Practice Book Grade 5 Unit 3 Week 2

Grammar • Verb Tenses

Name

• The tense of a verb tells when an action takes place.

• A present-tense verb tells what is happening now. To form the present
tense of most verbs in the third person singular, add -s: draws. Add -es to
verbs that end in s, ss, ch, sh, x, or zz: wishes, misses. If a verb ends with a
consonant and the letter y, change y to i before adding -es: tries.
• The present progressive tense shows action that is continuing over time.
To form the present progressive, use the verb be plus a present participle.
Adding -ing to a verb creates a present participle.
Malik is trying. We are playing hockey.

Read each sentence. Choose the correct form of the verb to complete the
sentence. Write it on the line.

1. My mother (carrys, carries) boxes to the attic.

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2. She (asking, asks) me to help her.

3. She is (trying, tries) to lift a heavy carton.

4. Each one of us (grabs, grab) one end.

5. We are (climb, climbing) the stairs when the box breaks.

6. Books (tumble, tumbling) down the stairs.

7. Mom (watchs, watches) them fall around us.

8. She and I are (picks, picking) them up carefully.

In your writer’s notebook, write a short passage about helping

someone. Include at least two present-tense verbs and two present
participles. Remember the rules for forming verbs in the present tense.

Grade 5 • Unit 3 • Week 2 133

 Grammar • Past and Future Tenses
Name

• Past-tense verbs tell about actions in the past. Add -ed to most verbs to
show past tense: looked. If a verb ends in e, drop the e and add -ed: liked.
If a verb ends in a vowel and consonant, double the consonant and add
-ed: slipped. If it ends in a consonant + y, change y to i and add -ed: fried.
• Future-tense verbs are formed with the helping verb will: He will stop.
• The past progressive and future progressive tenses use present
participles to show action that was or will be continuing.
She was helping. My friend will be attending.

Read each sentence. Underline each complete verb. Then write whether the
tense is present, past, or future on the line.

1. Our class will visit the museum next week.

2. I am making a list of interesting exhibits.

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3. One display shows historical inventions.

4. Several devices provided light and heat.

5. My classmates and I will be asking many questions.

Reading/Writing Read the excerpt from “A Reluctant Traveler.” Look for the
Connection past progressive tense. Underline the helping verb and present
participle in that sentence. Then write a sentence about a
sunset using the past progressive tense.

Paul never realized how surrounded by water New

York was. Many hours later, as the plane was landing
in Buenos Aires, Paul noticed similar outlines of a city
on the water, and bright lights, just like home.

134 Grade 5 • Unit 3 • Week 2

 Grammar • Mechanics: Avoid Shifting Tenses
Name

• When talking or writing about the past, present, or future, always use
the correct verb tense.
• Take care not to mix verb tenses when describing the same incident.
Monique will look in the bushes, and Andre will check the grass.

Rewrite each sentence so that the second verb matches the tense of the first
verb in the sentence.

1. The milk spills and poured off the edge of the table.

2. The cat raced over and licks it up.

3. The dog will come in and chases the cat.

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4. I find a mop and cleaned up the puddle.

5. Dad will return soon, and the floor shines.

Writing Connection
Write a paragraph about an accident that you or someone you
know had. Describe the event using action verbs. Make sure to
avoid shifting verb tenses.

Grade 5 • Unit 3 • Week 2 135

 Grammar • Proofreading
Name

• Take care not to mix verb tenses when describing the same incident.
• To form the present tense of most verbs in the third-person singular, add
-s. Add -es to verbs that end in s, ss, ch, sh, x, or zz. If a verb ends with a
consonant and the letter y, change y to i before adding -es.
• Add -ed to most verbs to show past tense. If a verb ends in e, drop the e,
then add -ed. If a verb ends in a vowel and consonant, double the
consonant and add -ed. If it ends in a consonant and y, change y to i and
add -ed.
• Future-tense verbs are formed with the helping verb will.

Proofread the paragraph. On the lines below, correct mistakes in spelling and
verb tenses.

Sundale School will celebrates its tenth anniversary next year. At yesterday’s
assembly, the principal asks students for ideas. I will raise my hand and suggest a
play. Beginning next week, students writing scenes from the school’s history. At first,

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the founders of the school expect little interest in their plans. They were worry
about the costs. I hoping to play the part of a founder. The school mean a great
deal to me.

136 Grade 5 • Unit 3 • Week 2

 Grammar • Test: Verb Tenses
Name

Read the student draft and look for any corrections that need to be made.
Then choose the best answer to each question.
(1) The two sisters boarding a train in Italy. (2) They were traveled to the
coast of Spain. (3) Their parents will join them next week. (4) Yesterday,
the girls send an e-mail to their parents telling them about a museum they
visited. (5) After reading the e-mail, their parents shares the photos with
their friends.
(6) The train shuddered and pull out of the station. (7) I talked and
shared stories with my cousin. (8) I last saw her two years ago! (9) We
took silly pictures of ourselves and laugh for hours and hours.
1. In order to write sentence 1 in 4. What change needs to be
the past tense, what change made in sentence 5?
needs to be made? F Change shares to shared
A Change boarding to will board G Change shares to sharing
B Change boarding to board H Change reading to reads
C Change boarding to boarded J Change their to they’re
D Change boarding to are boarding
5. What change, if any, should be
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2. What is the correct way to made to sentence 6 or 7?

write sentence 2 in the past A Change pull to pulled in sentence 6
progressive tense?
B Change talked to talk in sentence 7
F They were travels to the coast
C Change shared to share in
of Spain.
sentence 7
G They were travelers to the coast
D Make no change
of Spain.
H They were traveling to the coast 6. What change, if any, should be
of Spain. made to sentence 8 or 9?
J They traveling to the coast of F Change saw to seen in sentence 8
Spain. G Change took to take in sentence 9
3. What change, if any, should be H Change laugh to laughed in
made to sentence 3 or 4? sentence 9
A Change will join to joined in J Make no change
sentence 3
B Change send to sent in sentence 4
C Change telling to told in sentence 4
D Make no change

Grade 5 • Unit 3 • Week 2 137

 Spelling • Open Syllables (V/V)
Name

Fold back the paper 1. 1. video

along the dotted
line. Use the blanks 2. 2. poet
to write each word
3. 3. riot
as it is read aloud.
When you finish the 4. 4. piano
test, unfold the
paper. Use the list 5. 5. diary
at the right to
6. 6. radio
correct any spelling
mistakes. 7. 7. ideas
8. 8. ruin
9. 9. diet
10. 10. patriot
11. 11. fluid
12. 12. rodeo

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13. 13. cruel
14. 14. genuine
15. 15. casual
16. 16. trial
17. 17. fuel
18. 18. meteor
19. 19. diameter
20. 20. meander
Review Words 21. 21. recent
22. 22. closet
23. 23. minus
Challenge Words 24. 24. situation
25. 25. variety

138 Grade 5 • Unit 3 • Week 2

 Phonics/Spelling • Word Sort
Name

DECODING WORDS
When two vowels together make two different
sounds, they divide into separate syllables. Words In the word duet, the
such as duet and patio have this V/V syllable first syllable, du, is open.
pattern. These words have an open syllable It has a long u sound.
followed by a syllable that starts with a vowel. The second syllable, et,
is closed. It has a short e
In duet, the V/V pattern divides the two vowels vowel sound. Blend the
as follows: du/et. In patio, the V/V pattern two syllables together:
divides the vowels io: pa/ti/o. /dü/ /et/.

Write the spelling words that contain the matching V/V pattern.

video diary diet cruel fuel

poet radio patriot genuine meteor
riot ideas fluid casual diameter
piano ruin rodeo trial meander
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ea 8. ua
1. 15.
9.
2.
ue
ie
eo 16.
10.
3. 17.
io
4.
11. ui
5. 18.
12.
ia 19.
13.
6.
20.
oe
7.
14.

Look through this week’s readings for words with a V/V syllable
division pattern. Record them in your writer’s notebook. Draw a
slash (/) to indicate the V/V pattern. Then read the words aloud.

Grade 5 • Unit 3 • Week 2 139

 Phonics/Spelling • Word Sort
Name

DECODING WORDS
When two vowels together make two different
sounds, they divide into separate syllables. Words In the word duet, the
such as duet and patio have this V/V syllable first syllable, du, is
pattern. These words have an open syllable open. It has a long u
followed by a syllable that starts with a vowel. sound. The second
syllable, et, is closed.
In duet, the V/V pattern divides the two vowels
It has a short e vowel
as follows: du/et. In patio, the V/V pattern
sound. Blend the two
divides the vowels io: pa/ti/o.
syllables together:
/dü/ /et/.

Write the spelling words that contain the matching V/V pattern.

video diary diet cruel fuel

poet radio giant lion science
riot ideas dial casual quiet

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piano ruin rodeo trial prior

ea 8. oe
1. 16.
ie
eo 9. ua
2. 17.
10.
3.
11. ue
ia 18.
io
4.
12. 19.
5.
13. ui
6. 20.
14.
7.
15.
Look through this week’s readings for words with a V/V syllable
division pattern. Record them in your writer’s notebook. Draw a
slash (/) to indicate the V/V pattern. Then read the words aloud.

139A Grade 5 • Unit 3 • Week 2

 Phonics/Spelling • Word Sort
Name

A. Write the spelling words that contain the matching V/V pattern.

dialect calcium glorious cruelly variety

grueling pioneers patriot genuine meteor
riot ideas fluidity casual diameter
radiance ruined evaluate trials meander

ea ie ua
1. 8. 14.

2. iu 15.
9.
eo ue
3. 16.
io
10. 17.
ia
4.
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11.
ui
5. 12. 18.
6. 13. 19.
7. 20.

B. Read each word. Draw a slash (/) between the two vowels that form
the V/V pattern. Then write the sound of the first vowel in the
pattern.
1. meander

2. genuine

Look through this week’s readings for words with a V/V syllable
division pattern. Record them in your writer’s notebook. Draw a
slash (/) to indicate the V/V pattern. Then read the words aloud.

Grade 5 • Unit 3 • Week 2 139B

 Spelling • Word Meaning
Name

video diary diet cruel fuel

poet radio patriot genuine meteor
riot ideas fluid casual diameter
piano ruin rodeo trial meander

A. Write the spelling word that matches each definition below.

1. rock in space 7. supporter of one’s country

2. poetry writer
8. musical instrument with keys
3. usual food

4. court case
9. Western competition
5. distance across center of a circle

10. material burned for heat or power

6. device on which music is heard

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B. Write the spelling word that best completes each analogy.
11. Schedule is to timetable as journal is to .

12. Party is to celebration as uprising is to .

13. Mend is to repair as wreck is to .

14. Loose is to tight as is to formal.

15. Mist is to fog as is to liquid.

16. Sprint is to run as is to wander.

17. False is to as phony is to real.

18. Thoughts is to as behavior is to actions.

19. Heartless is to caring as is to kind.

20. Car is to automobile as is to movie.

140 Grade 5 • Unit 3 • Week 2

 Spelling • Proofreading
Name

Underline the six misspelled words in the paragraphs below. Using the
V/V patterns you learned, write the words correctly on the lines.
We walked along a river that flowed with a sparkling green flued. Soft
music filled the air, even though there wasn’t a radeo around for miles. A
red moon rose above the horizon, and a bright metear flashed by in the sky.

1. 2. 3.

We needed a fire for warmth, but we had no fuil to burn. The trees
around us were huge—at least 50 feet in diometer. It would be impossible
to cut them. I looked at my friends. “Any idias?” I asked.

4. 5. 6.

Writing Connection
Write a passage that includes an unusual setting. Select a
genre, such as a fantasy story or a narrative poem. Brainstorm
ideas in your writer’s notebook to plan your particular topic.
Use at least four spelling words in your writing.
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Grade 5 • Unit 3 • Week 2 141

 Phonics/Spelling • Review
Name

Remember
Words such as chaos and cereal have a V/V syllable pattern. These words
have an open syllable (a syllable that ends in a vowel) followed by a syllable
that starts with a vowel.
• In chaos, the V/V patterns divides the two vowels as follows: cha/os.
• In cereal, the V/V pattern comes in the second and third syllables: ce/re/al.
Read the words out loud. Listen to the syllable division between the vowels.

video diary diet cruel fuel

poet radio patriot genuine meteor
riot ideas fluid casual diameter
piano ruin rodeo trial meander

A. Fill in the missing letters to form a spelling word. Then write the spelling word.

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1. cas l 9. fl d

2. p t 10. d ry

3. rad 11. id s

4. d meter 12. patr t

5. vid 13. f l

6. p no 14. d t

7. cr l 15. tr I

8. gen ne

B. Write these spelling words on the lines in reverse alphabetical order: riot,
meteor, rodeo, meander, ruin.

16. 18. 20.

17. 19.

142 Grade 5 • Unit 3 • Week 2

 Vocabulary Strategy • Adages
Name

An adage is a short, often old, saying that expresses a common observation

or piece of wisdom. Two popular adages are “Don’t judge a book by its
cover” (don’t judge something based on its appearances), and “Slow and
steady wins the race” (don’t give up when working toward a goal).
You can figure out the meaning of an adage by looking at the surrounding
words and sentences.

Read each passage below. Underline the context clues that help you
determine the meaning of each adage in bold. Then write the meaning in
your own words on the lines provided.

As Brody crossed the finish line, he

knew his mom had been right—every
cloud has a silver lining. Losing last
year’s race had upset him, but it also
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made him train harder for

this year’s race. As a result
of his hard work, he won first place.
The words every cloud has a silver lining are boldfaced.

As I was running out the door, my dad

told me to grab my umbrella in case it
rained. I looked outside. It was cloudy,
so I grabbed it and put it in my
backpack just in case. After all,
my dad always says that it’s better
to be safe than sorry!
The words it’s better to be safe than sorry! are boldfaced.

Write a short passage in your writer’s notebook using one of the

adages from the activity above.

Grade 5 • Unit 3 • Week 2 143

 Vocabulary Strategy • Context Clues
Name

Read each passage from “Potluck or Potlatch?” Underline the context

clues that help you figure out the meaning of each word in bold. Look for
clues within or beyond the sentence that have a cause-and-effect
relationship with the word. Then tell what the word means.

1. Mrs. Wright placed a warm hand on Alex’s shoulder, which made him feel
a little less nervous. The word nervous is boldfaced.

2. “What a lovely thought,” she said. “I think there may have been a
miscommunication, though. We’re having a potlatch today, not a potluck.”

The word miscommunication is boldfaced.

3. Alex still looked confused, so Wakiash explained that the Kwakiutl people

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believe that wealth should be shared. The word confused is boldfaced.

4. The feast was delicious, and Alex was having so much fun that he lost
track of time. As he helped himself to a second brownie, he was startled
to see his mother at the front door because he felt as if she had just
dropped him off. The word startled is boldfaced.

144 Grade 5 • Unit 3 • Week 2