Students should underline one of underline for over 30 years.
the first four sentences. He starved himself, marched, went to jail, and
An opinion would be: At last, Chávez would received death threats.
have a chance to change things.
Page 98
Page 95
Retell It! Responses will vary.
Reading Strategy: Distinguish Fact from
Reader’s Response Responses will vary.
Opinion It is an opinion.
Students can underline any sentence in the Think About the Skill Responses will vary.
third paragraph.
Comprehension Check Students should Page 100
draw a box around the quote, Don’t buy grapes! Paragraph 1 error: dropped out of the
He felt they needed the rest of the country to march.
support the strike. Correction: joined the march each day.
Text Structure Students should circle the Paragraph 2 error: San Francisco to
word boycott. Denver
Responses may vary, but should indicate that Correction: Delano to Sacramento
during a boycott shoppers refuse to buy goods
or services as a protest against the company
Page 101
that makes or sells them.
1. YUMA 6. CAPITOL
Page 96 2. MIGRANT 7. BANNERS
3. CHEMICALS 8. CALIFORNIA
Text Structure Students should circle 4. UNION 9. SUPERMARKETS
March 17, 1966. 5. STRIKE
Chávez began a march with 67 other Answer: DISCRIMINATION
protestors.
Comprehension Check Students should Page 104
draw a box around Reporters and film crews.
Use What You Know Responses will vary.
They learned how farm workers lived and
shared it with others. Text Structure Students should circle sign-
language interpreter.
Reading Strategy: Distinguish Fact from
Responses will vary.
Opinion Students should underline the
sentence The growers didn’t like the publicity. Reading Strategy: Identify Main Idea and
Responses may vary. Possible responses Details Students should circle Abrahamson
include: The growers finally agreed to the plays football for the California School for the
union’s demands. Deaf—Riverside (CSDR). The main idea is that
the California School for the Deaf—Riverside
Page 97 has a football team.
Students should underline several sentences
Comprehension Check Students should on the page that contain details to support the
circle California’s lettuce growers. main idea, such as The CSDR Cubs play against
He organized strikes and boycotts against them hearing and hearing-impaired schools.
to improve the lives of their workers.
Text Structure Students should draw a box Page 105
around the year 1975.
Text Structure Students should circle Losers
The state of California passed the Agricultural
to Winners.
Labor Relations Act, which promised basic
Students should indicate that the team will
rights for farm workers.
start winning more games than they lose.

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 Comprehension Check Students should Page 108
draw a box around two games.
Retell It! Responses may vary.
Responses will vary, but should indicate that
they skipped practice whenever they felt like it. Reader’s Response Responses will vary.
They did drills at half-speed.
Think About the Skill Responses will vary.
Reading Strategy: Identify Main Idea
and Details Students should circle That all Page 110
changed when a new coach, Len Gonzales, took
over in 2001. Paragraph 1 error: International Sign
Students can underline one of several details in Language and flag code, designed by the
that paragraph, such as Gonzales played football coaches
at CSDR in the 1980s and 1990s. Correction: American Sign Language and
their own code
Page 106 Paragraph 2 error: waves to
Correction: taps
Reading Strategy: Identify Main Idea
and Details Students should underline the
sentence Gonzales and his coaching staff brought Page 111
more structure to the program. Across Down
Responses will vary. Students might indicate 2. Winning 1. Football
they did more weight training, or went to 3. Camp 2. Wiggle
summer football camps, etc. 5. Waves 4. Practice
Text Structure Students should circle the 7. Gallaudet 6. Sign
year 2002. 9. Code 8. Victory
The team won five out of ten games.
Comprehension Check Students should
underline CSDR uses a combination of American
Sign Language and its own code, designed by the Page 114
coaches, to call plays.
Responses will vary, but should indicate that Use What You Know Responses will vary.
the other players go when they see the center Text Structure Students should circle the
make the pass. first paragraph.
The main idea is that people first walked on the
Page 107 moon on July 21, 1969.
Comprehension Check Students should Reading Strategy: Take Notes Students
Copyright © by Pearson Education, Inc.

underline They request only that the referees should underline NASA.
wave their arms as well as blow their whistles to It stands for National Aeronautics and Space
signal the end of a play. Administration.
Responses will vary.
Reading Strategy: Identify Main Idea Page 115
and Details Students should underline Comprehension Check Students should
Even though the Cubs can’t hear noise, they can underline The crash was so powerful that it
make it. chipped off a gigantic chunk of our planet and
Responses may vary. Possible details students kicked it into space.
might circle include: The players and coaches It occured 4 billion years ago.
whoop and holler.
Text Structure Students should draw a box
Text Structure Students should draw a box around telescopes.
around stands. Responses will vary, but should indicate that
Responses may vary. Student definitions should people use telescopes to see things that are
indicate that stands are the sections where very far away.
people sit during a sporting event.

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 Comprehension Check Students should Page 119
circle By setting up telescopes on the moon’s surface,
Comprehension Check Students should
researchers could get a clearer view of space.
underline So far, they have been responsible for
Responses will vary.
the deaths of seventeen people.
Responses will vary.
Page 116
Reading Strategy: Take Notes Students
Text Structure Students should draw a box should circle two details from the second
around Home Base. paragraph.
Responses will vary. Responses will vary.
Comprehension Check Students should Text Structure Students should draw a box
circle two and a half days and underline nine around invest.
months. Instead, we should spend our time, money,
Responses may vary, but should indicate that and energy on additional robotic projects.
the moon is a lot closer, so it’s safer and easier
to travel there than to Mars. Page 120
Reading Strategy: Take Notes Students Retell It! Responses will vary.
should underline two details from the second
paragraph. Reader’s Response Responses will vary.
Responses will vary. Sample answer: A Colony Think About the Skill Responses will vary.
on the Moon.
Page 122
Page 117
Paragraph 1 error: 100 planets inside our
Text Structure Students should draw a box solar system
around cargo vehicles. Correction: 100 planets outside our solar
Responses will vary. system
Reading Strategy: Take Notes Students Paragraph 2 error: manned space flights
should underline two details from the first has risen, . . . robots in space has dropped
paragraph. Correction: manned space flights has
Responses will vary. dropped, . . . robots in space has risen
Comprehension Check Students should
underline Figuring out how to live on the moon Page 123
could teach scientists the skills needed to keep Across Down
exploring the rest of the universe. 5. oxygen 1. manned
Responses will vary. 6. triumph 2. astronauts
7. telescopes 3. mine
Page 118 8. chalky 4. nine
10. robots 9. craters
Text Structure Students should circle No
11. base
Need to Establish a Moon Base.
Responses will vary, but should suggest this
Page 126
article will examine the opposite point of the
view of the first. Use What You Know Responses will vary.
Comprehension Check Students should Text Structure Students should circle the
underline However, both actions are unnecessary, first two paragraphs.
dangerous, and expensive. This article will be about the sun.
Astronauts first landed there in 1969.
Reading Strategy: Connect Ideas Students
Reading Strategy: Take Notes Students should circle An ancient Idea.
should underline two details from the second Responses will vary, but should include
paragraph. something about ancient people and how they
Responses will vary. used the sun.

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 Page 127 Text Structure Students should draw a box
around The Sun Belt.
Comprehension Check Responses will vary.
Responses will vary, but should include the use
Text Structure Responses will vary. or development of solar power in the Sun Belt.
Comprehension Check Students should Comprehension Check Students should
underline need for something. underline They have many sunny days each year,
Responses will vary. so there is great potential to use solar energy for
many different purposes.
Page 128 Responses will vary, but can include that
solar power is renewable or better for the
Comprehension Check Students should environment.
circle Today, the International Space Station gets
some of its power from solar cells.
Page 131
Text Structure Students should underline In
Comprehension Check Students should
the 1970s, oil was expensive and in short supply.
underline Many cities have special programs that
Responses will vary.
focus on increasing solar energy use.
Reading Strategy: Connect Ideas Students Responses will vary.
should circle scientists needed ways to power
objects in space and The Amount of attention Page 132
given to solar energy often depends on the price
and availability of other fuels. Retell It! Responses will vary.
Responses will vary, but should indicate that Reader’s Response Responses will vary.
the main ideas are connected because both
explain why solar energy was developed. Think About the Skill Responses will vary.

Page 129 Page 134

Comprehension Check Students should Paragraph 1 error: panels are becoming
circle It will not run out for a very long time. more expensive
Responses will vary, but should include that Correction: panels are becoming less
solar energy can be restored when it runs out. expensive

Text Structure Students should circle Paragraph 2 error: bicycles

appliances. Correction: appliances
Responses will vary.
Page 135
Reading Strategy: Connect Ideas Students
Copyright © by Pearson Education, Inc.

should circle Today, there is renewed interest in 1. consists 6. beneath

solar technology for a variety of reasons and Solar 2. renewable 7. located
energy is a renewable resource. 3. criteria 8. influence
These main ideas tell us that solar power is 4. positive 9. potential
popular for many reasons. 5. features 10. solar

Page 130
Comprehension Check Students should
circle Many calculators have small solar cells.
Responses will vary, but students may point out
that solar panels can be seen on roofs.

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