Lesson Vocabulary 5 In Context
LessonVocabularyin Context51ELISA'SDIARYopponents2brutalThere must be atleast two opponents,or rivals, in anycompetition.Harsh, or brutal,weather can makerunning on the fieldvery difficult.34TARGET ssedobvioustypicallyA school is supposedly,or thought to be,where children learnabout the rsupposedlygorgeousMale parrots havegorgeous feathers. Therich colors help themcompete for mates.ContextCardsSocial StudiesStrategy:Visualize15.1.5 Build Vocabularyby Tracey E. Dilsoppoopponentsnentsbe atThere mustnents,least two oppoanyor rivals, incompetition.WhatDoesIt MeaOpponen?nts areone anopeother, ofte ple who comSpanishcognate: n in a contest. pete againstoponenThinktesAboutIt.Do youprefersportscompeteinExplain on teams, or which the oppcompeteyour answoneindividu ntser.Talk Itally?Over.With apartner,in a classpretendelecthattion.wouldList thre you are oppdoonentse thinlist with to win thegs thatelectionyour partyouner’s list. . CompareyourHOUGHTON MIFFLINOnline Leveled Books Houghton1220379HOUGHTON MIFFLIN HARCOURT5 246789RTXEAN L05.indd 85MifflinPMHarcourt 1/15/09 3:48:57PublishingCompany.All rightsreserved.5 246789RTXEAN L05.indd41861/15/093:49:21PML.5.4c consult reference materials,both print and digital, to findpronunciation and determine orclarify meaning1385 RFLESE861555 U1VC05.indd 138GoDigital5/1/12 2:14 PM
Lesson 5Study each Context Card.Use a dictionary or a glossary to help youpronounce the Vocabulary words.5embarrassed6obviousDon’t be embarrassedor ashamed if you havetried your best butfailed to win.A clear photo of thefinish line makes thewinner of the raceobvious.89preliminaryWhen strangers meet,shaking hands maybe the preliminary, orfirst, thing they do.sweepingThe winner of theelection made a broad,sweeping gesture tothank her supporters.7typicallyPlants compete forlight. Typically, orusually, those that getmore light grow faster.10officiallyThe judges officiallydeclared this lamb tobe the winner of thefirst-place blue ribbon.1395 RFLESE861555 U1VC05.indd 1394/25/2012 2:43:39 PM
Read andComprehendELISA'SDIARYGoDigitalTARGET SKILLTheme As you read “Elisa’s Diary,” look for the theme,or central message, of the story. The main character’sbehavior often provides clues to the theme. Use thisgraphic organizer to record Elisa’s qualities, motives, andactions. These details will help you determine the ter'sActionsThemeTARGET STRATEGYVisualize When you visualize, you use detailsin the text to form vivid mental pictures of thecharacters, settings, and events. As you read “Elisa’sDiary,” pause now and then to visualize what ishappening. Use your mental pictures to help youunderstand the story’s meaning.RL.5.2 determine theme from details/summarize1405 RFLESE861555 U1RC05.indd 1405/1/12 2:16 PM
PREVIEW THE TOPICLanguage and ExpressionLanguage conveys more than just facts. We use wordsto express our feelings, to share our experiences, andto make our friends laugh. People who speak the samelanguage can get to know each other easily. People whodon’t may struggle to understand each other.In the story you are about to read, Elisa has just movedto the United States. She has plenty of thoughts andfeelings, but she feels awkward expressing them inEnglish. When she starts school, she must find a wayto overcome this language barrier and adjust to hernew home.1415 RFLESE861555 U1RC05.indd 1414/25/2012 2:39:11 PM
Lesson 5ANCHORTEXTELISA'SDIARYMEET THE AUTHORDoris Luisa OronozAfter Doris Luisa Oronozand her family moved fromPuerto Rico to the UnitedStates, her children wentthrough experiences andfeelings very similar to thosethat Elisa goes through. Oronoz has said thatalthough this story is not based on real events,the emotions of Elisa’s character are drawnfrom her memory. They are a meditation onthe joys and difficulties children encounterTARGET SKILLTheme Examine the maincharacter’s actions and responseto problems to help youdetermine the story’s theme, ormessage.when they move to a new place.MEET THE ILLUSTRATORByron GinByron Gin lives near Chicago,Illinois, with his wife andtwo cats, Bear and Kathe.Born in California, Ginworked as an illustrator andGENRERealistic fiction includescharacters and events that arelike people and events in reallife. As you read, look for:challenges and conflicts thatmight happen in real lifecharacters’ feelings that seembelievableprintmaker beforebecoming a full-timepainter. One group of hispaintings, Street Series,captures people Ginhas glimpsed while walkingthrough downtown Chicago.RL.5.2 determine theme from details/summarize; RL.5.10 read and comprehendliterature142GoDigital5 RFLESE861555 U1ATO05.indd 1426/1/12 5:43 PM
ELISA'SDIARYby Doris Luisa OronozIllustrated by Byron GinESSENTIAL QUESTIONHow can overcominga challenge changesomeone’s life?1435 RFLESE861555 U1ATO05.indd 1434/25/2012 2:27:36 PM
“Today is the saddest day of my life,” Elisa wrote inher diary on March 25th. She was going to continue,but her father knocked on the door and said, “It’s nineo’clock, dear. Turn off the lights and go to sleep.” Elisaput her pen and notebook away in her backpack andpromptly obeyed.In the semidarkness she could just make out theobjects in her room. She had been here before, butit seemed to her as though it were the first time. Thebright, vivid colors of her bedspread, which she liked somuch, now seemed cold and muted.Elisa looked at the little porcelain squirrel andremembered the day it was given to her. It was the firsttime she visited this country. She had come to spendsome time with her grandmother. One night she hearda sound like something scratching under the eave ofthe house. She became frightened thinking that itmight be mice, and she ran to ask her grandmother.Grandma took her to the patio and motioned to herto be very quiet. When they reached the back, she sawtwo squirrels playing on the roof right above her room.They were sliding down a branch and leaping ontothe roof tiles to gather acorns. Then they would scurryback to the branch and do it all over again.1445 RFLESE861555 U1AT05.indd 1446/1/2012 3:39:09 PM
Since there were no squirrels in her country, this was a newexperience. She enjoyed watching the squirrels so much thatwhen her vacation was over, Grandma bought her a squirrelfigurine and put it on her night table.“It will be right here waiting for you when you get back.”“I’ll be back soon, Grandma. I love this place. Maybe someday I’ll come and live with you.”But that was then and this is now.“Who needs squirrels?” she asked herself.She closed her eyes and breathed deeply. She wasexhausted. It had been a long day that for some reasonhad gone slowly. That morning she had been inPuerto Rico, and now she was in the United Statesof America. Except that this time, supposedly, itwas forever. A tear rolled down her cheek andlanded on the pillow.1455 RFLESE861555 U1AT05.indd 1456/1/2012 3:39:16 PM
Elisa was ten years old, and her brother Francisco was twelve. Atleast if they were going to go to the same school, she would have feltprotected, but they weren’t. And of course, boys at that age typicallydon’t want anything to do with their little sisters anyway.“He’s unbearable,” she thought aloud. Just then, her brother came in.“Who’s unbearable?” asked Francisco.“You,” answered Elisa, holding nothing back.“Oh? Why is that?” asked her brother, surprised.“Because you leave me alone all day while you’re out running around.”“It’s obvious that you’re afraid to go out,” answered her brother. “Look,I’ve met some neighbors, and they’re nice.”“And in what language do you speak to them, huh?”“Well, in English.”“I can imagine the crazy things you come up with.”“But at least I try,” retorted her brother. “What you have to dois make an effort. If they don’t understand me, I talk with myhands until something happens.”1465 RFLESE861555 U1AT05.indd 1466/1/2012 3:39:22 PM
“I write well in English, and when I read, I understand a lot. But now,when they speak to me, I don’t understand a word.”“Listen, the woman who lives in the house on the corner—”“Which one?” interrupted Elisa.“The one who gave me two dollars to take care of her cat.”“What about her?”“She told me that she used to listen to the news on the radio and gotused to hearing English that way. Then, little by little, she understoodEnglish better and better.”“I don’t like the radio,” declared Elisa.“Turn on the TV, then, but not to those lovey-dovey soaps in Spanishand all that silly stuff you like.”“What do you want me to watch, then?”“Things from here, like baseball, football . . .”“Football is brutal. I despise sports!”“Oh well, if you’d rather be ignorant . . .”“O.K., forget it.”ANALYZE THE TEXTDialogue What does the dialoguebetween Elisa and Francisco revealabout each character? What makesit realistic?1475 RFLESE861555 U1AT05.indd 1476/1/2012 3:39:28 PM
Elisa regretted ever having wanted to be in the same school as herknow-it-all brother. She’d have to solve her problem on her own, but how?The summer came to an end, and the school year commenced. That’swhen she met José. That day she wrote in her diary,mala.etauGent fromdutsasI metds all hinepsehiet, anduqyrea wing inrHe’s vd,nwhead dosihhtiyes. Iekrtime wad,has sadeH.kooto mekla notebatotas goingwehthed andlimsthougtsjun’t. Hedidehtonce, bura wing.dnotpkeShe read what she had written and added, “I think I’m going to likethis school after all.”The fact is that she didn’t like the school one bit. The second day ofclasses, the English teacher called her name, which sounded more like“Alisha” than “Elisa.” She got up from her desk expecting a disaster, andthat’s exactly what happened. She was asked a question that she didn’tunderstand. When it was repeated, she understood even less. She wasso nervous that she could only stammer a few syllables “eh, ah, ah, uh.”She couldn’t continue, and she collapsed in her seat in front of thoseforty faces—her opponents—some disbelieving, some mocking. Howembarrassing!1485 RFLESE861555 U1AT05.indd 1486/1/2012 3:39:35 PM
Around noon, José’s turn came. He got up, and hespoke shyly of the customs and traditions of his country.He mentioned the quetzal—a bird with soft feathers, agreen crest, and a red chest. He told how this gorgeousbird was the symbol of power for the Maya and that todayit is officially the national bird of Guatemala. Finally, heshowed them a color drawing and told them proudly thatthe quetzal on the Guatemalan flag was an emblem ofnational liberty.Everyone clapped. He sat down, and, as always,he put his head down and went back to drawing.1495 RFLESE861555 U1AT05.indd 1496/1/2012 3:39:40 PM
In the afternoon each student wrote a composition. Elisa wrote abouther home, Puerto Rico. Like José, she described its customs and traditionsand explained the symbolism of Puerto Rico’s shield—a lamb, the emblem ofpeace and fraternity, appears in the green center. Above the lamb is a bundleof arrows, symbols of the creative force, and above the arrows is a yoke, whichrepresents the joining of forces necessary to attain success. She thought itturned out pretty well, but writing was one thing and talking was another.That night she didn’t open her diary because she was tired of complaining,even if it was only to her diary.The next morning Elisa smiled for the first time since classes had started.She got a good grade on her composition. She wanted to show it to everyoneso that they’d see that she wasn’t so dumb, but she didn’t do it. Maybe she’dshow it to José, though. Yes, to him. So during recess she called to him andproudly showed him her paper. He looked at it and, lowering his eyes, he saidwith a brief smile, “Congratulations.”1505 RFLESE861555 U1AT05.indd 1506/1/2012 3:39:49 PM
“Thanks.” said Elisa. “And how did you do?”“O.K.”“No doubt you got an A and you don’t want me to be embarrassed.”“No, it’s not that, Elisa. It’s that.I picked up English by listening. Youknow, ‘on the street.’ I never took English in school. I write it like I hear it, andeverything comes out wrong.”Elisa read the paper that he handed her, and in one sweeping glance, shesaw what he meant. She didn’t know what to say.“But you speak it very well,” Elisa tried to console him.“Speaking is one thing and writing is another.”“And vice-versa,” said Elisa.“And the opposite.”“And the other way around.”They laughed so hard that the rest of the kids came over to see what wasso humorous, but they didn’t tell anyone their secret. That afternoon, theymade a deal. She would assist him with writing, and he, in turn, would helpher with pronunciation.Twelve years later, Elisa was getting ready for work. She pulled down a boxof shoes from the top shelf of her closet. In the rush, several things fell on topof her. One of them was her old diary. It fell open to the last page. She pickedit up and read.Today I received my high school diploma.When I looked at myself in the mirror withmy cap and gown and my gold honors tassels,I remembered the little girl who arrived hereconfused, scared, and sad. I’m happy now.ANALYZE THE TEXTTheme What is the theme of the story?How does Elisa’s change over the courseof the story support the theme?1515 RFLESE861555 U1AT05.indd 1516/1/2012 3:39:56 PM
She put away the notebook, got dressed, and headedfor work. When she entered the classroom, her studentslooked at her—some shy, some confused, some scared.She saw those sad, preliminary, first-day-of-school looksthat she knew so well.She opened her lesson planner, thought a moment,and then shut it. She stood up and wrote on the board,“The joining of forces.”Then she said, “I’m going to tell you the story of aquetzal that came down to the plain with the gentlenessof a lamb, and a lamb that soared to great heights on thewings of a quetzal.”ANALYZE THE TEXTSequence of Events Why does theauthor end the story by jumpingahead in time to show Elis
Theme As you read “Elisa’s Diary,” look for the theme, or central message, of the story. The main character’s behavior often provides clues to the theme. Use this graphic organizer to record Elisa’s qualities, motives, and actions. These details will help you determine the theme. Theme Character's Qualities Character's Motives .
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
Vocabulary for Colloquial English Vocabulary for English: FCE Vocabulary for English: IELTS Vocabulary for English: PET Vocabulary for English: TOEFL Vocabulary for Hotels, Tourism, Catering Vocabulary for Law Vocabulary for Marketing Vocabulary for Medicine, 2nd edition -948549-96-3 1-901659-27-5 -948549-97-1 1-901659-11-9 1-901659-60-7 1 .
Lesson 10 SAT Essay Writing Prompt 93 Unit 2 Lesson 11 SAT Reading Passage 94 Vocabulary: Context Answers 97 Writing Practice: Pronouns 1 99 Vocabulary: Choosing the Right Use 100 Vocabulary: Synonyms and Antonyms 102 Lesson 12 SAT Reading Passage 103 Vocabulary: Context Answers 106 Writing Practice: Modifier Placement 1 108
Participant's Workbook Financial Management for Managers Institute of Child Nutrition iii Table of Contents Introduction Intro—1 Lesson 1: Financial Management Lesson 1—1 Lesson 2: Production Records Lesson 2—1 Lesson 3: Forecasting Lesson 3—1 Lesson 4: Menu Item Costs Lesson 4—1 Lesson 5: Product Screening Lesson 5—1 Lesson 6: Inventory Control Lesson 6—1
Lesson 41 Day 1 - Draft LESSON 42 - DESCRIPTIVE PARAGRAPH Lesson 42 Day 1 - Revise Lesson 42 Day 1 - Final Draft Lesson 42 - Extra Practice LESSON 43 - EXPOSITORY PARAGRAPH Lesson 43 Day 1 - Brainstorm Lesson 43 Day 1 - Organize Lesson 43 Day 1 - Draft LESSON 44 - EXPOSITORY PARAGRAPH Lesson 44 Day 1 - Revise
CHAPTER 4 Vocabulary List 1—Prefixes 31 CHAPTER 5 Vocabulary List 2—Suffixes 45 CHAPTER 6 Vocabulary List 3—Learning Roots 59 CHAPTER 7 Vocabulary List 4—More Roots 73 CHAPTER 8 Vocabulary List 5—Foreign Language Terms Used in English 87 CHAPTER 9 Vocabulary List 6—Business Terms 101
iii UNIT 1 Lesson 1 I’m studying in California. 1 Lesson 2 Do you have anything to declare? 5 Lesson 3 From One Culture to Another 8 UNIT 2 Lesson 1 You changed, didn’t you? 13 Lesson 2 Do you remember . . . ? 17 Lesson 3 Women’s Work 20 UNIT 3 Lesson 1 We could have an international fall festival! 25 Lesson 2 You are cordially invited. 29 Lesson 3 Fall Foods 32 UNIT 4 Lesson 1 Excuses .
For Children 4-7 Years Old Series 6 Old Testament: Genesis From Creation to the Patriarchs Lesson 1 Creation Lesson 2 Adam and Eve Lesson 3 Cain and Abel Lesson 4 Noah and the Ark Lesson 5 Abraham’s Call Lesson 6 Isaac – The Son of Promise Lesson 7 Isaac and Rebekah Lesson 8 Jacob and Esau Lesson 9 Jacob Marries Rachel Lesson 10 Jacob is .
