235 Chapters
Medium 9781622500291

Camping

Saddleback Educational Publishing Saddleback Educational Publishing PDF

name

_________________________________________

date ____________________________

CAMPING

A. Some useful words to know on a camping trip are listed on the left. Find and circle each word hidden in the puzzle. The words may go up, down, across, backward, or diagonally. Cross off each word as you find it.

___ campground

___ gear

___ backpack

___ trailer

___ campfire

___ camper

___ canteen

___ van

___ repellent

___ site

___ sleeping bag

___ tent

___ off-road

___ hike

___ compass

C A M P G R O U N D S

R O C A N T E E N P L

A E L G E A R P U O E

C O P M M H I K E E E

O F R E I V A R R M P

M F V P L P E I W O I

P R A D T L F X R K N

A O N Z I P E E T D G

S A Y A M G P N Q A B

S D R A R M E A T P A

Y T C F A T S I T E G

J B A C K P A C K O Z

B. Use context clues to decide which word from Part A best completes each verse. Write the word on the line. Hint: Choose a word that rhymes.

1. The insects are buzzing outside of our tent.

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Medium 9781622500291

Clothing Language

Saddleback Educational Publishing Saddleback Educational Publishing PDF

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_________________________________________

date ____________________________

CLOTHING LANGUAGE

A. These words from the vocabulary of clothing may be new to you. Write a letter by the number to match each garment with its description. Use a dictionary if you need help.

1. _____ parka

2. _____ culottes

3. _____ mackintosh

4. _____ poncho

5. _____ shawl

6. _____ sandal

7. _____ jumper

8. _____ moccasin

a. blanket-like cloak with a hole in the middle for the head

b. dress without sleeves that is worn over a blouse or sweater

c. open shoe; often just a flat sole held to the foot by straps

d. soft leather shoe or slipper

e. large square or rectanglar cloth worn by women over the shoulders or head

f. heavy winter jacket with a hood

g. lightweight, waterproof raincoat

h. divided skirt

B. Three of the following phrases describe someone whose clothing looks fashionable and fine. The others describe someone whose clothing needs improvement. Mark the positive compliments with a plus (+) and the negative comments with a minus (–).

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Medium 9781622500291

Resale Shopping

Saddleback Educational Publishing Saddleback Educational Publishing PDF

name

_________________________________________

date ____________________________

RESALE SHOPPING

A. The words in the box are often used to describe

items that have already had at least one owner.

Complete the rhymes with words from the box.

Hint: The word you write should rhyme with the word in italics. second-hand  previously used  pre-owned

. I offered my wedding dress.

1

My daughter refused.

She did not want a gown

That was ______________________

. I saw an ad in the paper.

2

3. Though the piano needs tuning,

I sat down and phoned. It’s a fine baby grand.

I could afford this computer I got a real bargain

Since it was ___________________ When I bought ___________________

B. Places to find used goods for sale are listed on the left. Write a letter to match each with its description.

1. _____ garage/yard sale

a. sales by individuals through a company; usually selling the entire household properties of someone who has died

b. sale by private parties of goods they no longer want; items are usually sold out of their garage or yard for very low prices

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Medium 9781622500291

Borrowing Money 2

Saddleback Educational Publishing Saddleback Educational Publishing PDF

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date ____________________________

BORROWING MONEY II

A.

WORD WORKSHOP  Divide the following words into

their prefixes and base words. Then write a definition for the word. The first one has been done as a model.

DE

BT

re + possess

1. repossess = ____________________________

to take back; to regain possession definition: ______________________________________

2. prepay = ____________________________ definition: _________________________________________________________

3. repay = ____________________________ definition: _________________________________________________________

4. refinance = ____________________________ definition: _________________________________________________________

5. preapprove = ____________________________ definition: _________________________________________________________

6. What is the meaning of the prefix re? ______________________________

7. What is the meaning of the prefix pre? _____________________________

8. Write another word you know that begins with re: __________________

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Medium 9781936764976

PART II The Reading and Writing Connection

Richard E Ferdig Solution Tree Press ePub

PART II

The Reading and Writing Connection

Educators have long noted the complex relationship between reading and writing (Coker & Lewis, 2008; Pearson & Tierney, 1984). Obviously, there are differences: reading requires students to make “mental representations of words produced by others,” while writing necessitates that they “formulate their own thoughts” and “transcribe those mental representations into words” (Coker & Lewis, 2008, p. 233). However, there is an important interplay between the two cognitive processes. Many educators are interested in how deepening this relationship helps students grow as both readers and writers.

Professional writers point to reading as critical to their growth as writers. The importance of reading has been found to be effective for instruction as well. Two research meta-analyses (Graham & Perin, 2007c; Hillocks, 1986) support the idea that through close readings of texts, students can develop effective writing techniques. Studying quality examples allows students to read and analyze what makes a piece of writing “good.” Students can then emulate these elements in their own writing. Well-known practitioners such as Kelly Gallagher (2006) and Penny Kittle (2008) have examined the power of explicitly teaching students to deconstruct text to inform writing. They have noted that this not only teaches students about specific features of writing but allows them to create specific goals for their writing and empowers them to recognize the intentional decisions writers make.

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