Walk Two Moons (Saddleback's Focus on Reading Study Guides)

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SADDLEBACK STUDY GUIDE

Saddleback’s literature study guides

FOCUS ON READING Walk Two Moons Give your students the background and support they need to understand and enjoy literature. With these study guides, your students will practice reading comprehension skills, sharpen their vocabulary, and learn to identify literary elements. • Prepares all students for reading success through prereading background building

Focus ON RE ADING Vocabulary

READING COMPREHENSION

• Focuses reading with guiding “Questions to Think About” • Builds vocabulary with prereading and during-reading activities • Develops cultural literacy by using well-known literature • Includes a comprehensive end-of-book test For more information on other titles in the Focus on Reading series, visit our website: sdlback.com

Walk Two Moons Sharon Creech

Three Watson • Irvine, California 92618-2767 1-888-735-2225 • sdlback.com

ACTIVATE PRIOR KNOWLEDGE

Reproducible Activities

Focus

ON READING Walk Two Moons Marshall K. Hall

Three Watson Irvine, CA 92618-2767 Web site: www.sdlback.com

Copyright © 2006 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher, with the exception below. Pages labeled with the statement Saddleback Educational Publishing © 2006 are intended for reproduction. Saddleback Educational Publishing grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to a single teacher and does not apply to entire schools or school systems. ISBN-1-59905-126-5 Printed in the United States of America 10 09 08 07 06 9 8 7 6 5 4 3 2 1

Contents Introduction/Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv Focus on the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Focus Your Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

I. Chapters 1–9 Focus Your Reading . . . . . . . . . . . . . . . . . . . 2–3

IV. Chapters 23–29 Focus Your Reading . . . . . . . . . . . . . . . . . 20–21

Build Your Vocabulary . . . . . . . . . . . . . . . . . . . 4

Build Your Vocabulary . . . . . . . . . . . . . . . . . . 22

Check Your Understanding: Multiple Choice . . . . . . . . . . . . . . . . . . . . . . . 5

Check Your Understanding: Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 23

Check Your Understanding: Short Answer . . . . . . . . . . . . . . . . . . . . . . . . . 6

Check Your Understanding: Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 24

Deepen Your Understanding . . . . . . . . . . . . . . 7

Deepen Your Understanding . . . . . . . . . . . . . 25

II. Chapters 10–15 Focus Your Reading . . . . . . . . . . . . . . . . . . . 8–9

V. Chapters 30–35 Focus Your Reading . . . . . . . . . . . . . . . . . 26–27

Build Your Vocabulary . . . . . . . . . . . . . . . . . . 10

Build Your Vocabulary . . . . . . . . . . . . . . . . . . 28

Check Your Understanding: Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 11

Check Your Understanding: Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 29

Check Your Understanding: Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 12

Check Your Understanding: Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 30

Deepen Your Understanding . . . . . . . . . . . . . 13

Deepen Your Understanding . . . . . . . . . . . . . 31

III. Chapters 16–22 Focus Your Reading . . . . . . . . . . . . . . . . . 14–15

VI. Chapters 36–44 Focus Your Reading . . . . . . . . . . . . . . . . . 32–33

Build Your Vocabulary . . . . . . . . . . . . . . . . . . 16

Build Your Vocabulary . . . . . . . . . . . . . . . . . . 34

Check Your Understanding: Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 17

Check Your Understanding: Multiple Choice . . . . . . . . . . . . . . . . . . . . . . 35

Check Your Understanding: Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 18

Check Your Understanding: Short Answer . . . . . . . . . . . . . . . . . . . . . . . . 36

Deepen Your Understanding . . . . . . . . . . . . . 19

Deepen Your Understanding . . . . . . . . . . . . . 37

End-of-Book Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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Introduction/Classroom Management Before Reading

Welcome to Focus on Reading Focus on Reading literature study guides are designed to help all students comprehend and analyze their reading. Many teachers have grappled with the question of how to make quality literature accessible to all students. Students who are already avid readers of quality literature are motivated to read and are familiar with prereading and reading strategies. However, struggling readers frequently lack basic reading skills and are not equipped with the prior knowledge and reading strategies to thoroughly engage in the classroom literature experience. Focus on Reading is designed to make teachers’ and students’ lives easier! How? By providing materials that allow all students to take part in reading quality literature. Each Focus on Reading study guide contains activities that focus on vocabulary and comprehension skills that students need to get the most from their reading. In addition, each section within the guide contains a before-reading Focus Your Reading page containing tools to ensure success: Vocabulary Words to Know, Things to Know, and Questions to Think About. These study aids will help students who may not have the prior knowledge they need to truly comprehend the reading.

• Focus Your Reading consists of 3 prereading sections: Vocabulary Words to Know lists and defines 10 vocabulary words students will encounter in their reading. Students will not have to interrupt their reading to look up, ask for, or spend a lot of time figuring out the meaning of unfamiliar words. These words are later studied in-depth within the lesson. Things to Know identifies terms or concepts that are integral to the reading but that may not be familiar to today’s students. This section is intended to “level the playing field” for those students who may not have much prior knowledge about the time period, culture, or theme of the book. It also gets students involved with the book, increasing interest before they begin reading. Questions to Think About helps students focus on the main ideas and important details they should be looking for as they read. This activity helps give students a purpose for reading. The goal of these guiding questions is to build knowledge, confidence, and comfort with the topics in the reading.

During Reading • Build Your Vocabulary presents the 10 unit focus words in the exact context of the book. Students are then asked to write their own definitions and sentences for the words.

Using Focus on Reading Focus on Reading is designed to make it easy for you to meet the individual needs of students who require additional reading skills support. Each Focus on Reading study guide contains teacher and student support materials, reproducible student activity sheets, an endof-book test, and an answer key.

• Check Your Understanding: Multiple Choice offers 10 multiple-choice, literal comprehension questions for each section. • Check Your Understanding: Short Answer contains 10 short-answer questions based on the reading.

• Focus on the Book, a convenient reference section for the teacher, provides a brief overview of the entire book including a synopsis, information about the setting, author data, and historical background.

After Reading • Deepen Your Understanding is a writing activity that extends appreciation and analysis of the book. This activity focuses on critical-thinking skills and literary analysis.

• Focus Your Knowledge, a reference page for students, is a whole-book, prereading activity designed to activate prior knowledge and immerse students in the topic.

• End-of-Book Test contains 20 multiple-choice items covering the book. These items ask questions that require students to synthesize the information in the book and make inferences in their answers.

The study guide divides the novel into 6 manageable sections to make it easy to plan classroom time. Five activities are devoted to each section of the novel.

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Introduction/Classroom Management

book, asking students for their own ideas and opinions—and the reasons behind them. These postreading activities generally focus on literary analysis. As reflected in its title, the End-of-Book Test is a postreading comprehension test to be completed after the entire novel has been read. For your convenience, a clear Answer Key simplifies the scoring process.

Classroom Management Focus on Reading is very flexible. It can be used by the whole class, by small groups, or by individuals. Each study guide divides the novel into 6 manageable units of study. This literature comprehension program is simple to use. Just photocopy the lessons and distribute them at the appropriate time as students read the novel. You may want to reproduce and discuss the Focus Your Knowledge page before distributing the paperbacks. This page develops and activates prior knowledge to ensure that students have a grounding in the book before beginning reading. After reading this whole-book prereading page, students are ready to dive into the book. The Focus Your Reading prereading activities are the keystone of this program. They prepare students for what they are going to read, providing focus for the complex task of reading. These pages should be distributed before students actually begin reading the corresponding section of the novel. There are no questions to be answered on these pages; these are for reference and support during reading. Students may choose to take notes on these pages as they read. This will also give students a study tool for review before the End-of-Book Test. The Focus Your Reading pages also provide an excellent bridge to home. Parents, mentors, tutors, or other involved adults can review vocabulary words with students, offer their own insights about the historical and cultural background outlined, and become familiar with the ideas students will be reading about. This can help families talk to students in a meaningful way about their reading, and it gives the adults something concrete to ask about to be sure that students are reading and understanding. The Build Your Vocabulary and Check Your Understanding: Multiple Choice and Short Answer activities should be distributed when students begin reading the corresponding section of the novel. These literature guide pages are intended to help students comprehend and retain what they read; they should be available for students to refer to at any time during the reading. Deepen Your Understanding is an optional extension activity that goes beyond literal questions about the

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Focus on the Book the university with the potential lunatic. Eventually Phoebe’s mother returned home and told the family that the lunatic, Mike, is her son. Phoebe also learned that Mrs. Partridge, Mrs. Cadaver’s blind mother, had been leaving the mysterious messages on Phoebe’s front steps. Mrs. Cadaver did not kill her husband; he died in a car accident. Mrs. Partridge was also in the car with him, and that is how she lost her eyesight. After seeing Old Faithful in Yellowstone National Park, Sal’s grandmother becomes very ill, and Sal and Gramps have to take her to the hospital just before they get to Lewiston, Idaho. Sal realizes that they are going to be at the hospital a while and if she wants to do anything about seeing her mother, she will have to take care of it herself. Sal takes Gramps’s car, and drives toward Lewiston. She finds the spot where a bus drove off a cliff. The reader learns that her mother was on that bus and died in the crash. The reader also finds out that Mrs. Cadaver was the only survivor of that bus accident. She was sitting right next to Sal’s mother during the trip, and they became good friends. Sal then realizes why her father wanted to be so close to Mrs. Cadaver. After seeing her mother’s grave, Sal returns to her grandfather and learns that her grandmother has died. Sal and her grandfather return to Ohio. Then Sal, her father, and her grandfather go back to Bybanks, Kentucky, where they can be close to their memories of Sal’s mother and grandmother.

Synopsis The author begins the story by telling of Salamanca Tree Hiddle (Sal) and her father’s move to Euclid, Ohio, from Bybanks, Kentucky. The reader learns that before the move, Sal’s mother had taken a bus trip to Idaho and never returned. The present-day story begins when Sal takes a trip to Idaho from Euclid with her grandparents to see her mother. Sal thinks that if she and her grandparents make it to Lewiston, Idaho, by her mother’s birthday, she will be able to bring her home. During the car trip, Sal begins telling her grandparents about her new life in Euclid, Ohio, especially about her new friend, Phoebe Winterbottom. Throughout the book, Sal spends part of the time telling about her experiences during her trip with her grandparents and the other part of the time flashing back to her experiences with Phoebe and to her time with her mother before she left. Sal and her father moved to Euclid because her father had a new woman friend, Margaret Cadaver, and their farm in Bybanks reminded him too much of Sal’s mother. Sal resents Margaret; she feels her father is moving on from her mother too quickly. When Sal started school in Euclid, she met Phoebe Winterbottom in class, who happened to be Margaret Cadaver’s neighbor. Sal began to learn about Phoebe’s wild imagination and her proper family. Phoebe became convinced that Mrs. Cadaver killed her husband. When a strange boy showed up at Phoebe’s door, she was sure that he was a lunatic and had been leaving the strange messages in envelopes that had been appearing on her front steps. Later Phoebe’s mother disappeared, and even though she had left notes for her family and prepared frozen meals, Phoebe believed the lunatic had kidnapped her. In helping Phoebe deal with her mother’s disappearance, Sal learned more about how she felt about the loss of her own mother. Meanwhile, Sal and her grandparents make the trek from Ohio to Idaho, stopping at major landmarks on the way. Sal is very anxious to get to her mother in Idaho and has little patience for stopping the places her grandparents want to see. She continues the story of Phoebe to pass the time. As Sal nears the end of the story of Phoebe, many mysteries are solved. After a great deal of investigating, Phoebe and Sal finally found Phoebe’s mother at

About the Author Sharon Creech was born July 29, 1945, and grew up in a suburb of Cleveland, Ohio, called South Euclid with her parents, sister, and three brothers. Her house was always full of other family members and friends who told many stories. Her favorite hobbies included listening to these stories, climbing trees, and riding her bike. Each summer Creech’s family took a car trip. They often visited Quincy, Kentucky, where her cousins lived on a farm. Creech is especially fond of her family’s trip to Idaho when she was twelve. These experiences have made their way in to many of Creech’s novels. When Creech was young, she dreamed of being many things, including a painter, an ice skater, a singer, a teacher, and a reporter. Even though she spent a lot of her time reading and writing as a child, she never thought she would be an author. (continued) vi

Focus on the Book

(continued)

Historical Background

While she wrote mostly poetry when she was a child, she became quite interested in storytelling while attending Hiram College in Ohio. She took several literature and writing courses. After graduating from college, she attended graduate school at George Mason University in Virginia. Creech became an English teacher after graduate school. In 1979, she moved to England with her husband, Lyle Rigg, where he was the headmaster of the American School. Creech taught in England and Switzerland. She began writing adult fiction, publishing two books in England. Her third book was for young adults, and she has been writing for this age group ever since. Walk Two Moons was her first book to be published in the United States, and it was awarded the Newbery Medal.

Although a Bybanks, Kentucky, really exists, the Bybanks in the story is fictional. Sharon Creech based the Bybanks in the story on Quincy, Kentucky, a place she often visited as a child. Her cousins lived on a large farm in Quincy with hills, trees, a swimming hole, a barn, and a hayloft, all of which appear in Walk Two Moons. When Creech was young, she learned that she was part Native American. Her family would tell NativeAmerican stories, which is where many of the NativeAmerican stories in Walk Two Moons come from. Creech was proud of her Native-American heritage, and she wanted Sal to embrace her Native-American heritage, also.

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Whole Book

Before Reading

Focus Your Knowledge • One of the recurring themes throughout the novel is how people deal with fear. Have you ever faced a fear? What was that experience like? • Nature plays an important role in this novel. How do you feel about the natural world? Do you feel connected to it? Do you find nature soothing, frightening, or inspiring? As you read, notice how Sal responds to nature. • Several journeys—both physical and emotional—are undertaken in the novel. What other journeys have you read about? What important journeys have you taken yourself? • Mysterious notes, journals, and postcards are all featured in the novel. Sometimes people’s words or meanings are misinterpreted by the characters. When have your words been misunderstood? What happened then?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–9

Before Reading

Focus Your Reading Vocabulary Words to Know Study the following words and definitions. You will meet these words in your reading. Be sure to jot down in your word journal any other unknown words from the reading. scads—a large number or quantity gallantly—bravely diabolic—of, relating to, or characteristic of the devil hankering—a strong desire pandemonium—a wild uproar

caboodle—a collection; a lot roosting—settling down ornery—having an irritable disposition yarn—a narrative of adventures; a tall tale remarkable—worthy of being noticed; likely to be noticed

Things to Know Here is some background information about this section of the book. The Ohio River is a nine-hundred-eighty-mile river that begins in Pittsburgh, Pennsylvania. It flows through western Pennsylvania and along the borders of West Virginia, Ohio, Kentucky, Indiana, and Illinois. It then flows into the Mississippi River. A whang-doodle is an imaginary creature. Muesli is a breakfast cereal of Swiss origin consisting of rolled oats, nuts, and fruit. The Hoosier state is the nickname for Indiana. Lake Michigan is one of the five Great Lakes located between Michigan and Wisconsin. The Rocky Mountains are the largest mountain chain in North America. They extend from Alaska to New Mexico. The Badlands is a national park located in southwestern South Dakota. It consists of formations of eroded rock, which are unique in shape. The Black Hills are mountains located in South Dakota and Wyoming.

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–9

Before Reading

Focus Your Reading Questions to Think About The following questions will help you understand the meaning of what you read. You do not have to write out the answers to these questions. Instead, look at them before you begin reading, and think about them while you are reading. 1. How did Sal feel about moving from Bybanks, Kentucky, to Euclid, Ohio?

2. Where is Sal’s mother?

3. Why does Sal travel with her grandparents across the country?

4. Who is Phoebe Winterbottom, and how does she compare to Sal?

5. What kind of relationship did Sal’s parents have?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–9

During Reading

Build Your Vocabulary Read the sentences below. On the line, write your definition of the word in bold type. Then, on another sheet of paper, use that word in a new sentence of your own. 1. “I have lived most of my thirteen years in Bybanks, Kentucky, which is not much more than a caboodle of houses roosting in a green spot alongside the Ohio River.” caboodle: ________________________________________________________________ roosting: ________________________________________________________________ 2. “Sometimes I am as ornery and stubborn as an old donkey.” ornery: __________________________________________________________________ 3. “Gramps said, ‘How about a story? Spin us a yarn.’” yarn: ___________________________________________________________________ 4. “‘She’s really remarkable,’ I said.” remarkable: ______________________________________________________________ 5. “‘Gloria lived in the wildest, most pepped-up world—a scary one, but oh!—scads more exciting than my own.’” scads: ___________________________________________________________________ 6. “‘Excuse me,’ Gramps said gallantly. ‘I believe I see a damsel in some distress,’ and off he marched to her rescue.” gallantly: ________________________________________________________________ 7. “‘What was the diabolic thing that happened to Mr. Cadaver?’ Gramps asked.” diabolic: _________________________________________________________________ 8. “Gramps said, ‘Did Gloria really have a hankering for me?’” hankering: _______________________________________________________________ 9. “It was complete pandemonium at the Finneys’.” pandemonium: ___________________________________________________________

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–9

During Reading

Check Your Understanding Multiple Choice Circle the letter of the best answer to each question. 1. How far is Euclid, Ohio, from Bybanks, Kentucky? a. 200 miles b. 300 miles c. 400 miles

6. What does Sal’s father do for work in Euclid? a. He works at an accounting firm. b. He works on a farm. c. He sells farm machinery.

2. Where does Sal say she forgot something at the house back in Bybanks? a. under the floorboards in her closet b. behind some plaster in the wall c. under a tree in the backyard

7. Why did Sal think it was remarkable that Mrs. Partridge guessed Phoebe’s age? a. Mrs. Partridge is hearing impaired. b. Mrs. Partridge is blind. c. Mrs. Partridge had never met Phoebe before.

3. How far away is Lewiston, Idaho, from Euclid? a. 2,000 miles b. 2,500 miles c. 3,000 miles

8. What is interesting about Margaret’s last name? a. It means dead body. b. It is not the same as her mother’s. c. She prefers not to use her last name.

4. What is Sal terrified of? a. spiders and insects b. planes c. cars and buses

9. What does Margaret do for work? a. She is a science teacher. b. She stays home and takes care of her mother. c. She is a nurse.

5. What was Sal’s mother’s favorite tree? a. willow tree b. sugar maple tree c. chestnut tree

© 2006 Saddleback Educational Publishing

10. What did Sal think Ben’s hair smelled like? a. Phoebe’s mom’s blackberry pie b. the trees back in Bybanks c. grapefruit

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–9

During Reading

Check Your Understanding Short Answer Write a short answer for each question. 1. To what does Sal compare the story of Phoebe, and why?

2. What are some of the reasons that Sal goes on the trip across the country with her grandparents?

3. When does Sal want to get to her mother, and why?

4. Sal prays quite frequently. What does she pray to, and what does she pray for?

5. How is Sal different in appearance from the girls in her class?

6. How did Sal’s mother teach her to pick blackberries?

7. What does Sal mean when she says she was like a mirror?

8. What is similar about the trip Sal’s mother took to Idaho and the trip Sal and her grandparents are taking there?

9. How did Phoebe react to the stranger who came to the door?

10. How did Phoebe’s mother react when she learned about the stranger looking for her?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

I. Chapters 1–9

After Reading

Deepen Your Understanding Someone left a strange message on Phoebe’s front steps that said, “Don’t judge a man until you’ve walked two moons in his moccasins.” What do you think this message meant? Do you think Sal walks in other people’s moccasins? Are there times when you think she should try this? Explain.

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 10–15

Before Reading

Focus Your Reading Vocabulary Words to Know Study the following words and definitions. You will meet these words in your reading. Be sure to jot down in your word journal any other unknown words from the reading. detour—a deviation from a direct route or the usual procedure manna—a sudden and an unexpected source of gratification, pleasure, or gain malevolent—having, showing, or arising from intense, often vicious, spite or hatred notion—a theory or belief held by a person or group

cinch—a thing done with ease gullible—easily fooled or cheated primitive—little evolved intriguing—interesting accumulated—increased gradually in quantity or number interjected—threw in between or among other things

Things to Know Here is some background information about this section of the book. Shrapnel is fragments from bombs, mines, or shells usually used in war. Mount Rushmore is a national memorial located in South Dakota’s Black Hills. Former U.S. Presidents George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln are carved into the mountain, making it the world’s greatest mountain carving. The Wisconsin Dells are a natural formation of sandstone and rock carved out by the Wisconsin River. A philosopher is a person who seeks wisdom. A rhododendron is a type of bush with leathery leaves and large, colorful flowers. A bowie knife is a type of hunting knife. A sheath is a case to keep the blade of the knife covered.

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 10–15

Before Reading

Focus Your Reading Questions to Think About The following questions will help you understand the meaning of what you read. You do not have to write out the answers to these questions. Instead, look at them before you begin reading, and think about them while you are reading. 1. What is significant about Sal losing her grandmother in the crowd?

2. How does telling Phoebe’s story help Sal on the trip to Idaho?

3. What new message did Phoebe find on her front steps, and what did it mean?

4. What did Sal do when Ben touched her, and why?

5. What did Sal and Phoebe discover about Mr. Birkway?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 10–15

During Reading

Build Your Vocabulary Read the sentences below. On the line, write your definition of the word in bold type. Then, on another sheet of paper, use that word in a new sentence of your own. 1. “‘Well, it sure ain’t a cinch being a father, either,’ Gramps said.” cinch: ___________________________________________________________________ 2. “Sometimes I am a little slow to figure these things out. My father once said I was as gullible as a fish.” gullible: _________________________________________________________________ 3. “My mother had not liked the term Native Americans. She thought it sounded primitive and stiff.” primitive: ________________________________________________________________ 4. “Mary Lou thought the messages (this one and the other one) were intriguing. ‘How exciting!’ she said.” intriguing: _______________________________________________________________ 5. “I thought it was going to be only me and Phoebe and Mary Lou going, but by the time we left the house, we had accumulated Tommy and Dougie as well.” accumulated: _____________________________________________________________ 6. “Occasionally, they interjected a ‘Gol-dang!’ or a ‘No kidding?’” interjected: _______________________________________________________________ 7. “Just before we reached the South Dakota border, Gramps took a detour north . . .” detour: __________________________________________________________________ 8. “He flung himself up and down the aisles, receiving the journals as if they were manna from heaven.” manna: _________________________________________________________________ 9. “Christy and Megan . . . were whispering over on the other side of the room and casting malevolent looks in Mary Lou’s direction.” malevolent: ______________________________________________________________ 10. “So when Phoebe suggested that my father and I should not go to Margaret’s, I was quite willing to agree with that notion.” notion: __________________________________________________________________ © 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 10–15

During Reading

Check Your Understanding Multiple Choice Circle the letter of the best answer to each question. 6. To whom does Sal’s grandmother compare Phoebe? a. the milkman b. Sal’s mother c. Gloria

1. Where does Sal find her grandmother when they are watching the Native Americans? a. in the car with her grandfather b. in the middle of the circle of dancing Native Americans c. taking a nap on the grass

7. Why does Sal like Pipestone? a. She likes the Native Americans she meets there. b. It reminds her of Bybanks, Kentucky. c. Her mother sent her a postcard from there.

2. What was the second message Phoebe found on her front steps? a. Don’t judge a man until you’ve walked two moons in his moccasins. b. You have had a good start. Work harder! c. Everyone has his own agenda.

8. How did Phoebe decorate her journal cover? a. She left it plain. b. She cut out pictures from magazines and pasted them on. c. She pasted a picture of her family on it.

3. Who did Sal and Phoebe see at the drugstore? a. Ben b. the strange boy who came to Phoebe’s door c. Mrs. Partridge

9. What did Margaret Cadaver give Sal as a gift? a. a blue sweater b. a rhododendron bush to plant in her backyard c. a pie she baked

4. What did Sal say that her family used to do more of when her mother was around? a. hug b. play games c. climb trees

10. What did Sal save of her mother’s in a plastic bag under the floorboards in Bybanks? a. a leaf from her mother’s favorite tree b. her mother’s hair c. a flower her mother wore in her hair

5. What did Phoebe and Sal discover that Mrs. Cadaver brought home from shopping? a. a bush to plant in the backyard b. a present for Sal’s father c. an axe

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 10–15

During Reading

Check Your Understanding Short Answer Write a short answer for each question. 1. Why doesn’t Sal want to send any postcards?

2. What did Ben draw after Phoebe and Sal told him about the messages, and why was it significant?

3. What does Sal ask the Indian when she and her grandparents visit Pipestone, and what is his answer?

4. How did Gram decide that she would marry Gramps?

5. Why does Gramps always say, “This ain’t our marriage bed, but it will do”?

6. How did Sal’s father act differently at Margaret’s from how he acted at home?

7. What important question did Mrs. Winterbottom ask Prudence, and how did Prudence respond?

8. How did Sal react to Margaret Cadaver’s gift?

9. What happens to Gram at the river when they stop to swim?

10. How does the boy at the river help Gram?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

II. Chapters 10–15

After Reading

Deepen Your Understanding When Sal and her grandparents visit Pipestone, Sal mentions that her mother had not liked the term Native Americans. Why not? How does Sal feel about the term? How does Sal show her pride in her heritage? Explain your answers in a few paragraphs.

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

III. Chapters 16–22

Before Reading

Focus Your Reading Vocabulary Words to Know Study the following words and definitions. You will meet these words in your reading. Be sure to jot down in your word journal any other unknown words from the reading. reluctantly—with hesitation or unwillingness skittish—easily frightened coaxed—influenced or persuaded console (verb)—to comfort lather (noun)—an agitated state pitiful—to be pitied; in a sad state

cantankerous—difficult or irritating to deal with sullen—gloomy colossal—of an exceptional or astonishing degree cavorted—engaged in extravagant behavior

Things to Know Here is some background information about this section of the book. Poplars are a type of tree that grows quickly and is part of the willow family. A wild boar is a wild hog from which most domestic pigs have been derived. Greek mythology is the study of Greek myths dealing with gods and heroes. A warrior is a person engaged in war. Covent Garden is a theater in London known for its opera performances. Amnesia is the loss of one’s memory.

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

III. Chapters 16–22

Before Reading

Focus Your Reading Questions to Think About The following questions will help you understand the meaning of what you read. You do not have to write out the answers to these questions. Instead, look at them before you begin reading, and think about them while you are reading. 1. How did Phoebe treat her mother?

2. What did Sal see in Mrs. Winterbottom that the Winterbottoms did not?

3. What was the third message left on Phoebe’s front steps, and what significance did it have to Phoebe’s and Sal’s lives?

4. What kind of person is Sal’s father, and how did that affect Sal’s mother?

5. How did Sal react to her mother’s leaving?

6. What happened to Phoebe’s mother?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

III. Chapters 16–22

During Reading

Build Your Vocabulary Read the sentences below. On the line, write your definition of the word in bold type. Then, on another sheet of paper, use that word in a new sentence of your own. 1. “‘I guess this cantankerous woman is getting out of here,’ Gramps said.” cantankerous: ____________________________________________________________ 2. “She was as crotchety and sullen as a three-legged mule, and I was not quite sure why.” sullen: __________________________________________________________________ 3. “Besides, I was too busy throwing the most colossal temper tantrums.” colossal: _________________________________________________________________ 4. “The next day at school, I studied Mr. Birkway as he leaped and cavorted about the classroom.” cavorted: ________________________________________________________________ 5. “Phoebe reluctantly got dressed, pulling a wrinkled blouse and skirt from the closet.” reluctantly: ______________________________________________________________ 6. “The chickens were fidgety, the cows were skittish, and the pigs were sullen and glum.” skittish: _________________________________________________________________ 7. “I finally coaxed Moody Blue to drop it, and when I picked up the rabbit, its heart was beating faster than anything.” coaxed: __________________________________________________________________ 8. “Whenever anyone tried to console me about my mother, I had nearly chomped their heads off.” console: _________________________________________________________________ 9. “Prudence was in a lather when she came home.” lather: __________________________________________________________________ 10. “He put his arm around me and we sat there together on the porch, two people being completely pitiful and lost.” pitiful: __________________________________________________________________

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

III. Chapters 16–22

During Reading

Check Your Understanding Multiple Choice Circle the letter of the best answer to each question. 1. Who is Tom Fleet? a. the boy who stays with Sal at the hospital b. Gram’s childhood friend c. Sal’s teacher

6. How did Sal react when her father told her that her mother was not coming back? a. She refused to believe it. b. She tried to call her mother. c. She ran away.

2. What does Gram think is a good sign when they leave the hospital? a. the snake in the parking lot b. the butterfly on the car c. the singing tree

7. Where did Phoebe say her mother went? a. California b. London c. Germany 8. Why was Prudence excited when she came home from school? a. She got a letter from her mother. b. She met the boy Phoebe thinks is a lunatic. c. She made the cheerleading squad.

3. What does Sal mean by saying her father is simple? a. He is simple-minded. b. He likes plain and simple things. c. He wears simple clothing.

9. What did Prudence find in the freezer? a. a gun b. a note from her mother c. meals her mother had made

4. When did Sal’s mother say she would be back? a. by the time Moody Blue had her puppies b. by the time the tulips bloomed c. by the time the blackberries were ripe

10. Why did Sal feel she had won a victory over Margaret Cadaver? a. Her father stopped seeing Margaret because Sal asked him to do so. b. Her father left Margaret’s house because Sal did not want to go in for dessert. c. Her father asked Margaret not to come over so he could spend time alone with Sal.

5. Of whom did Mr. Birkway remind Sal? a. her mother b. her father c. her grandmother

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

III. Chapters 16–22

During Reading

Check Your Understanding Short Answer Write a short answer for each question. 1. What did Sal say was one of the last memories she had of her mother?

2. What did the third mysterious message, “In the course of a lifetime, what does it matter?,” mean?

3. What happened to Sal’s uncles?

4. Why did Sal’s mother say she had to leave?

5. Why does Sal wish her father were not such a good person?

6. What did Sal hope would happen to Mrs. Cadaver and Mr. Birkway, and why?

7. What did Mrs. Winterbottom say in the notes she left for her family?

8. What did Sal draw when Mr. Birkway asked the students to draw their souls, and what was strange about it?

9. Why was Sal bothered by how Phoebe and her family acted after Mrs. Winterbottom left?

10. What did Phoebe think happened to her mother?

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

III. Chapters 16–22

After Reading

Deepen Your Understanding Sal saw a side of Phoebe’s mother that Phoebe did not recognize. As Sal learned about Mrs. Winterbottom, she wondered if she had failed to notice the same things in her own mother. Compare and contrast Sal’s and Phoebe’s mothers. How were they alike? How were they different? How were their experiences alike and different?

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

I V. C h a p t e r s 2 3 – 2 9

Before Reading

Focus Your Reading Vocabulary Words to Know Study the following words and definitions. You will meet these words in your reading. Be sure to jot down in your word journal any other unknown words from the reading. chaotic—confusing; unorganized impulse—a sudden decision besieging—pressing someone with requests somberly—depressingly; gloomily partitions—things that divide

astonished—surprised; amazed treacherous—providing insecure footing or support careening—to sway from side to side tentatively—hesitantly; uncertainly descended—to swoop or pounce down

Things to Know Here is some background information about this section of the book. A gorge is a narrow passage, like a steep-sided canyon, carved through land. A ravine is a small, narrow, steep-sided valley that is usually formed by running water. Outcroppings are parts of rock formations that appear at the surface of the ground. An umbilical cord connects a fetus from its navel to its mother. The greenhouse effect is the warming of the surface and atmosphere of a planet, caused by conversion of solar radiation into heat. Sioux Indians refers to a group of Native Americans of the Great Plains area. Yellowstone is a national park in eastern Idaho, southern Montana, and northwestern Wyoming. It is the largest national park in the United States. Old Faithful is a spring in Yellowstone National Park that throws forth jets of heated water at regular intervals. This type of spring is also known as a geyser.

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

I V. C h a p t e r s 2 3 – 2 9

Before Reading

Focus Your Reading Questions to Think About The following questions will help you understand the meaning of what you read. You do not have to write out the answers to these questions. Instead, look at them before you begin reading, and think about them while you are reading. 1. What are some of Sal’s other fears, and from where does she get them?

2. How did Sal’s mother change?

3. What was the next message Phoebe found on her front steps, and what did it mean?

4. What did Sal realize about her mother?

5. How did Sal interpret the poem they read in English class?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

I V. C h a p t e r s 2 3 – 2 9

During Reading

Build Your Vocabulary Read the sentences below. On the line, write your definition of the word in bold type. Then, on another sheet of paper, use that word in a new sentence of your own. 1. “She was terrified of cars. . . . When she said she was going all the way to Lewiston, Idaho, on a bus, my father and I were astonished.” astonished: _______________________________________________________________ 2. “You can stand right on the edge of the gorges and see down, down into the most treacherous ravines, lined with sharp, rough outcroppings.” treacherous: ______________________________________________________________ 3. “I picked up a flat stone and sailed it across the gorge where it hit the far wall and plummeted down, down, careening off the jagged outcroppings.” careening: _______________________________________________________________ 4. “I lay down next to her, and Gramps tentatively sat down on the other side.” tentatively: _______________________________________________________________ 5. “Everyone descended on the table in a chaotic flurry, knocking over glasses and picking up plates . . .” descended: _______________________________________________________________ chaotic: _________________________________________________________________ 6. “I’m not sure why I did this. It was an impulse.” impulse: _________________________________________________________________ 7. “She did not have a chance to respond, because we were at her house, and she was more interested in besieging her father with questions.” besieging: ________________________________________________________________ 8. “There, high up on a cliff face, were the sixty-foot-tall faces of Washington, Jefferson, Lincoln, and Teddy Roosevelt, carved right into the rock, staring somberly down on us.” somberly: ________________________________________________________________ 9. “We followed her into a room with glass partitions.” partitions: _______________________________________________________________

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

I V. C h a p t e r s 2 3 – 2 9

During Reading

Check Your Understanding Multiple Choice Circle the letter of the best answer to each question. 6. By what date does Sal want to be in Idaho? a. the twenty-first b. the twenty-third c. the twentieth

1. Why did Sal’s mother not drive? a. She was in a car accident when she was younger. b. She was terrified of cars. c. She did not know how to drive.

7. What does Sal think finally convinced Phoebe to go to the police about her mother’s disappearance? a. the next message she found on the front steps b. Sal’s story about her mother c. the poem they read in English class

2. What did Sal suggest naming her baby sister? a. Tulip b. Daisy c. Lily 3. What did Mr. Finney cook for dinner? a. meatloaf, baked potatoes, and corn b. fried chicken, beans, and potatoes c. fish sticks, French fries, and corn

8. Who did Sal and Phoebe talk to at the police station? a. Sergeant Cadaver b. Sergeant Bickle c. Lieutenant Howe

4. Where was Mary Lou when Sal and Phoebe walked to her house? a. at the drugstore with Ben b. grocery shopping with her mother c. on a date with Alex

9. Why was Sal so frustrated at the police station? a. No one was taking them seriously. b. They had to wait a long time to talk to a police officer. c. She did not like the police officer.

5. What did Sal think would be the one bad thing in a box of good things like Pandora’s box? a. Worry b. Death c. Disease

© 2006 Saddleback Educational Publishing

10. Who did the police officer bring into the police station to see Sal and Phoebe? a. Mr. Winterbottom b. Mrs. Winterbottom c. Mrs. Cadaver

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STUDENT NAME ___________________________________________________ DATE__________________

I V. C h a p t e r s 2 3 – 2 9

During Reading

Check Your Understanding Short Answer Write a short answer for each question. 1. Why did Sal’s mother want to see her cousin in Idaho?

2. What is the story about the sky that Sal’s mother told her?

3. Why do pregnant women frighten Sal?

4. Why does Sal blame herself for her mother not having another baby?

5. What is the story of Napi that Sal’s mother told her?

6. What did Phoebe do at Sal’s that made her an unwanted guest?

7. Why does Sal think that Phoebe convinced herself that her mother was kidnapped?

8. How did Sal react to the poem that they read in English class?

9. Why did Sal come to Phoebe’s defense at the police station?

10. What did Phoebe show and tell Sergeant Bickle for evidence that her mother was kidnapped?

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

I V. C h a p t e r s 2 3 – 2 9

After Reading

Deepen Your Understanding The author portrays Phoebe as a rather annoying character. In spite of this, Sal remains an understanding friend. Why do you think this is? How are the girls’ stories related? Explain.

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

V. C h a p t e r s 3 0 – 3 5

Before Reading

Focus Your Reading Vocabulary Words to Know Study the following words and definitions. You will meet these words in your reading. Be sure to jot down in your word journal any other unknown words from the reading. defying—challenging to do something considered impossible consecutive—following one after the other in order sorely—very; extremely refrained—kept oneself from doing something

reluctant—feeling or showing hesitation poised—to be in a steady position; to be ready pious—showing devotion and worship swoon—to faint nonchalantly—with an air of easy unconcern or indifference ogling—looking at with interested attention

Things to Know Here is some background information about this section of the book. Braille is a system of writing for the blind that uses characters made up of raised dots. Omnipotent can mean “God” when capitalized. Alpha is the first letter of the Greek alphabet. Omega is the last letter of the Greek alphabet. A hot spring is a spring whose water comes out at a temperature higher than that of its surroundings. A geyser is a spring that throws forth jets of heated water at regular intervals. Old Faithful in Yellowstone National Park is one of the best-known geysers. Foothills are hills at the foot, or bottom, of much higher hills. Rockies is a nickname for the Rocky Mountains.

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

V. C h a p t e r s 3 0 – 3 5

Before Reading

Focus Your Reading Questions to Think About The following questions will help you understand the meaning of what you read. You do not have to write out the answers to these questions. Instead, look at them before you begin reading, and think about them while you are reading. 1. Why did Phoebe and Sal break into Mrs. Cadaver’s house, and what did they find?

2. How did Sal feel about Phoebe?

3. What did Sal wonder about Ben?

4. How did Phoebe’s attitude toward Sal change?

5. What did Sal learn that she needed to tell Phoebe?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

V. C h a p t e r s 3 0 – 3 5

During Reading

Build Your Vocabulary Read the sentences below. On the line, write your definition of the word in bold type. Then, on another sheet of paper, use that word in a new sentence of your own. 1. “Phoebe said, ‘Come on,’ and she started up the walk. I admit that I was reluctant.” reluctant: ________________________________________________________________ 2. “You could see people poised nervously, waiting as tensely as if Mr. Birkway was going to announce someone’s execution.” poised: __________________________________________________________________ 3. “Christy wore a pious look, as if God Himself had just come down from heaven to sit on her desk.” pious: ___________________________________________________________________ 4. “‘Ah yes,’ Gramps said, placing his hand on his heart and pretending to swoon, ‘Gloria!’” swoon: __________________________________________________________________ 5. “Alex was gazing nonchalantly at Mr. Birkway.” nonchalantly: _____________________________________________________________ 6. “Half of me was ogling the scenery. I had to admit that it was as pretty as—maybe even prettier than—Bybanks.” ogling: __________________________________________________________________ 7. “I watched it plunge on, eating up the road, defying those curves.” defying: _________________________________________________________________ 8. “I tried remaining completely still for several consecutive minutes, and during those minutes, I detected Ben leaning slightly toward me several times.” consecutive: ______________________________________________________________ 9. “I was sorely tempted to end the conversation by informing Sergeant Bickle that his son was a potential lunatic, but I refrained.” sorely: __________________________________________________________________ refrained: ________________________________________________________________

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

V. C h a p t e r s 3 0 – 3 5

During Reading

Check Your Understanding Multiple Choice Circle the letter of the best answer to each question. 6. What caused such chaos in Sal’s English class? a. They could not agree on what they saw in a picture. b. They started calling each other names. c. Mr. Birkway read the journals aloud.

1. Who was in Mrs. Cadaver’s house when Phoebe and Sal broke into it? a. the lunatic b. Mrs. Winterbottom c. Mrs. Partridge 2. What was one of the first things Sal did when she and her father moved to Euclid? a. climbed a tree in the backyard b. unpacked gifts her mother had given her c. looked for singing trees

7. Who was in one of the photographs on Sergeant Bickle’s desk? a. the lunatic b. Mrs. Winterbottom c. Mrs. Cadaver

3. What did Sal visualize after her mother left? a. picking blackberries with her mother b. her mother picking up the phone and calling home c. her mother telling a story

8. What did Sal learn about Mr. Birkway? a. He was Mrs. Cadaver’s twin brother. b. He knew who the lunatic was. c. He knew how to find Mrs. Winterbottom.

4. What did Phoebe think about her mother when she got the message about the well? a. She thought her mother was hidden in a well. b. She thought her mother left the message. c. She thought the lunatic had drowned her mother in a well.

9. How did Sal say she knew Sergeant Bickle’s son? a. She said she met him in a class. b. She said she met him at the library. c. She said she knew him from school. 10. What did Sal learn about Sergeant Bickle’s son? a. He was married. b. He was a teacher. c. His name was Mike.

5. Why did Mary Lou say “Omnipotent,” “Alpha,” and “Omega”? a. She said them instead of swearing. b. She said them so she did not say “God” so much. c. She said them when she was frustrated.

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

V. C h a p t e r s 3 0 – 3 5

During Reading

Check Your Understanding Short Answer Write a short answer for each question. 1. Why was Sal drawn to Phoebe?

2. What things in Phoebe’s room reminded Phoebe of her mother?

3. Why does Sal think it is necessary to remember details about her mother?

4. What did Sal take from her mother’s closet after she left, and why?

5. Why did Sal think it was so sad to see Mr. Winterbottom cry?

6. Why did Gram write the letter from the egg man?

7. How had Mr. Cadaver died?

8. How had Mrs. Partridge lost her eyesight?

9. How does Gram react to seeing Old Faithful?

10. Why does Sal say she feels as if she is torn in two pieces?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

V. C h a p t e r s 3 0 – 3 5

After Reading

Deepen Your Understanding Sal’s father often tells her that she is “trying to catch fish in the air.” What does he mean by this expression? What are some ways that Sal does this? Are there times when you do this? Explain.

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

VI. Chapters 36–44

Before Reading

Focus Your Reading Vocabulary Words to Know Study the following words and definitions. You will meet these words in your reading. Be sure to jot down in your word journal any other unknown words from the reading. weaning—detaching from a source of dependence grotesquely—bizarrely; in an unnatural way stern—having a severe nature or manner; harsh legitimate—in accordance with the law vain—having no real value; worthless

agitated—disturbed; shaken fiends—people extremely devoted to a pursuit or study rash (adjective)—marked by quickness and lack of thought and caution noble—possessing outstanding qualities dissuade—to advise a person against something

Things to Know Here is some background information about this section of the book. A freshman is a first-year student. A dormitory is a large building with bedrooms for people to sleep in. A roster is a list of personnel. An intern is an advanced student or graduate in a professional field gaining supervised experience. Hairpin turns are sharp, U-shaped turns in a road. Axles are bars on which wheels turn. A holster is a leather or fabric case for holding a firearm on a person. The Navaho are the largest Native-American tribe in the United States. Their principal reservation is located in northeastern Arizona, northwestern New Mexico, and southeastern Utah.

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

VI. Chapters 36–44

Before Reading

Focus Your Reading Questions to Think About The following questions will help you understand the meaning of what you read. You do not have to write out the answers to these questions. Instead, look at them before you begin reading, and think about them while you are reading. 1. Where did Phoebe and Sal go to get some answers, and what did they find there?

2. How did Sal’s relationship with Ben change during this section of her story, and why?

3. How did Phoebe’s life change, and why?

4. What journey does Sal take, and why?

5. What does Sal find on her journey?

6. How does Sal’s life change after her journey?

© 2006 Saddleback Educational Publishing

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Focus on Reading: Walk Two Moons

STUDENT NAME ___________________________________________________ DATE__________________

VI. Chapters 36–44

During Reading

Build Your Vocabulary Read the sentences below. On the line, write your definition of the word in bold type. Then, on another sheet of paper, use that word in a new sentence of your own. 1. “‘Did she refer to this person at all? Did she mention a name?’ He was getting agitated.” agitated: _________________________________________________________________ 2. “‘They’ve scrubbed floors and bathrooms, they dusted like fiends, they did laundry and ironing, and they vacuumed.’” fiends: __________________________________________________________________ 3. “Phoebe said, ‘Now, Dad, don’t do anything too rash—’” rash: ____________________________________________________________________ 4. “Then he did what I think was a noble thing. He went over to Mike and shook his hand . . .” noble: ___________________________________________________________________ 5. “Gramps insisted on being with her while she underwent tests, though an intern had tried to dissuade him.” dissuade: ________________________________________________________________ 6. “‘It’s not terrible,’ my mother said. ‘It’s normal. She’s weaning them from her.’” weaning: ________________________________________________________________ 7. “Most of the huge rubber tires were punctured and grotesquely twisted on their axles.” grotesquely: ______________________________________________________________ 8. “The sheriff gave me a stern look and said, ‘I don’t suppose you would mind telling me exactly what was so all-fired important that you couldn’t wait for someone with a legitimate driver’s license to bring you to the fair city of Lewiston?’” stern: __________________________________________________________________ legitimate: _______________________________________________________________ 9. “Dry is the desert,/Wet is the rain,/Your love for me/Is not in vain.” vain: ____________________________________________________________________

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

VI. Chapters 36–44

During Reading

Check Your Understanding Multiple Choice Circle the letter of the best answer to each question. 6. Who had been leaving the messages on Phoebe’s front steps? a. Mrs. Cadaver b. Mrs. Partridge c. Mr. Birkway

1. Why was Ben going to Chanting Falls? a. to visit someone at the hospital there b. to go to the library at the university c. to help Phoebe and Sal 2. Where did Sal go when she left Phoebe? a. the bus stop b. the library c. the hospital

7. What did Phoebe do that she then asked Sal to try with her? a. reading palms b. spitting c. meditating

3. What did Phoebe learn when she got home from the university? a. Her father went to find her mother. b. Mrs. Cadaver talked to her mother again. c. Mrs. Winterbottom called and said she was coming home.

8. What did Ben give Sal as a gift? a. blackberries b. a sugar maple tree c. a chicken 9. What does the man Sal meets on her way to Lewiston tell her about? a. a bus accident b. growing up in Lewiston c. his mother

4. Why did Phoebe want Sal to come over? a. She wanted moral support. b. She wanted a witness. c. She wanted Sal to talk to her mother for her.

10. Who does Sal find at Gramps’s car when she climbs back up the hill at the overlook? a. a sheriff b. her mother c. Mrs. Cadaver

5. What did Phoebe learn about Mike the lunatic? a. He was Mrs. Winterbottom’s son. b. He was Mrs. Winterbottom’s new boyfriend. c. He was Mrs. Winterbottom’s brother.

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

VI. Chapters 36–44

During Reading

Check Your Understanding Short Answer Write a short answer for each question. 1. What did Sal do when she got to the hospital Ben was visiting?

2. Who did Ben’s mother remind Sal of, and why?

3. Why does Sal not want to look at a map?

4. How did Phoebe feel after leaving her mother and the lunatic at the university?

5. How did Prudence and Mr. Winterbottom get ready for Mrs. Winterbottom’s homecoming, and why?

6. Why did Sal think Phoebe almost fainted when she saw her mother?

7. What does Sal notice about Gram as they near Coeur d’Alene, and what does Gramps do about it?

8. What favor does Sal do for someone at the hospital while Gram is having tests?

9. Where does Sal go when Gramps tells her that he and Gram are going to be at the hospital for a while, and what does she find?

10. At the end of the book, what does Sal say she is jealous of, and why?

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

VI. Chapters 36–44

After Reading

Deepen Your Understanding At the end of the novel, the reader learns for sure that Sal’s mother is dead. She died in a bus accident in Lewiston, Idaho, Sal’s destination on her trip with Gram and Gramps. Throughout the book, Sal does not admit that her mother is dead. Some readers might suspect there is more to why Sal’s mother is staying away than an unwillingness to come home. Some might think that Sal’s mother is still alive, since Sal wants to get to Lewiston in time for her mother’s birthday to bring her home. Why do you think the author chose to keep the death of Sal’s mother a mystery until the end of the book? Do you think this makes the book better, or would you have preferred to have this knowledge earlier? Explain your ideas in a few paragraphs.

© 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

Whole Book

After Reading

End-of-Book Test Circle the letter of the best answer to each question. 1. Where did Sal move after her mother left? a. Bybanks, Kentucky b. Euclid, Ohio c. Lewiston, Idaho

6. Who did Phoebe think was leaving the messages on her front steps? a. Mrs. Partridge b. Mrs. Cadaver c. the lunatic

2. Where had Sal’s mother gone? a. Bybanks, Kentucky b. Euclid, Ohio c. Lewiston, Idaho

7. Who is Ben Finney? a. Mrs. Cadaver’s son b. Mary Lou’s cousin c. Mrs. Winterbottom’s son 8. Why does Sal like Pipestone? a. It reminds her of her mother. b. It reminds her of Bybanks. c. It reminds her of her father.

3. How old is Sal during her trip to Idaho? a. twelve b. thirteen c. fourteen

9. What did Phoebe’s mother tell her to do if she heard any strange noises while her mother was running errands? a. lock the doors and windows b. go over to Mrs. Cadaver’s c. call the police and then call Mrs. Cadaver

4. What is “Sal” a nickname for? a. Salamanca b. Sally c. Salamander

10. What did Sal’s father want to tell her throughout the book? a. how he met Margaret b. where her mother is c. why her mother is not coming back

5. What is Sal NOT afraid of? a. spiders, snakes, and wasps b. accidents, death, and cancer c. brain tumors, pregnant women, and elevators

(continued) © 2006 Saddleback Educational Publishing

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STUDENT NAME ___________________________________________________ DATE__________________

Whole Book

After Reading

End-of-Book Test (continued) 16. Why did Phoebe not eat the dinner Mr. Finney cooked? a. She was not hungry. b. She did not feel well. c. It was not healthy enough for her.

11. What did Phoebe most likely think about Sal’s mother? a. that her mother had died b. that Sal had never known her mother c. that Sal’s parents were divorced and her mother lived somewhere else

17. Who did Phoebe’s mother first contact after she left? a. Mrs. Cadaver b. Mr. Winterbottom c. Sergeant Bickle

12. What type of person is Sal’s father? a. selfish b. bold c. thoughtful

18. What is the last landmark Sal and her grandparents visit before Sal goes to see her mother? a. Pipestone b. Mount Rushmore c. Old Faithful

13. What did Sal hope about Mr. Birkway? a. that he once knew her mother b. that he was Mrs. Cadaver’s boyfriend c. that he knew who the lunatic was 14. What did Phoebe think had happened to her mother? a. She thought her mother ran away. b. She thought her mother had been kidnapped. c. She thought her mother went to London.

19. What happens to Gram? a. She collapses when Old Faithful erupts. b. She has a stroke and dies. c. She is poisoned by a snake bite and dies. 20. Who is Mrs. Cadaver? a. a friend of Sal’s mother b. a girlfriend of Sal’s father c. the lunatic’s mother

15. Why did Sal’s mother want to have a baby? a. She wanted to fill the house with children. b. She wanted to give Sal a baby sister. c. She wanted to give Gram and Gramps a grandson.

© 2006 Saddleback Educational Publishing

39

Focus on Reading: Walk Two Moons

Answer Key I. Chapters 1–9 Build Your Vocabulary Wording of definitions may vary. Students may remember the definitions given in the Vocabulary Words to Know section of Focus Your Reading, or they may refine the definitions based on the context of the sentence and the reading overall. Students’ new sentences will vary.

Check Your Understanding: Multiple Choice 1. 2. 3. 4. 5.

b a a c b

6. 7. 8. 9. 10.

c b a c c

8. Sal and her grandparents are stopping in the same places on their trip. They are following in her mother’s footsteps. 9. Phoebe worried and thought the stranger was a lunatic. 10. Phoebe’s mother asked a lot of questions about the visitor and looked worried. Then she said that she didn’t think they should mention it to Phoebe’s father.

Deepen Your Understanding Answers will vary.

II. Chapters 10–15 Build Your Vocabulary

Check Your Understanding: Short Answer 1. Sal compares Phoebe’s story to the plaster on the wall in the house in Bybanks. Her father discovered a hidden fireplace behind the plaster. Sal says her story is hidden under Phoebe’s story. 2. Gram and Gramps want to see Sal’s mother. They know Sal wants to see her mother but is afraid to. Sal thinks her father wants to be alone with Margaret Cadaver. Sal also says that her grandparents will get into trouble without her. 3. Sal wants to get to Idaho by her mother’s birthday because she believes that if she has any chance of bringing her back, it would be on her birthday. 4. Sal prays to trees. She prays that they won’t get in an accident, that they will get there by her mother’s birthday, and that they will bring her mother home. 5. Sal’s hair is very long, and all of the other girls have bob haircuts. 6. The blackberries at the bottom were for the rabbits, and the ones at the top were for the birds. Sal and her mother only picked the blackberries that were at people-height. 7. Sal means that her mood depended on her mother’s mood. When her mother was happy, she was happy. When her mother was sad, she was sad.

40

Wording of definitions may vary. Students may remember the definitions given in the Vocabulary Words to Know section of Focus Your Reading, or they may refine the definitions based on the context of the sentence and the reading overall. Students’ new sentences will vary.

Check Your Understanding: Multiple Choice 1. 2. 3. 4. 5.

b c b a c

6. 7. 8. 9. 10.

c b a a b

Check Your Understanding: Short Answer 1. Her mother sent her postcards on her way out to Idaho. She received the last postcard two days after she found out her mother wasn’t coming back. 2. He drew a pair of Indian moccasins with two moons in them, which was exactly what Sal pictured. 3. Sal asks him if he is Native American. He says that he’s a person. Then she asks if he’s a Native-American person, and he says that he’s an American-Indian person. 4. Gram asked Gramps how he treated his dog. When he told her how well he treated his dog, she said that he would treat her even better than that.

Answer Key

5. When Gram and Gramps got married, they didn’t have any furniture for their house. Gramps’s parents gave them their bed, which was the bed Gramps was born in. He says that that bed will be with him forever and that he will die in that bed. 6. At home Sal’s father was sad and lonely, but at Margaret’s he was happy. He would smile and laugh. 7. Phoebe’s mother asked Prudence if Prudence thought her mother led a tiny life. Prudence asked her what she meant and then changed the subject before her mother could answer. 8. Sal didn’t want the sweater. When her father tried to tell her something about Margaret, she didn’t want to hear it. 9. A poisonous snake bites her in the leg, and she has to go to the hospital. 10. He helps suck the snake bite poison out of her leg on the way to the hospital.

Deepen Your Understanding Paragraphs will vary.

III. Chapters 16–22 Build Your Vocabulary Wording of definitions may vary. Students may remember the definitions given in the Vocabulary Words to Know section of Focus Your Reading, or they may refine the definitions based on the context of the sentence and the reading overall. Students’ new sentences will vary.

Check Your Understanding: Multiple Choice

41

3. One uncle died when a tractor flipped over on him. Another died when he skied into a tree. The third died when he jumped into the freezing cold Ohio River to save his best friend. 4. She said she had to leave to clear her head and to clear her heart of all the bad things. She needed to learn about what she was. 5. Sal wanted to be able to blame someone for her mother’s leaving. She didn’t want to blame her mother. 6. Sal hoped that Mr. Birkway was in love with Mrs. Cadaver so that he would marry her and take her away. That way she and her father could go back to Bybanks. 7. Phoebe’s note said to keep all the doors locked and to call her father if she needed anything. Prudence’s note said to heat up the spaghetti sauce and boil the spaghetti. Mr. Winterbottom’s note said that Mrs. Winterbottom had to go away, she couldn’t explain, and she would call in a few days. 8. Sal drew a circle with a large maple leaf in the center. Ben drew the same thing. 9. It reminded her of when her mother left. 10. Phoebe thought the lunatic had kidnapped her mother.

Deepen Your Understanding Answers will vary.

IV. Chapters 23–29 Build Your Vocabulary

6. a 7. b 8. c 9. c 10. b

Wording of definitions may vary. Students may remember the definitions given in the Vocabulary Words to Know section of Focus Your Reading, or they may refine the definitions based on the context of the sentence and the reading overall. Students’ new sentences will vary.

Check Your Understanding: Short Answer

Check Your Understanding: Multiple Choice

1. 2. 3. 4. 5.

a c b b a

1. Sal’s mother kept asking her to walk up in the fields with her. Sal didn’t want to because it was drizzling and she was cleaning out her desk. Sal snapped at her mother, and now she wishes she could take it back. 2. It meant that something that seems like a big deal at the time probably won’t be that big of a deal when you look back on it.

1. 2. 3. 4. 5.

b a b c a

6. 7. 8. 9. 10.

c c b a a

42

Focus on Reading: Walk Two Moons

Check Your Understanding: Short Answer 1. Sal’s mother hadn’t seen her cousin in fifteen years, and her cousin would be able to tell her what Chanhassen was really like. 2. Sal’s mother told her a story about how the sky was once really low and then people took poles and pushed it up as high as they could. 3. Sal’s mother had a baby, but the baby was born dead. Shortly after that, Sal’s mother left. 4. Sal thought that the baby died inside her mother because her mother carried Sal after she broke her leg falling out of a tree. After the stillbirth, Sal’s mother had an operation and could never have another baby. 5. Napi decided whether people should live forever or die by seeing if a stone would float or sink in water. The stone sank; people die. 6. Phoebe instructed Sal in how to be a good hostess. Phoebe insisted that she sleep in Sal’s bed. She complained about Sal’s lumpy mattress. She told Sal that Sal had bad posture. She complained about Sal’s messy closet. 7. Sal thinks it was impossible for Phoebe to imagine that her mother could leave for any other reason. 8. Sal thought the poem was terrifying. She said the waves pulled the traveler into the sea and drowned him. 9. Sal didn’t like the way the woman was treating them like two fools. She wanted the woman to understand why Phoebe was so upset and wanted her to believe Phoebe. 10. Phoebe told him about her mother disappearing, the note from Mrs. Cadaver, Mrs. Cadaver’s missing husband, the rhododendron, the lunatic, and the mysterious messages. She also gave him the strands of hair.

Deepen Your Understanding

they may refine the definitions based on the context of the sentence and the reading overall. Students’ new sentences will vary.

Check Your Understanding: Multiple Choice 1. 2. 3. 4. 5.

c b b a b

6. 7. 8. 9. 10.

c a a b c

Check Your Understanding: Short Answer 1. Sal saw someone who was frightened just as she was. She saw another version of herself in Phoebe. Phoebe acted the way Sal sometimes felt. 2. A handmade birthday card, a photograph of Phoebe and her mother, and a bar of lavender soap reminded Phoebe of her mother. 3. Sal thinks that if she does not remember details and have things to remind her of her mother, her mother will disappear forever, and she might never have been. 4. Sal took a red, fringed shawl, a blue sweater, and a yellow flowered cotton dress, because they had her mother’s smell on them. 5. Sal thought it was so sad because he was not the type of person you would expect to cry. 6. No one had ever written Gram a love letter. She wanted Gramps to write her one. 7. A drunk driver had crashed into Mr. Cadaver’s car. 8. Mrs. Partridge was in the car with Mr. Cadaver when the drunk driver crashed into them. 9. She climbs over the rope to get closer. Then she keeps asking if it is time yet. When they get back in the car, she starts to cry. 10. Half of her is enjoying the scenery, but the other half is scared because Gramps is driving so fast.

Deepen Your Understanding

Answers will vary.

Answers will vary.

V. Chapters 30–35

VI. Chapters 36–44

Build Your Vocabulary

Build Your Vocabulary

Wording of definitions may vary. Students may remember the definitions given in the Vocabulary Words to Know section of Focus Your Reading, or

Wording of definitions may vary. Students may remember the definitions given in the Vocabulary Words to Know section of Focus Your Reading, or

Answer Key

they may refine the definitions based on the context of the sentence and the reading overall. Students’ new sentences will vary.

Check Your Understanding: Multiple Choice 1. 2. 3. 4. 5.

a c c b a

6. 7. 8. 9. 10.

b b c a a

Check Your Understanding: Short Answer 1. Sal asked to see Mrs. Finney. Then she went and found Ben outside. 2. Ben’s mother reminded Sal of her own mother after she came home from the hospital. She would stop in the middle of doing things and would not be able to focus either. 3. Sal doesn’t want to discover that they can’t make it to Lewiston on time. 4. Phoebe was mad. She said that her mother could stay there because she didn’t need Phoebe or the rest of the family. 5. They cleaned the house. Then they messed it up again because they didn’t want Mrs. Winterbottom to think that they could function without her. 6. Her mother looked different, and the potential lunatic was in her living room.

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7. Sal says that Gram looks gray, so Gramps drives her to the hospital. 8. Sal takes care of a beagle outside so its owner could go into the hospital. 9. She drives the car toward Lewiston, Idaho, and stops to see the wreckage where her mother died. 10. She is jealous of whoever Ben wrote about in his journal, because it wasn’t her. She is jealous that her mother wanted more children, because she thought she wasn’t enough. She is jealous that Phoebe’s mother came back, because her mother didn’t.

Deepen Your Understanding Paragraphs will vary.

End-of-Book Test 1. b 2. c 3. b 4. a 5. a 6. c 7. b 8. b 9. c 10. a

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

c c b b a c a c b a

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