About the Editor Marianne Tatom Letts holds a Ph.D in music theory She has taught at the K-12 and college levels and has worked as an editor and writer in educational publishing for over ten years Production Monotype Production Coordinator Perla Arce-Franke Cover lIIustrationjPhotos Photography Shutterstock by PhotoDisc/Getty Royalty Free; Photos.com; ISBN-13: 978-1-4190-3391-9 ©2008 HMH Supplemental Publishers Inc All rights reserved This book is intended for classroom use and is not for resale or distribution Each blackline master in this book may be reproduced, with the copyright notice, without permission from the Publisher Reproduction for an entire school or district is prohibited No other part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, taping, or any information storage and retrieval system, without permission in writing from the Publisher Contact: Paralegal Department, 6277 Sea Harbor Drive, Orlando, FL 32887 Steck-Vaughn is a trademark of HMH Supplemental Publishers Inc The paper used in this book comes from sustainable resources Printed in the United States of America 6789101413131211 4500272944 ContentS.·.·.· ·.·.·.·.·.· Introduction Features Assessment Unit 1: Similarities Unit 5: Homophones Lesson 1: Making Groups Lesson 2: Regrouping Lesson 3: Group Thinking Unit Review Lesson Lesson Lesson Lesson Lesson Unit 10 11 Unit ~: Same Class Lesson 4: Identifying Classes Lesson 5: How Things Are Alike Lesson 6: Class Thinking Lesson 7: Class Pairs Unit Review 12 13 14 15 16 Lesson 8: What Are Synonyms? Lesson 9: Matched Pairs Lesson 10: Synonyms in Analogies Lesson 11: Picking Synonyms Lesson 12: Similar Things Unit Review Lesson 23: Parts of a Whole Lesson 24: Picking Parts Lesson 25: Comparing Parts Lesson 26: Parts in Analogies Lesson 27: Parts in Pairs Unit Review 17 18 19 20 21 22 Lesson Lesson Lesson www.harcourtschoolsupply.com © Harcourt Achieve Inc All rights reserved 23 e 29 30 31 32 33 34 35 : 36 37 38 39 40 Unit 7: Item to Category Unit 4:: Antonyms 18: What Are Homophones? 19: Sounds the Same 20: The Right Homophone 21: Picking Homophones 22: Sound-Alikes Review Unit 6: Part to Whole Unit 3: Synonyms Lesson 13: What Are Antonyms? Lesson 14: Opposites Attract Lesson 15: Antonyms in Analogies Lesson 16: Picking Antonyms Lesson 17: Opposite Things Unit Review Lesson Lesson Unit 24 25 26 27 28 28: 29: Identifying Categories Putting Items in Categories 30: Comparing Items in Categories 31: Picking Items 32: Items in Analogies Review Answer Key ••••••••• 41 42 43 44 45 46 47 Contents Unlocking Analogies 4-5, SV 9781419033919 ••••••••••••••••••• -roduction ••••••••••• Wha"t Are Analogies? How "to Use "the Book Analogies show relationships between words Working with analogies helps students build critical-thinking and reasoninq skills that will help them in their everyday learning and also on standardized tests Students are encouraged to be creative and think outside the box, strengthening their thinking skills across the school curriculum and helping them in their other life activities Breaking down analogies into differen types helps students become comforta e with one type of analogy before they are ready to explore another Students gradua encounter more types of analogies and identify what comparison is being made between the words Each unit also provides different formats for looking at analogies: multiple choice, matching, and fill in the blank, as well as symbols versus words All materials can be reproduced and distributed to students to work individually, as partners, or in small groups Working with analogies also encourages students to • expand their vocabulary • understand the relationships words and ideas • recognize different meanings words • read more carefully Students can apply the skills they through analogies to other school as well as to other areas of life between How "to In"troduce S"tuden"tS "to Types Analogies 0", for Unit 1: Similarities (pages W 11) learn subjects In order to work successfully with analogies, students must understand how to categorize words Students are asked to identify similarities between items that make them part of the same group How "to Read Analogies Students are exposed to a variety of formats in which analogies can be given Each format is explained both when it is introduced and when it reoccurs Key words in the explanations and exercises are underlined or placed in boldface type in order to reinforce their importance to the analogy Encountering analogies in different formats helps students become more comfortable with making comparisons between words and reinforces the information by showing it in slightly different ways Demonstrate the ski)): CD Write the names of different kinds of sports on the board in random order: baseball, soccer, football, swimming, tennis, snowboarding, snow skiing, iceskating, badminton, diving @ Ask students what these items have in common (They are all types of sports.) @ Ask students to identify different ways to group these sports (water sports, winter sports, team sports, field sports, court sports, etc.) @ Lead students to find different ways to group other items A shark is a type of fish, and a cow is a type of mammal Shark is to fish as cow is to mammal shark: fish :: cow: mammal Unit 2: Same Class (pages 12 W 16) After grouping items in Unit 1, students can now begin to understand how similar items can belong to the same class They can also begin to compare items in one class to items in another The symbols used in analogies (: and ::) are explained in several different units The single colon (:) is read as "is to." The double colon (::) is read as "as." Thus, happy: cheerful :: sad: glum is read as Demonstr-ate the ski)): CD Use the example on page 13 Write robin, parrot, beagle, and poodle on the board Happy is to cheerful as sad is to glum Introduction Unlocking Analogies 4-5, SV 9781419033919 ••••••••• www.harcourtschoolsupply.com © Harcourt Achieve Inc All rights reserved "t 6: Part to Whole (pages 35 to 40) @ ords in Unit 3: Synonyms P": 17 to 22) In Unit 3, students are introduced to the concept of synonyms, words that are similar in meaning to each other Unit introduces students to the concept of part-to-whole relationships An important type of analogy is one that compares parts to a whole Demonstrate CD Demonstr-ate the skiD: CD ® Discuss synonyms with students Ask them to think of as many words that mean the same thing as hot as they can Record th.eir answers on the board Introduce the use of synonym pairs in analogies Point out that if the first pair of words are synonyms, then the second pair of words must be synonyms as well However, all the words not have to be synonyms for each other hot is to -warm as cold is to cool - Unit 4: Anton~ (pages 23 to 28) Demonstrate the skill: ® Discuss antonyms with students Ask them to think of as many words that mean the opposite of hot as they can Record their answers on the board Introduce the use of antonym pairs in analogies Point out that if the first pair of words are antonyms, then the second pair of words must be antonyms as well hot is to cold as warm is to cool antler is to deer as horn is to cow In Unit 7, students revisit the concept of items belonging to a particular class, category, or group Rather than comparing items in a given class to each other, however, students learn to compare the items to the class itself and to draw analogies between items in one category and items in another Demonstrate CD ® Unit 5: Homophones (pages 29 to 34) In Unit 5, students are introduced to the concept of homophones, words that sound the same but are spelled differently and have different meanings www.harcourtschoolsupply.com © Harcourt Achieve Inc All rights reserved Discuss part-to-whole relationships with students Write the following words on the board: eyes, nose, mouth, ears Ask students what these words are part of (face or head) Introduce the use of part-to-whole relationships in analogies Point out that if the first pair of words are parts of a whole, then the second pair of words must be parts of a whole as well However, all the words not have to be related to each other Unit 7: Item to Category (pages 41 to 46) Unit introduces students to the concept of antonyms, words that mean the opposite of each other CD ® the ski)): • •••••••• the skill: Discuss items in a category with students Write the following word on the board: owl Ask students what category owl is part of (bird) Introduce the use of item-to-category relationships in analogies Point out that if the first word is an item in a category, then the third word must be an item in a category owl is to bird as cow is to mammal Introduction Unlocking Analogies 4-5, SV 9781419033919 Features •••••••••••••••••••••• •••••••••••••••••••••• ) Assessment The Assessment at the beginning of the book can be used to test students before and after studying analogies r Lesson Page Name Each lesson page provides explicit instruction in how to analyze and ~ interpret analogies.~ _ Date _ Lesson I: Making Groups Items in a group are similar to each other in some way •• Key ~o Solving How are th~ words in this The Key to Solving box at the beginning of each lesson provides an example of how to understand the exercises in that lesson 'J:roup alike?~s; cat, dog, bird - A cat, a dog, and a bird can all be pets That is one way they are alike Directions: How are the words in each group alike? On the line next to each set of words, write the name of the group to which they all belong red blue, green car, bus, bike chair, couch, table '1 lake, river, sea square, rectangle, triangle _ dish, bowl, spoon The Try This activity at the end of each lesson provides additional practice in working with the type of analogy presented in that unit grass, tree, flower • ' Features Unlocking Analogies 4-5, SV 9781419033919 eyes, ears, mouth ~ms Name another in object that belongs each group • ••• The activities are in multiple formats: multiple choice, matching, and fill in the blank • •••••••• www.harcourtschoolsupply.com © Harcourt Achieve Inc All rights reserved •••••••••••••••••••••• Features Review Page Name - The analogies are presented in a scaffolded approach, and the reviews cover all types of analogies introduced until that point •••••••••••••••••••••• Date each n,logy· comp,leteSch word pair: the words In ea Darken the circle !or ~~~p~~tween D~scribe th:::~~~~s, synonyms or homophones RelationshLP: rv nower : marry: mer '@ divorce ® boUquet work: play:: succeed: @ fail © flour RelationshiP: _ ® weed © win @ try _ lID hard RelatiOnshiP:. © crate write: scribble :: create,:;-