MyPerspectives ELD Companion Workbook Answer Key
Grade 7myPerspectivesELD Companion WorkbookAnswer Key
Copyright 2020 Savvas Learning Company LLC All Rights Reserved. Savvas andSavvas Learning Company are the exclusive trademarks of Savvas Learning CompanyLLC in the US and in other countries.
myPERSPECTIVES ELD COMPANION WORKBOOK ANSWER KEY GRADE 7Page 5Reading Strategy: Preview Students shouldcircle Island of Giants.Responses will vary.Page 2Use What You KnowResponses will vary.Text Structure Students should circle pharaohand underline ancient Egyptian ruler.About 4,500 years ago, the ancient Egyptian rulerCheops and his son and grandson built the threePyramids of Giza in Egypt.Reading Strategy: Preview Students shouldunderline Then Belgian engineer Robert Bauval noticedthat the shape of the three pyramids was the same aspart of a group of stars in the sky called Orion’s Belt.Responses should suggest that this paragraph willdescribe how the pyramids connect to Orion’s Belt.Comprehension Check Students shouldunderline Archaeologists have found wooden tabletswith the ancient language of the Rapa Nui people onthem.Responses may vary, but should indicate the RapaNui were the ancient people who lived on EasterIsland and built the giant statues.Page 6Page 3Reading Strategy: Preview Students shouldcircle The Secret of the Great Sphinx and MysteriousCities.Responses may vary, but should relate to eachheading.Comprehension Check Students should circleGreat Sphinx. It has the head of a man and the bodyof a lion.Text Structure Students should underline TheInca built Machu Picchu from about 1460 to 1470 C.E.It is located in the Andes Mountains of Peru.Page 4Copyright by Pearson Education, Inc.Text Structure Students should underline It wasnamed by Dutch explorers who arrived there on EasterSunday, 1722.It is located in the Pacific Ocean, 3,620 kilometers(2,250 miles) off the coast of Chile.Text Structure Students should circle colonistsand underline people who settle in a new country orarea.Sentences will vary.Reading Strategy: Preview Students shoulddraw a box around Stonehenge.Responses may vary, example: What is Stonehenge?Comprehension Check Students shouldunderline Ancient peoples built Stonehenge about5,000 years ago.Responses will vary. Sample answer: There are norecords that tell who built it.1Reading Strategy: Preview Students shoulddraw a box around Curse of the Pharaoh.Responses will vary, example: What is the curse ofthe pharaoh? or Who was cursed by the pharaoh?Text Structure Students should underline In1922, a group led by British archaeologists HowardCarter and Lord Carnarvon opened the tomb ofTutankhamen.Tutankhamen was an ancient Egyptian pharaoh.Comprehension Check Students shouldcircle six of the twenty-six people at the opening ofTutankhamen’s tomb.The dog died at the same time as Lord Carnarvon,back home in England.Page 7Comprehension Check Students shouldunderline Scientists say that we know more aboutMars than we do about the mysteries at the bottom ofthe ocean.Responses will vary.Text Structure Students should circle tentacles.Sentences will vary.Comprehension Check Students should circleThe famous Loch Ness Monster may be a livingdinosaur-like reptile called a Plesiosaur.Most people believe that dinosaurs disappearedmillions of years ago.
Page 8Page 13Text Structure Students should circle People firstreported seeing the Loch Ness monster in April 1933.A man and woman saw a huge creature with twoblack humps. It occurred along a lake in Scotland.1.2.3.4.5.Reading Strategy: Preview Students shoulddraw a box around Bigfoot and the Yeti.Responses will vary.Comprehension Check Students should circleBigfoot, Sasquatch, and yeti.Responses may vary, but should indicate these areall names for a large, ape-like creature that may ormay not exist.Page 9Reading Strategy: Preview Students shouldunderline The first reports of Bigfoot date back to1811.Responses will vary.Text Structure Students should circle man-likecreature.Footprints were reported to be 36 centimeters (14in.) long; giant footprints.Comprehension Check Students shouldunderline Bernard Heuvelmans (1916–1973), a famouszoologist, believed that the world is full of creatures stillunknown to science.Responses will vary, but might indicate that hewould probably say that it is possible Bigfoot exists. S P LPYRAMIDSSPHINXMACHU PICCHUSTONEHENGEEASTER ISLAND A Y OEMT S R C AA U Q A H SC TU M N TH A I E S EU TN DS T RP C KS O I6.7.8.9.10.TUTANKHAMENGIANT SQUIDLOCH NESS MONSTERYETISASQUATCHI H MH N SC O A E LC N MYH AH SPHINX EE NU T TN D E IG RGIANTSQUIDE Page 16Use What You KnowResponses will vary.Text Structure Students should underline the1200s.That an Italian mathematician wrote a book aboutnumbers at that time.Reading Strategy: Use Visuals Students shouldcircle the photograph of rabbits.It shows a number of rabbits.Page 10Retell It! Responses will vary.Page 17Reader’s Response Responses will vary.Reading Strategy: Use Visuals Students shouldcircle both charts on this page.Some students may answer that the first chart ismore helpful because it shows how the numberswork in real life. Others may say the second chart,because it is simpler and shows a sequence.Think About the Skill Responses will vary.Page 12Edit for MeaningParagraph 1 error: Many people still speak thislanguage today.Correction: No one knows how to read this languagetoday.Paragraph 2 error: The history of the Rapa Nuipeople is well known to scientists.Correction: The history of the Rapa Nui people is stilla puzzle.Text Structure Students should circle figure outand underline think about a problem or situationuntil you find the answer or understand what hashappened.Sentences will vary.Comprehension Check Students shouldunderline You can find Fibonacci numbers in art,architecture, music, poetry, and nature.The author thinks the sequence is amazing becauseit appears so often.2M03 KS TRB L06TX 8742 RCAK.indd 903/11/10 1:04:11 PM
Page 18Page 21Comprehension Check Students shouldunderline The number of petals in a flower is usually aFibonacci number.Florets come in Fibonacci numbers.Comprehension Check Students shouldunderline They make a spiral that maintains aconstant proportion all the way to infinity.Responses will vary.Text Structure Students should circle petal-likeparts.Daisies have petal-like parts.Text Structure Students should draw a boxaround maintains.Sentences will vary.Comprehension Check Students shouldunderline The bundles almost always have 1, 2, 3, or5 needles.These are the first 4 numbers in the Fibonaccisequence.Reading Strategy: Use Visuals Students shouldcircle the diagram of the spiral.It shows how repeating a rectangle can form aninfinite spiral.Page 22Page 19Retell It! Responses will vary.Text Structure Students should underline: Find apinecone and Count them.Dab paint on each bract.Comprehension Check Students shouldunderline The hard little knobby parts are calledbracts.The spirals are made up of bracts or that bractsmake spirals.Think About the SkillResponses will vary.Page 24Reading Strategy: Use Visuals Studentsshould circle the two diagrams of the pinecones.They show that the spiral patterns that appear onthe bottom of a pinecone; these patterns matchFibonacci’s sequence.Page 20Text Structure Students should circle 3, 5, 8, 13,and 21.These numbers are all part of the Fibonaccisequence.Copyright by Pearson Education, Inc.Reader’s Response Responses will vary.Comprehension Check Students shouldunderline you will find the numbers in spirals formedby a sunflower’s seeds, an artichoke’s leaves, and apineapple’s scales.They are the diamond-shaped markings on theoutside of a pineapple.Paragraph 1 error: Partly because of him, Romannumerals are widely used today.Correction: Partly because of him, Arabic numeralsare widely used today.Paragraph 2 error: Fibonacci wanted people towrite LXXVIII instead of 78.Correction: Fibonacci wanted people to write 78instead of LXXVIII.Page 25Across: 2. florets; 4. bracts; 6. clockwise;7. infinity; 9. sequence; 10. roman numeralsDown: 1. Fibonacci; 3. spiral; 5. rectangle;8. bundlePage 26Answers will vary.Reading Strategy: Use Visuals Students s houlddraw boxes around the two illustrations of seashells.Both seashells and pinecones have numbered spiralsthat share numbers with the Fibonacci sequence.Page 28Use What You KnowResponses will vary.Text Structure Students should draw boxesaround 2000 B.C.E. and 146 B.C.E.Greek culture lasted 1854 years.3
Reading Strategy: Compare andContrast Students should circle wreaths of olivesand underline wreaths made of wool.Responses will vary but may include the idea thatboys and girls had different roles in their society sotheir births were celebrated differently.Page 29Reading Strategy: Compare andContrast Students should circle seven years old.Responses will vary but should include three ofthe following: they had to memorize everythingbecause they didn’t have books; they memorizedpoetry by Homer; they learned to play the lyre; orthey learned about war.Comprehension Check Students shouldunderline boys went to military school for two years.Responses will vary, but may include the idea thatthe Greeks may have needed their young mentrained as soldiers because they often went to war.Text Structure Students should circle the barson the timeline. The ancient Greek culture lastedlonger. The timeline shows this.Page 30Reading Strategy: Compare andContrast Students should underline In the earlyyears of ancient Rome, women did not have manyrights.Responses will vary but may include three of thefollowing: they had more rights; they were allowedto own land; they were allowed to have some typesof jobs; or they could manage some businesses.Comprehension Check Students should circle aspecial locket and/or bulla.The Romans believed that bullas protected theirchildren from evil. A girl wore the bulla until herwedding day. A boy wore the bulla until he becamea citizen, at age sixteen or seventeen.Text Structure Students should draw a boxaround influence.Sentences may vary.Page 31Reading Strategy: Compare and ContrastStudents should circle age seven.Responses should include that both boys and girlslearned the basic subjects. After that, girls weretaught at home by their mothers to be good wivesand mothers, while boys continued their educationin formal schools or with tutors.Text Structure Students should draw a boxaround models.Sentences may vary.Comprehension Check Students shouldunderline dogs.Responses will vary but could include pigeons,ducks, quails, geese, and monkeys.Page 32Text Structure Students should circle Mexico andGuatemala.We know the ancient Maya once built cities therebecause they left behind ruins, such as Chichén Itzáin Mexico’s Yucatan region.Reading Strategy: Compare andContrast The men were the heads of families.They worked hard to support their families, andpaid taxes to the government. Women in Mayasociety cooked, made cloth, sewed clothing, andtook care of the children.Comprehension Check Students shouldunderline the Maya tied a small white bead to the topof his head.Students should circle a priest cut the beads from theboys’ heads and Young men painted themselves black.Responses will vary. Today, some traditions includereligious confirmation and bar mitzvahs, awards forspecial achievements, and school graduations.Page 33Reading Strategy: Compare andContrast Students should circle Maya boys andgirls, unlike Roman children, did not have to pay to goto school.Both Maya and Roman children were taught bytheir parents.Comprehension Check Students shouldunderline They decorated various items with picturesof foxes, owls, jaguars, hummingbirds, eagles, andother animals.Responses will vary but may include that animalswere important in everyday life and religion.Text Structure Students should draw a boxaround guide.Sentences will vary.4M03 KS TRB L06TX 8742 RCAK.indd 923/11/10 1:04:12 PM
Page 34Reading Strategy: Use Visuals Students shouldcircle 60m.The diagram shows that the average man is muchshorter than these two plants (1.75 m).Retell It! Responses will vary.Reader’s Response Responses will vary.Think About the SkillResponses will vary.Page 41Page 36Edit for MeaningParagraph 1 error: In the early years of ancientRome, women had many rights.Correction: In the early years of ancient Rome,women did not have many rights. In later years, theyhad more rights.Paragraph 2 error: They could manage somebusinesses and become teachers, but they could notwork in the government or become lawyers.Correction: They could manage some businesses,but they were still not allowed to hold jobs ingovernment or become lawyers or teachers.Comprehension Check Students shouldunderline 100 times its weight.Responses will vary.Text Structure Students should circle A babykangaroo is the size and weight of a paper clip(1 gram).Responses will vary, but students should list threeexamples.Reading Strategy: Use Visuals Students shoulddraw boxes around 8cm eggs of the golden eagleand the eggs of the Nile crocodile.Baby crocodiles are twice the size of eagle chicks.Page 42Page 37Copyright by Pearson Education, Inc.Focus on Details1. OLIVES2. HOMER3. MEMORIZE4. GREEK5. CITIZEN G C R G I B U M L E M E E K OM E R T W A EU T I Z E N WH E E6.7.8.9.10. LA I A L LA Z V SText Structure Students should circle 26centimeter baby crocodile and 50-centimeter baby.Human babies are almost twice the size of babycrocodiles. A person would become 9.5 meterstall if he or she grew at the same rate as a Nilecrocodile.BULLALAWYERWHEELSWEAVEGUATEMALA A E E H O LAWYER M E Comprehension Check Students shouldunderline 100 years.Responses will vary. One possible answer:Conditions in the deep sea may be very difficult forany life to grow because it is cold and dark. So itmay take longer for an animal to grow there thanother parts of the ocean. OLIVES R Reading Strategy: Use Visuals The chartshows how to convert metric measurements intocustomary units used in the United States.Responses may vary but should include the ideathat this article includes metric measurements andit would be helpful for readers who are unfamiliarwith the metric system to have a conversion chart.Page 43Page 40Use What You KnowText Structure Students should draw a boxaround jumbo jets.Sentences will vary.Responses will vary.Text Structure Students should draw a boxaround increase.It is one of the wonders of nature that all livingthings become bigger in size.5M03 KS TRB L06TX 8742 RCAK.indd 933/11/10 1:04:12 PM
Comprehension Check Students shouldunderline The food that we eat in our lifetime is equalin weight to the weight of six elephants!Responses will vary. One thing that is surprisingabout that comparison is that six elephants arehuge, so it is hard to imagine eating so much food.Reading Strategy: Use Visuals Students shouldcircle 27 meters and 7.5 meters.Responses will vary, but should indicate that thediagram stretches out the length of a human anda horse to show exactly how long their intestinesare, which allows the reader to see that humanintestines are much shorter than those in a horse.The diagram also shows that the difference in thelength of their intestines is much greater than thedifference in their actual sizes.Page 44Page 50Use What You KnowResponses will vary.Text Structure Students should circleExtraordinary People: Serving Others.Responses will vary, but should include that thearticle will be about special people who help otherpeople.Reading Strategy: Identify Problems andSolutions Students should underline He improvededucation.Responses will vary but should include that theproblem was that not every child could go toschool.Retell It! Responses will vary.Page 51Reader’s Response Responses will vary.Comprehension Check Students shouldunderline Against her parents’ wishes, she became anurse.Responses will vary, but might include the idea thatshe wanted to help others.Think About the SkillResponses will vary.Page 46Edit for MeaningParagraph 1 error: When the baby becomes anadult, his or her weight has decreased to about 21times a baby’s weight at birth.Correction: When the baby grows up and becomesan adult, his or her weight increases about 21 times ababy’s weight at birth.Paragraph 2 error: Girls and boys are about thesame height, but they weigh different amountsuntil early adulthood.Correction: Girls and boys are about the sameheight and weight until early adulthood.Page 47Focus on DetailsAcross:2. CLAM4. ACORNDown:1. KILOGRAM3. INTESTINES6. ELEPHANTS8. KANGAROO10. INCREASE5. KELP7. ANT9. JETSReading Strategy: Identify Problems andSolutions Students should circle Nightingalevolunteered to go to Turkey to help.Nightingale was solving the problem of taking careof wounded soldiers.Text Structure Students should circle 1948.Gandhi was 79 years old when he died.Page 52Reading Strategy: Identify Problems andSolutions Students should underline Thegovernment of South Africa had a system of racialseparation, called apartheid.Gandhi encouraged people to practice passiveresistance, demonstrating.Comprehension Check Students should circleA group of white South Africans attacked Gandhi andbeat him and Gandhi was assassinated by someonewho didn’t agree with his beliefs.Responses will vary, but could include the idea thatGandhi felt it was important to speak out againstunfair policies, but to do so in a way that wouldn’thurt others.Text Structure Students should circle inspired.Responses will vary.6M03 KS TRB L06TX 8742 RCAK.indd 943/11/10 1:04:13 PM
Page 53Reading Strategy: Identify Problems andSolutions Students should underline Banks shutdown, workers lost their jobs, and farms failed.Roosevelt started government programs thatcreated jobs for people.The problem is that many people are not able toget the medical care they need.Page 56Retell It!Responses will vary.Comprehension Check Students should circlenothing to fear but fear itself.Responses will vary, but should indicate thatsometimes fear holds people back from trying newsolutions to problems.Reader’s ResponseText Structure Students should underlineRoosevelt is now considered by many historians to beone of the greatest U.S. presidents.Responses will vary but may include that Rooseveltbrought jobs to people and helped the country winWorld War II.Edit for MeaningParagraph 1 error: Who are invited to travel toDoctors Without Borders for treatment.Correction: (delete error)Responses will vary.Think About the SkillResponses will vary.Page 58Paragraph 2 error: The doctors are paid verywell for their work with Doctors Without Borders.Correction: (delete error)Copyright by Pearson Education, Inc.Page 54Page 59Reading Strategy: Identify Problems andSolutions Students should underline The sicknessleft her without sight or hearing.Responses will vary but may include the idea thatHelen Keller learned to communicate in differentways, such as by feeling speakers’ lips.Across3. POLIO6. SULLIVAN9. FRENCH10. ALLIESComprehension Check Students shouldunderline She inspired others to not give up in the faceof adversity.Responses will vary, but should include that people,including those with physical problems, are stillinspired by Helen Keller because she had terribleproblems but didn’t give up.Down1. KOUCHNER2. NOBEL4. TURKEY5. KING7. INDIA8. ZAPOTECText Structure Students should circle adversity.Responses will vary.Page 62Use What You KnowPage 55Responses will vary.Text Structure Students should circle Friendshipand Cooperation in the Animal Kingdom.Responses will vary.Text Structure Students should circle theheading Doctors Without Borders.Responses will vary but may include How doesDoctors Without Borders help people?Reading Strategy: Identify Problems andSolutions Students should circle It helps victim
myPERSPECTIVES ELD COMPANION WORKBOOK ANSWER KEY GRADE 7 Page 2 Use What You Know Responses will vary. Text Structure Students should circle pharaoh and underline ancient Egyptian ruler. About 4,500 years ago, the ancient Egyptian ruler Cheops and his son and grandson built the three Pyramids of Giza in Egypt. Reading Srategy:t Preview .
the primary type of English Language Development (ELD)service being provided to an English Learner. PI-ELD Push-in. PO-ELD Pull-out. EM-ELD Embedded. CP-ELD Class Period. NP-Newcomer Program. DS-Declined ELD services. Language Instruction Educational Program (LIEP) Data Codes Detailed
In DVIR Accessories, shows you mandate truck accessories list (i.e. you can find 52 listed accessories details). Add needed accessories by clicking on Add accessories options on the centre-right 4. ELD In ELD, You can see purchased or you can buy ELD and Accessories details. 4.1 My ELD ELD purchased details are displayed.
A Companion to Greek Tragedy Edited by Justina Gregory A Companion to Classical Mythology Edited by Ken Dowden A Companion to Greek and Roman Historiography Edited by John Marincola A Companion to Greek Religion Edited by Daniel Ogden A Companion to Greek Rhetoric Edited by Ian Worthington A Companion to Roman Rhetoric Edited by William J .
A Companion to Greek Rhetoric Edited by Ian Worthington A Companion to Ancient Epic Edited by John Miles Foley A Companion to Greek Tragedy Edited by Justina Gregory A Companion to Latin Literature Edited by Stephen Harrison A Companion to Greek and Roman Political Thought Edited by Ryan K. Balot A Companion to Ovid Edited by Peter E. Knox
A Companion to Greek Tragedy Edited by Justina Gregory A Companion to Latin Literature Edited by Stephen Harrison . A Companion to Greek Religion Edited by Daniel Ogden A Companion to Greek Rhetoric Edited by Ian Worthington A Companion to Roman Rhetoric Edited by William Dominik and Jon Hall A Companion to Classical Tradition Edited by Craig .
A Companion to Ancient Epic Edited by John Miles Foley A Companion to Greek Tragedy Edited by Justina Gregory A Companion to Latin Literature Edited by Stephen Harrison A Companion to Greek and Roman Political Thought Edited by Ryan K. Balot A Companion to Ovid Edited by Peter E. Knox A Companion to the Ancient Greek Language Edited by Egbert .
A Companion to Classical Tradition Edited by Craig W. Kallendorf A Companion to Roman Rhetoric Edited by William Dominik and Jon Hall A Companion to Greek Rhetoric Edited by Ian Worthington A Companion to Ancient Epic Edited by John Miles Foley A Companion to Greek Tragedy Edited by Justina Gregory A Companion to Latin Literature Edited by .
dimensional structure of a protein, RNA species, or DNA regulatory element (e.g. a promoter) can provide clues to the way in which they function but proof that the correct mechanism has been elucid-ated requires the analysis of mutants that have amino acid or nucleotide changes at key residues (see Box 8.2). Classically, mutants are generated by treating the test organism with chemical or .
