Decoding

Name

Short and Long o Sounds

> Read each sentence. Find the word that includes the short or long o vowel
sound. Underline the vowel or vowel team that makes the sound. Below the
sentence, underline “Short o Sound” or “Long o Sound.”

1. The bold kitten climbed to the highest bookshelf.

Short o Sound Long o Sound

2. Yesterday, my lunch was a bowl of vegetable soup.

Short o Sound Long o Sound

3. It seems odd that the students aren’t talking during recess.

Short o Sound Long o Sound

4. Chandra woke at sunrise and couldn’t get back to sleep.

Short o Sound Long o Sound

5. Do you like raisins and brown sugar in oatmeal?

Short o Sound Long o Sound

6. My sister builds forts out of couch pillows.

Short o Sound Long o Sound

7. I looked at my grades online, at the school’s website.

Short o Sound Long o Sound

8. Ken used the globe to find the Weddell Sea.

Short o Sound Long o Sound

9. Raj is a hero because he risks his life to help people.

Short o Sound Long o Sound

10. The little tot screamed with delight and ran around the playground.
Short o Sound Long o Sound

Grade 4 28 Module 2 • Week 1

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 Vocabulary
Name

Critical Vocabulary
You can use the words you learn from reading as you talk and write.

> Use details from The Science Behind Sight to support your answers to
the questions below. Then use the Critical Vocabulary words as you talk with
a partner about your answers.

1. What would happen if light did not reflect off solid objects?
We would not be able to see them.

2. Which would you describe as transparent, a brick wall or a window? Explain.

A window is transparent because light goes through it.

3. Why is it easier to judge the distance between two objects with both eyes at the
front of your head?
It is easier because each eye sees slightly differently. Our brains use the two views to

figure out distance and speed.

4. What would you use to illuminate a large area?

I would use an electric lamp.

5. Would you need a luminous object to read a book if you were in a bright room?
Why or why not?
We would not need a luminous object because a bright room has light so we

can see.

> Choose two of the Critical Vocabulary words and use them in a sentence.

Responses will vary.

Grade 4 29 Module 2 • Week 1

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 Comprehension
Name

Text and Graphic Features

Informational text often includes text features such as headings and boldfaced
words. Informational text usually includes one or more graphic features such as
photographs, diagrams, and illustrations.

> Answer the questions about page 115 of The Science Behind Sight.

1. How does the diagram connect to the text in the caption?

The diagram shows how the shape of the lens changes when you’re looking at

something near or far away.

2. How does the diagram add to your understanding of the ideas in paragraph 16?
The text explains how the shape of the lens changes so the object you’re looking at

is in focus. The diagram shows what the lens looks like when seeing near and far.

> Choose another diagram in The Science Behind Sight.

3. What does the diagram explain?

Responses will vary.

4. How does the diagram add to your understanding of the text?

Responses will vary.

Grade 4 30 Module 2 • Week 1

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 Decoding
Name

Short and Long o Sounds

> Read each sentence. Under the blank are the words “Short o Sound” or
“Long o Sound.” Find a word from the box that contains that vowel sound
and makes sense in the sentence. Write the word in the blank.

Short o Sound Long o Sound

frosty bowling
lobby grove
plodded protested
softened toasted

1. The school’s lobby area is by the front door.

  Short o Sound  

2. The sound in the bowling alley was like thunder.

  Long o Sound  

3. I plodded toward the car, dragging my feet all the way.

  Short o Sound  

4. This grove of trees is home to lots of wildlife.

  Long o Sound  

5. Mark toasted some bread for breakfast.

  Long o Sound  

6. The frosty winter air felt clean and crisp.

  Short o Sound  

7. Sara whined and protested her early bedtime.

  Long o Sound  

8. The butter softened and melted under the hot sun.

  Short o Sound  

Grade 4 31 Module 2 • Week 1

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 Generative
Vocabulary
Name

Latin Root lumin

The words luminous and illuminates contain a root that has Latin origins.
The meaning of the root lumin is “light.”

> Complete the chart with other words that contain the root lumin.

lumin

illumination

luminance

luminary

luminescence

> Write a sentence for each word in the chart.

Responses will vary.

Grade 4 32 Module 2 • Week 1

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 Comprehension
Name

Text Structure
Authors use different text structures, or ways of organizing information in a text.
Figuring out a text’s structure can help you understand its important ideas.

This chart names the purposes of common text structures and linking words that
can help you identify them.

Text Structure Purpose Linking Words

Comparison To describe how things are similar but, both, however, instead
and different
Cause/Effect To explain what happened and why because, in order to, as a result
Chronological To explain events in order before, next, then, last, after
Problem/Solution To show problems and solutions if-then, so that, because

> Answer the questions about pages 116 and 117 of The Science Behind Sight.

1. What is the structure of this part of the text? How do you know?
Comparison contrast; The author compares and contrasts animals with eyes at the

front and animals with eyes at the side of their heads.

2. How does knowing the text’s structure help you understand the main ideas on
these pages?
When the text is organized by comparing and contrasting two things, the

relationship between ideas is more clear.

> Revisit page 122 in The Science Behind Sight.

3. What is the text structure?

chronological, or sequence

4. How does this text structure help you create a pinhole camera?
It gives me the steps in order to make the camera.

Grade 4 33 Module 2 • Week 1

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 Comprehension
Name

Content-Area Words
Content-area words are words about a specific topic. Readers can figure out the
meanings of these words by looking for context clues in the sentence or in the
paragraph and in visuals.

> Turn to page 113 of The Science Behind Sight.

1. Which word is a content-area word, eyelid or protect? How can you tell?
Eyelid is a content-area word because it is a science word that describes a part of

the eye. Protect is a word that could be related to any topic.

2. Why is the word iris a content-area word?

It is a part of the eye.

3. What clues around the word iris help you know what iris means?
The diagram shows the iris and the definition is given in the first sentence of

paragraph 11: “The colored part of your eye.”

4. What clues around the word pupil help you know what pupil means?
The diagram shows the pupil and the definition is given in the sentence: “The black

spot in the middle of the iris is an opening called the pupil.”

> Find and list the content-area words on page 113.

Content-Area Words:

eyelids tears tear duct

iris pupil eye

Grade 4 34 Module 2 • Week 1

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 Decoding
Name

Syllable Division Patterns: VCCV, VCV, VV

> Read each sentence. Look carefully at the underlined word. Write the underlined
word in the correct column to show which syllable division pattern it follows.

Sentence VCCV VCV VV

1. There was an old trunk in the attic. attic

2. Each year our class has a poetry festival. poetry

3. The lion is native to Africa. lion

4. I try never to be late for school. never

5. A farmer uses a tractor to plow his fields. tractor

6. Our dog is a rescue from the shelter. rescue

7. The dentist told us to brush our teeth more often. dentist

8. The kitten’s fur was as smooth as velvet. velvet

9. There is a hotel near the airport. hotel

10. She was in a hurry to open the package. open

Grade 4 35 Module 2 • Week 2

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 Vocabulary
Name

Critical Vocabulary
You can use the words you learn from reading as you talk and write.

> Use your understanding of the Critical Vocabulary words to support your
answers to the questions below. Then use the Critical Vocabulary words as you
talk with a partner about your answers.

1. What is something you relish?

Responses will vary. Students may suggest activities such as opening a gift or

swimming.

2. What familiar object can’t you do without?

Responses will vary. Students may say their computers, their tablets, or other

devices.

3. What time of year do you savor most?

Responses will vary. Students may describe a time when they went camping or

hiking.

4. How might you enhance your chances of doing well on a test?

Responses will vary. Students may suggest studying or getting a good night’s sleep.

> Write a sentence using two Critical Vocabulary words below.

Responses will vary.

Grade 4 36 Module 2 • Week 2

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 Comprehension
Name

Media Techniques
Media is the means of communication through radio, newspapers, television,
magazines, and the Internet. Media techniques are the methods through which
information is communicated. Media techniques include sound and visual elements,
live action, animation, and information.

> Answer the following questions about Animal Senses.

1. How does the video help you understand more about the animal sense of hearing?
Possible answer: The video shows how ears are arranged differently on

different animals to help them hear sounds.

2. How does the video help you understand more about the animal sense of touch?
Possible answer: It shows how some animals use their fingers to do different

things such as hanging onto a tree or exploring nature. It shows how sensory

whiskers help guide animals in their environments.

3. How is the video helpful in understanding more about animal sounds?

Possible answer: I can hear examples of the different types of sounds that

animals make in the video. It shows different types of ears that animals have.

Grade 4 37 Module 2 • Week 2

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 Decoding
Name

Words with Syllable Division

Patterns: VCCV, VCV, VV
> Choose the word with the given syllable division pattern to complete
the sentence. Write the word on the line.

1. The riverbank was muddy and steep. VCCV

muddy wet

2. The farmer’s field was full of clover . VCV

wheat  clover

3. A carpenter uses a hammer in his work. VCCV

saw  hammer

4. The lion took a nap in the warm sun. VV

tiger  lion

5. We could smell the bacon cooking in the kitchen. VCV

bacon  waffles

6. Our music teacher will play the piano for our class concert. VV
piano  trumpet

7. In science class, we used magnets for our experiment. VCCV

magnets  heat

8. She has a great idea for high-speed transportation. VV

plan  idea

Grade 4 38 Module 2 • Week 2

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 Vocabulary
Name

Critical Vocabulary
You can use the words you learn from reading as you talk and write.

> Use your understanding of the Critical Vocabulary words to support your
answers to the questions below.

1. What could happen if rules are not accepted by all members of a group?
There would be chaos, nothing would get done.

2. What obstacles might stand in the way of someone becoming an Olympic

athlete?
Insufficient training, lack of support, lack of opportunity.

3. What is a command you would give to a dog?

Lie down, sit, roll over.

4. Why is denying your feelings a bad idea?

Because then no one will know who you really are.

5. When did you have to adapt to a new situation?

When we moved to another town, when my mom got a new job.

6. Why do people feel better when they comfort others?

It makes them feel useful, it takes their minds away from themselves.

> Choose two of the Critical Vocabulary words and use them in a sentence.

Responses will vary.

Grade 4 39 Module 2 • Week 2

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 Comprehension
Name

Figurative Language
Figurative language is the use of words and phrases that create a feeling or image.
The words take on meanings beyond their everyday or dictionary meanings. The chart
below shows some examples.

Figurative Language Definition Examples

Simile Uses the word like or as to • She can sing like a bird!
compare two things • My cat’s fur is as smooth as silk.
Metaphor Compares two things or • His smile fills the room with
ideas without using like or as sunshine.
• His face was a wooden mask.
Idiom Has a different meaning • I’m so happy, I’m walking on air!
from the usual, or literal, • He let the cat out of the bag and
meaning of the words spoiled the surprise.

> Reread paragraph 3 in Blind Ambition. Then follow the directions below.

1. Find an example of an idiom and tell what it means.

Matthew says that Twyla helps him when he gets “fed up.” He is using an idiom.

Getting “fed up” means that a person has had enough of something.

> Reread paragraph 8 on page 136. Then follow the directions below.

2. What type of figurative language do you find in paragraph 8 and what does it
compare?
“Twyla hit it like Bambi on the ice” is the simile. Matthew is comparing Twyla

sliding over the slippery classroom floor to Bambi the deer sliding over ice.

3. Use a metaphor to describe Twyla.

Answers will vary. Example: Twyla is Matthew’s sunshine.

Grade 4 40 Module 2 • Week 2

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 Generative
Vocabulary
Name

Suffixes –ness, –ment

> Complete the chart with words that contain the suffix –ness or –ment.

–ness –ment
weakness movement
awareness enhancement
brightness accomplishment

> Write a sentence for each word in the chart.

Responses will vary.

Grade 4 41 Module 2 • Week 2

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 Comprehension
Name

Text Structure
Authors organize information in logical ways so readers can understand key ideas.
They want readers to notice how ideas fit together. The way authors organize ideas
in a text is called its text structure.

Authors choose a text structure that suits their purpose. For example, if authors
want to tell a story, they organize events in the order that they happened.

Text Structure Purpose

Compare/Contrast To explain how things or ideas are alike and different
Cause/Effect To explain what happened and why
Chronology To explain events in order
Problem/Solution To explain how problems were solved

> Reread the “On My Own” section on page 136 in Blind Ambition and answer the
following questions.

1. What helps Matthew play paintball and help at his school plays?
Matthew’s friends wear buzzers so he knows where they are; Matthew uses

Braille labels on the controls for the sound system.

2. How do these details help you understand the text structure?

The author uses a problem/solution text structure to explain how some of

Matthew’s challenges are solved.

> Reread paragraph 4 in Blind Ambition.

3. What is the text structure? How does the text structure help you understand the
story?
chronology; It helps me understand how long Matthew has been blind, why he

uses a guide dog, and how long he has had Twyla.

Grade 4 42 Module 2 • Week 2

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 Decoding
Name

Words with Vowels Sounds /ŭ/, /yōō/, and /ōō/

> Circle the word or words with the short u sound in each sentence.

1. What a beautiful bunch of grapes!

2. The mule got stuck in the ditch.

3. A trunk is useful to an elephant.

4. I trust people who tell the truth.

5. Scatter the crumbs for the ducks.

6. The man in the truck was hungry.

7. It is fun to amuse the baby.

8. We played with the puppies for hours.

9. If we are lucky, we’ll be home for lunch.

10. Aunt Ruth told me to brush my hair.

Grade 4 43 Module 2 • Week 3

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 Vocabulary
Name

Critical Vocabulary
You can use the words you learn from reading as you talk and write.

> Use your understanding of the Critical Vocabulary words to support your
answers to the questions below. Then use the Critical Vocabulary words as you
talk with a partner about your answers.

1. What’s the difference between a silly situation and an absurd situation?

Students may suggest that a silly situation can be funny while an absurd situation is

often strange and thought-provoking.

2. What would you do if you witnessed one classmate taunt another?

Students may suggest intervening or telling a grown-up.

3. Why might someone forfeit the chance to win a new bike?

Students may say that they never win anything or that buying the ticket costs

money.

4. What foods have you despised in the past but now enjoy eating?
Responses will vary.

5. What would you do if you think an approaching dog might be ferocious?

Students may say they would look for an owner or keep calm.

6. When have you prepared elaborately for an event?

Students may say a graduation, reunion, wedding, birthday, or costume party.

7. What would you want if you could have anything you coveted?
Students may suggest a skateboard or electronic device.

> Write a sentence using two Critical Vocabulary words below.

Responses will vary.

Grade 4 44 Module 2 • Week 3
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 Comprehension
Name

Plot
Most stories include the same main parts, or elements. Story elements include plot,
the series of events that make up the story. In a plot, the rising action builds as
readers learn the story’s problem. The action reaches a climax when the tension in
the story is the greatest. In the story’s falling action, readers learn about the
resolution, or how the story’s problem is solved.

In historical fiction, characters are from another time and place, or setting. The
characters give readers insight as to how people of that time might have thought,
spoken, and acted. Often, events that happen at the time of the story’s setting have
a great impact on characters’ lives.

> Read page 144 in The Game of Silence and answer the following question.

1. What details tell you about the historical setting? How does the setting add to the
story’s plot?
The story takes place in a tribal community on Lake Superior in 1850; this adds

to the plot because it is where the story begins and where it will develop from.

> Read paragraphs 8–11 in The Game of Silence and answer the following questions.

2. What details show how Omakayas and Pinch get along?

Pinch makes faces at Omakayas and places a burning wand next to her ankle.

Omakayas wants to hit Pinch with a soup ladle. They do not get along.

3. Why are these details part of the rising action?

These details make us wonder who will actually win the game and if the siblings

will ever get along.

4. Which events tell the falling action?

The falling action is when the children listened in and they got their prizes.

Grade 4 45 Module 2 • Week 3

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 Generative
Vocabulary
Name

Suffixes –y and –ly

> Complete the chart with words that contain the suffix –y or –ly.

–y –ly
rainy absurdly
foggy ferociously
snowy elaborately

> Write a sentence for each word in the chart.

Responses will vary.

Grade 4 46 Module 2 • Week 3

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 Comprehension
Name

Figurative Language
Figurative language is the use of words and phrases beyond their everyday
meaning. The chart shows some examples.

What It Is Example
Simile Uses the words like or as to In the freezing air, my breath
compare two things looked like puffy white clouds.
Metaphor Compares two things or ideas, The still, quiet lake was a mirror.
without using like or as
Imagery Uses words that appeal to the She smiled as the rich, sweet
sense of sight, hearing, smell, scent of cinnamon and apples
taste, and touch filled the air.

Authors use figurative language to help readers imagine or understand ideas in a

new or different way. Figurative language also helps readers notice an author’s voice,
or way of using language.

> Reread paragraph 4 in The Game of Silence and answer the following questions.

1. What words and phrases does the author use that appeal to the senses?
“bored her eyes,” “increasing intensity,” “lolled out his tongue,” “deranged awful

mask,” “ugly and absurd face,” “a pile of stones,” “clapped her hand to her mouth”

2. What does this sensory language help you understand?

It gives a distinct image of the brother’s face, and it shows how difficult winning

the game will be.

3. Identify a metaphor in this paragraph and explain its meaning.

“She would be a stone”; This means that Omakayas would be incredibly silent

just as a stone is silent.

Grade 4 47 Module 2 • Week 3

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 Decoding
Name

Words with Vowels Sounds /ŭ/, /yōō/, and /ōō/

> Read each sentence. Find a word from the box that makes sense in the sentence.
Write the word in the blank. Then circle the sound the word makes: /ŭ/, /yoo/, or /oo/.

bunch juice stew rescue under

refuse trust argue rude dew

brush clue truth tune trunk

1. When you say you will not do something, you refuse .

  /ŭ/ /yoo/ /oo/

2. Another name for a melody is a tune .

   /ŭ/ /yoo/ /oo/  

3. Another word for a group is a bunch .

  /ŭ/ /yoo/ /oo/  

4. The liquid squeezed from ripe fruit is called juice .

  /ŭ/ /yoo/ /oo/  

5. To save someone from danger is to rescue them.

  /ŭ/ /yoo/ /oo/  

6. Aunt Terry keeps a spare tire in the trunk of her car.

  /ŭ/ /yoo/ /oo/  

7. I looked for a clue in the story to find out what the

  /ŭ/ /yoo/ /oo/
word meant.

8. Mom knows she can trust me to feed the dog every morning.
  /ŭ/ /yoo/ /oo/  

Grade 4 48 Module 2 • Week 3

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 Comprehension
Name

Author’s Craft
Author’s craft is the language and techniques a writer uses to make his or her
writing interesting and communicate ideas to the reader. Sometimes authors use
literal language to express ideas in a text. There are other techniques that are used
as part of an author’s craft. The table below shows different techniques used by
authors as they write.

Technique Definition
Voice The author’s style that makes his or her writing unique
Mood The emotions and feelings the author wants the reader to have
while reading the text
Anecdote A short, funny, or interesting story related to what’s currently
happening or being discussed
Language Vocabulary, precise nouns, sensory words, and vivid verbs that
make the text more interesting
Hyperbole Exaggerations that make things sound bigger, better, or more than
what they truly are

> Reread page 152 and answer the following questions.

1. What phrases and other literal language does the author use to describe the
gathering in paragraph 14?
“squeezed into the lodge,” “made the lodge extra big,” “packed entirely full,”

“together they ate”

2. What purpose does this literal language and imagery serve?

The author is showing the importance of everyone coming together in times of

serious trouble. The neighboring tribe being pushed off their land is a problem

for everyone, not just the one tribe.

Grade 4 49 Module 2 • Week 3

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