Unit 1
Week 1
Question 1
Question 2
Question 3
Question 4
Answer Key
© Macmillan/McGraw-Hill
C
B
C
Answers may vary but should include
the following key elements: specific
references to characters
(Mr. Richmond, Mrs. Gordon, other
students), setting (classroom), and
events from the story (such as finding
the torn paper).
Question 5 Answers may vary but should include
the following key elements: a
statement of the student’s opinion as to
whether Ramón’s methods were
effective, and details from the story to
support the student’s position, such as
how Ramón looked at all of the clues
and arrived at the answer.
Content Objectives Thinking
and Skills
Level
4.1.4
4.1.4
4.1.4
4.1.12
3
2
3
2
4.1.4
4
B
D
D
Answers may vary but should include
the following key elements: names of
plants and animals mentioned in the
selection and reasons why the student
would like to see those plants and
animals. For example, students may
say they would like to see big saguaro
cactus because they would like to see
a plant that is very old.
Question 5 Answers may vary but should include
the following key elements: logical
predictions about how people might
adapt to the desert climate and details
from the selection to support these
predictions. For example, students
might suggest building homes that are
partly underground, like animal
burrows, because they earth will help
keep the inside cool during the day
and warm at night.
Week 3
Question 1 A
Question 2 C
Question 3 C
Question 4 Answers may vary, but should include
the following key elements: the name
of the park that the student would like
to visit and details from the story
explaining why the student would like
to visit that park.
Question 5 Answers may vary but should include
the following key elements: the
government brought wolves back to
the park; this put balance back into
the park and allowed the animals to
live as nature intended.
4.1.7
4.1.7
4.1.7
4.1.12
2
3
3
2
4.1.7
4
4.1.7
4.1.7
4.1.7
4.1.12
1
3
2
2
4.1.7
2
© Macmillan/McGraw-Hill
Week 2
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
Week 4
Question 1
Question 2
Question 3
Question 4
A
4.1.4
C
4.1.4
B
4.1.4
Answers may vary but should include 4.1.12
the following key elements: Would I be
able to get a job like that? Is it difficult?
Is it dangerous? What skills or education
do I need to be good at this job? Do you
enjoy your work?
Question 5 Answers may vary but should include 4.1.4
the following key elements: a completed
web with four of Gloria’s character
traits, such as smart, curious about
space, daring, energetic; an explanation
of how these character traits might help
her become an astronaut; and details
from the story that support the
student’s position.
Week 5
Question 1 C
4.1.4
Question 2 B
4.1.4
Question 3 C
4.1.4
Question 4 Answers may vary but should include 4.1.12
the following key elements: a
description of activities the student
would have done with the raft and
details from the story to support the
student’s ideas. For example, students
might say they would fish and swim
in the river, and see new animals.
Maybe some would sketch.
Question 5 Answers may vary but should include 4.1.7
the following key elements: both
characters thought they would not
like the place they were going; after
they were on the river though, they
discovered they liked rafting, being
outdoors, and watching animals.
3
2
3
4
2
3
3
3
2
3
Unit 2
Week 1
Question 1
Question 2
Question 3
Question 4
Answer Key
© Macmillan/McGraw-Hill
A
D
B
Answers may vary but should include
the following key elements: a
description of a time when the
student reached a goal he or she had
thought was impossible to achieve,
and details from the story to support
the student’s position. For example:
students may say they received a
good grade in a subject that was
very difficult for them.
Question 5 Answers may vary, but should include
the following key elements: a
description of how women’s role in
baseball changed from the 1930s to
the 1940s, an explanation of what
caused that change and details from
the story to support the student’s
position. For example: In the 1930s,
people felt that baseball was a man’s
game and woman shouldn’t be
allowed to play. But in the 1940s,
during World War II, to keep the
baseball parks open, women were
asked to play and they had their
own league.
Content Objectives Thinking
and Skills
Level
4.1.11
4.1.4
4.1.4
4.1.7
3
2
3
2
4.1.7
3
C
A
A
Answers may vary but should include
the following key elements: a clear
statement describing what the student
would like Amada to write about, and
details from the story to support the
student’s position. For example,
students may say that they would like
Amanda to write about her new friends
in Los Angeles.
Question 5 Answers may vary but should include
the following key elements: a
statement describing how Amada’s
feelings compare with those of her
brothers, a description of the feelings
they share, and details from the story
to support the student’s position. For
example, at first Amada was worried
about moving and her brothers were
excited; when they finally crossed the
border they seemed a little sad; but
they are all excited to see Papá.
4.1.7
4.1.7
4.1.7
4.1.12
2
2
3
3
4.1.4
3
© Macmillan/McGraw-Hill
Week 2
Question 1
Question 2
Question 3
Question 4
Week 3
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
C
C
B
Answers may vary but should include
the following key elements: a clear
statement of a theme the two stories
have in common, and details from the
article to support the student’s
position. For example, both articles
are about the importance of
preserving and keeping safe ancient
art; people are working to preserve
and protect ancient treasures in
both stories.
Question 5 Answers may vary but should include
the following key elements: stealing
ancient treasures has become a major
problem; people believe that stealing
artwork is like stealing a country’s
culture; most theft of ancient art is
not reported.
4.1.7
4.1.7
4.1.4
4.1.7
1
3
2
3
4.1.7
2
C
C
D
Answers may vary but should include
the following key elements: a clear
statement of how the student would
improve an invention in the story and
what invention the student would
create, and details from the story and
the student’s own life to support the
student’s position. For example,
students might say that they would
try to find a way to use the electricity
when lightning hits the rod.
Question 5 Answers may vary but should include
the following key elements: a clear
statement of whether the student
thinks that Ben Franklin was ever
bored, and details from the story to
support the student’s position. For
example: Ben Franklin kept himself
so busy with inventing new things or
thinking of new ideas that he
probably never had time to be bored.
4.1.7
4.1.7
4.1.7
4.1.12
1
2
3
3
4.1.7
3
© Macmillan/McGraw-Hill
Week 4
Question 1
Question 2
Question 3
Question 4
Week 5
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
A
D
C
Answers may vary but should include
the following key elements: a clear
statement of whether the student feels
Cara’s apology was genuine and
details from the story to support the
student’s position. For example, Cara
may be truly sorry that Mr. Winston
was scared by the snake, but she
admits that she’s writing because her
parents told her to apologize, so it
doesn’t seem very genuine; she is
even angry at having to write
the letter.
Question 5 Answers may vary but should include
the following key elements: a clear
statement explaining how the student
could have avoided Cara’s mistake
and details from the story and the
student’s own life to support his or
her position. For example, the
students may say they would have
taken a photo of the snake with
them to the library instead of the
actual snake.
4.1.4
4.1.4
4.1.4
4.1.4
2
3
3
3
4.1.12
3
Unit 3
Week 1
Question 1
Question 2
Question 3
Question 4
Answer Key
© Macmillan/McGraw-Hill
A
D
C
Answers may vary but should include
the following key elements: a
description of how the student would
have dealt with a bully like Snake,
and details from the story and the
student’s own life to support his or
her position. For example, students
may say that they would get
everyone together and invite the
bully to discuss a solution. They
might tell the bully that no one could
scare them or tell them what to do.
Question 5 Answers may vary but should include
the following key elements: a clear
statement of what the student learned
from the story that he or she did not
learn from “Roadrunner’s Dance,”
and details from the story to support
the student’s position. For example,
the reader learns that roadrunners can
run up to 15 mph and fly for a few
seconds to guard young from enemies.
Content Objectives Thinking
and Skills
Level
4.1.4
4.1.4
4.1.4
4.1.12
3
3
3
3
4.1.7
3
D
B
D
Answers may vary but should include
the following key elements: a clear
statement of why the student thinks
the author wrote about her brother’s
childhood experiences and details
from the story to support the
student’s position. For example, it
was during her brother’s childhood
that he first experienced prejudice and
decided to take action; he held on to
his goals to change the world for
many years before he finally followed
through with it.
Question 5 Answers may vary but should include
the following key elements: a clear
statement explaining why the student
feels it is important to correct
injustice, and details from the story
and the student’s life to support his or
her position. For example, all people
are equal and should be treated
equally; they feel hurt when they
have been rejected because of their
race, gender, or class.
Week 3
Question 1 C
Question 2 B
Question 3 B
Question 4 Answers may vary but should include
the following key elements: a clear
description of the topic the student
would like to investigate and an
explanation of why that topic is
interesting to the student.
4.1.5
4.1.4
4.1.4
4.1.11
2
2
3
3
4.1.12
4
4.1.7
4.1.7
4.1.7
4.1.12
3
2
3
4
© Macmillan/McGraw-Hill
Week 2
Question 1
Question 2
Question 3
Question 4
Week 4
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
C
A
C
Answers may vary but should include
the following key elements: a clear
statement of how the student would
correct the mistake and repair the
friendship, and details from the story
and the student’s own life to support
his or her position. For example,
students may say they would
apologize and promise never to make
the mistake again; they might do nice
things for the friend to show that they
really care.
Question 5 Answers may vary but should include
the following key elements: a clear
description of what the student
learned about Pawnee life from both
selections, and details from the stories
to support the student’s ideas. For
example, the Pawnee were traveling
people who hunted, farmed, and used
their resources wisely.
4.1.7
4.1.7
4.1.7
4.1.12
1
3
3
4
4.1.7
3
D
C
C
Answers may vary but should include
the following key elements: a clear
statement of what the student would
study, an explanation of why the
student chose that subject, and details
from the story to support the student’s
position.
Question 5 Answers may vary but should include
the following key elements: a clear
statement of why it is important to
study even microscopic things in the
world, and details from the story to
support the student’s position. For
example, studying the world around
you might help you discover
something new like Snowflake
Bentley’s snowflakes; it may also
help you to appreciate the world in
which you live.
4.1.4
4.1.4
4.1.7
4.1.12
2
2
3
4
4.1.12
4
© Macmillan/McGraw-Hill
Week 5
Question 1
Question 2
Question 3
Question 4
Unit 4
Week 1
Question 1
Question 2
Question 3
Question 4
Answer Key
© Macmillan/McGraw-Hill
C
D
C
Answers may vary but should include
the following key elements: a clear
statement of whether the student
would believe Ike’s letters and details
from the story to support the student’s
position. For example, the drawings
show that most of what Ike says about
obedience school and about the cats is
not really true; students will probably
conclude that Ike is not very truthful.
Instead he is painting a melodramatic
picture of how he is suffering.
Question 5 Answers may vary but should include
the following key elements: a clear
statement of why the student thinks
some people exaggerate and details
from the story to and the student’s
own life to support the student’s
position. For example: People may
exaggerate because they don’t want
to get into trouble, or because they
want someone to feel sorry for them.
Content Objectives Thinking
and Skills
Levels
4.1.4
4.1.4
4.1.3
4.1.12
3
2
1
3
4.1.12
4
B
B
D
Answers may vary but should include
the following key elements: a
description of what would happen
if more people solved their problems
with wisdom the way Chirobo does
and details from the story to support
the student’s position. For example,
students might say if people solved
their problems with wisdom,
perhaps there would be less fighting
in the world.
Question 5 Answers may vary but should include
the following key elements: a
question that the student would ask
Chirobo and details from the story
and the student’s own life to support
the student’s position. For example,
students may say that they would ask
Chirobo how he became so wise or
how he learned to be so patient.
4.1.4
4.1.4
4.1.12
4.1.12
2
3
3
4
4.1.12
4
© Macmillan/McGraw-Hill
Week 2
Question 1
Question 2
Question 3
Question 4
Week 3
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
C
C
C
Answers may vary but should include
the following key elements: a
description of the argument the
student would make, the persuasive
techniques the student would use, and
details from the article to support the
student’s position. For example,
students may say they would use the
argument that hybrids use less gas,
thus saving money, and that hybrids
are better for the environment.
Question 5 Answers may vary but should include
the following key elements: a brief
summary of the main points covered
in “The Power of Oil.” For example:
Oil is a messy fossil fuel that is used
that powers millions of vehicles and
factories. When oil burns, it releases a
great deal of pollution into the air,
which harms our environment and
causes global warming. In addition,
oil spills are polluting our oceans
and killing sea life. Because of this,
we must start finding ways to use oil
in a more efficient way, such as by
driving hybrid cars.
4.1.7
4.1.7
4.1.7
4.1.12
1
2
2
3
4.1.7
2
B
C
B
Answers may vary but should include
the following key elements: a
description of the steps the student
would take to organize the club to
study the whales and details from the
story and the student’s own life to
support the student’s position. For
example, students might say they
would get permission from their
school to start a club. They might
put up posters to try to persuade
other students to join and then do
research to learn more about whales.
Question 5 Answers may vary but should include
the following key elements: a
statement outlining what the student
learned about whales from the article
that was not in the story and details
from the stories to support the
student’s position. For example: In
“A Whale of a Trip!” we learn about
baleen whales, how they eat, and
how they need to be protected from
tuna fishing nets. The story of
“Adelina’s Whales” not only talks
about whales, but it also tells us about
Adelina’s community.
4.1.7
4.1.7
4.1.12
4.1.12
1
3
2
4
4.1.12
3
© Macmillan/McGraw-Hill
Week 4
Question 1
Question 2
Question 3
Question 4
Week 5
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
D
A
B
Answers may vary but should include
the following key elements: a
completed Venn Diagram, a
description of how the sandy beach
and the coral reef are alike and how
they are different, and details from
the story to support the student’s
position. For example: The sandy
beach is made up of the skeletons of
reef animals and plants that were
pounded into bits by the waves. The
water by the beach is shallower than
that by the reef. The weather is hotter.
The reef is sunny, not too hot, and
alive with colorful animals and plants.
The beach has only sand.
Question 5 Answers may vary but should include
the following key elements: a
description of changes the student
would make to avoid adding pollution
to the ocean, an explanation of how
those changes would be good for the
ocean, and details from the story and
the student’s own life to support the
student’s position. For example,
students may say they could use
shampoos and detergents that do not
pollute water. They might also say
that if they visited a coral reef, they
would be careful not to leave trash
in the water or touch the reef.
4.1.7
4.1.7
4.1.7
4.1.7
2
3
3
3
4.1.12
4
Unit 5
Week 1
Question 1
Question 2
Question 3
Question 4
Answer Key
© Macmillan/McGraw-Hill
C
A
D
Answers may vary but should include
the following key elements: a
summary of Miss Franny Block’s
story. For example: Miss Franny’s
father built her a library in Florida
when she was a young girl. One day
she was in the library when a bear
walked in. She was afraid the bear
would eat her so she threw a book at
him. She scared him off, but he took
the book away with him.
Question 5 Answers may vary but should include
the following key elements: a
description of a funny story that the
student would share with a new
friend and details from the story and
the student’s own life to support the
student’s position. For example,
students might tell about their first
day of school or an unusual event.
Content Objectives Thinking
and Skills
Levels
4.1.4
4.1.5
4.1.7
4.1.4
3
2
3
1
4.1.12
2
A
C
C
Answers may vary but should include
the following key elements: a
description of how the student would
respond to the deal that Ranita offered
Felipe and details from the story and
the student’s own life to support the
student’s position. For example,
students may say that they would
follow through on their promises to
Ranita because they feel sorry for
her and want to help.
Question 5 Answers may vary but should include
the following key elements: a clear
statement explaining whether the
student feels Felipe deserved the
punishment he received for being
selfish and details from the story to
support the student’s position. For
example, students may say that
Felipe deserved his punishment
because he acted selfishly, treated
Pepe and Ranita badly, and broke
his promise.
4.1.4
4.1.4
4.1.4
4.1.12
2
2
3
4
4.1.12
4
© Macmillan/McGraw-Hill
Week 2
Question 1
Question 2
Question 3
Question 4
Week 3
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
B
C
C
Answers may vary but should include
the following key elements:
explanation of how past and present
explorers are alike and details from
the stories to support the student’s
position. For example, students might
say that explorers take risks in order
to prove how valuable exploration is
to discovering the past and
improving the future.
Question 5 Answers may vary but should include
the following key elements: a brief
summary of the main points covered
in “Exploring the Undersea
Territory.” For example: The ocean is
very important because it supplies
the world with most of its oxygen,
and it even shapes climate and the
weather. Until recently, it was very
hard to explore the ocean, which is
why much of it is unexplored. But
new technology is allowing people
like Sylvia Earle and Robert Ballard
to explore things like ocean life and
ancient shipwrecks. Both explorers
hope to learn more about the world’s
past and present by exploring the
ocean’s depths.
4.1.7
4.1.7
4.1.7
4.1.12
2
3
3
4
4.1.7
2
B
A
C
Answers may vary but should include
the following key elements: a
description of a time when the student
was mistaken about someone’s
character based on the person’s
appearance and details from the
student’s own life to support the
student’s position. For example,
students may give examples of
family members or friends whom
they didn’t like at first based on
looks, but then discovered were
good people.
Question 5 Answers may vary but should include
the following key elements: an
explanation of why the student thinks
art is a good way to express feelings
and ideas and details from the story
and the student’s own life to support
the student’s position. For example:
Art can tell a story about who you are
or what you are thinking. It can also
remind you about something from
the past.
4.1.4
4.1.4
4.1.4
4.1.12
2
2
3
2
4.1.12
4
© Macmillan/McGraw-Hill
Week 4
Question 1
Question 2
Question 3
Question 4
Week 5
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
D
C
B
Answers may vary but should include
the following key elements: a
description of what the student would
do if he or she found a horse drinking
soapy dishwater and details from the
story and the student’s own life to
support the student’s position. For
example, students may say they
would not let the horse keep
drinking soapy water. They would
bring clean water for the horse instead.
Question 5 Answers may vary but should include
the following key elements: an
explanation of why it is important to
care for and protect animals and
details from the story and the
student’s own life to support the
student’s position. For example:
Animals help keep the environment
in balance. If the world loses an
entire group of animals, it can cause
problems in the environment.
4.1.7
4.1.7
4.1.7
4.1.12
2
2
3
2
4.1.12
4
Unit 6
Week 1
Question 1
Question 2
Question 3
Question 4
Answer Key
© Macmillan/McGraw-Hill
A
D
C
Answers may vary but should include
the following key elements: a clear
description of how the student would
change the plot to include one of
Matt’s ancestors, a description of a
character the student would invent to
fit into the story, and details from the
story to support the student’s position.
For example, students might invent
a young Irish character who was as
strong and determined a pioneer as
Eric’s great-great-great-grandfather.
Question 5 Answers may vary but should include
the following key elements: an
explanation of why it is important for
people to learn about their family’s
history and details from the story and
the student’s own life to support the
student’s position. For example,
students may say that finding out
about their family’s history is
important in order to discover who
they really are and develop a deeper
appreciation for family.
Content Objectives Thinking
and Skills
Level
4.1.4
4.1.4
4.1.7
4.1.12
2
2
3
4
4.1.12
4
A
B
D
Answers may vary but should include
the following key elements: a clear
statement of which character the
student would choose to be and details
from the story that explain the
student’s position. For example,
students may say that they would
rather be Tucker because he is very
energetic and outgoing. Some students
might prefer to be Chester because he
is quiet, and a talented musician.
Question 5 Answers may vary but should include
the following key elements: a
description of how the student would
decide if it is a good idea to stay in
the city and details from the story to
support the student’s position. For
example, students may say that if they
were Chester, they might feel better
about staying in the city because of
friends like Tucker and Harry.
4.1.4
4.1.4
4.1.7
4.1.12
2
2
3
4
4.1.12
4
© Macmillan/McGraw-Hill
Week 2
Question 1
Question 2
Question 3
Question 4
Week 3
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
C
A
A
Answers may vary but should include
the following key elements: a clear
statement of whether the student
would like traveling as much as Sue
Hendrickson does and details from
the selection and the student’s own
life to support the student’s position.
For example, students might say
they would like to travel because
they enjoy adventure.
Question 5 Answers may vary but should include
the following key elements: clear
evidence that the student has grasped
the main focus of the selection and a
brief summary of the main points the
author mentions. For example: Sue
Hendrickson had always been curious
about the world around her, and this
led her to become a paleontologist.
Hendrickson spends much of her time
exploring and digging up artifacts in
countries all over the world. She
considers her biggest discovery to be
a T. Rex skeleton that she found by
accident in South Dakota.
Hendrickson has also done some
exploration work underwater, diving
deep into waters off the coasts of
Egypt, China, and Cuba to search for
lost cities, shipwrecks, and
buried treasures.
4.1.7
4.1.7
4.1.7
4.1.12
1
1
3
4
4.1.4
2
B
A
D
Answers may vary but should include
the following key elements: a
description of what the student’s
headline and article would say and
details from the story to support the
student’s position. For example, a
possible headline might be: “Wright
Brothers Fly into History.” The
article might read, “On December 17,
in Kitty Hawk, the Wright brothers’
aircraft took off into the air
like a bird.”
Question 5 Answers may vary but should include
the following key elements: a clear
statement of whether the student feels
that the Wright brothers would have
succeeded without the support of
their sister, an explanation as to why
or why not, and details from the story
to support the student’s position. For
example, students may say that the
Wright brothers would have had a
harder time being successful without
Katherine Wright.
4.1.4
4.1.4
4.1.7
4.1.12
2
3
3
4
4.1.7
4
© Macmillan/McGraw-Hill
Week 4
Question 1
Question 2
Question 3
Question 4
Week 5
Question 1
Question 2
Question 3
Question 4
© Macmillan/McGraw-Hill
D
B
D
Answers may vary but should include
the following key elements: a
description of the inside of an anthill
and details from the selection to
support the student’s position. For
example: An anthill is made out of
little bricks packed together to form
underground tunnels and chambers.
It absorbs heat from the sun, so it can
be warmer than the area around it.
Question 5 Answers may vary but should include
the following key elements: a
description of how the student could
use the information about ants to
overcome a problem and details from
the selection and the student’s own
life to support the student’s position.
For example, students may say that
if they had a problem they would try
to work with others like ants do.
They might also say they would give
each person a job to do, so that
everyone would take part in helping
to solve a problem.
4.1.7
4.1.7
4.1.7
4.1.7
3
3
3
2
4.1.12
4