C.I. A.

Collect . Interpret . Apply

Unit of Study

5 th
Grade
Volume 5.2

Realistic Fiction
Complex Story Structure
Holes

Sarah Collinge
with Bethany Robinson

Seattle, Washington
Portland, Oregon
Denver, Colorado
Vancouver, B.C.
Scottsdale, Arizona
Minneapolis, Minnesota
 Copyright © 2012 by Read Side by Side

First Printing January 2012

Second Printing October 2015

ISBN: 978-1-59849-194-4
Library of Congress Control Number: 2015955283

Printed in the United States of America

Design: Soundview Design Studio

All rights reserved. No part of this book may be transmitted in any form
or by any means, electronic or mechanical, including photocopying,
recording, or by any information storage or retrieval system, in part,
in any form, without the permission of the author.

Requests for such permissions should be addressed to:

Peanut Butter Publishing

2925 Fairview Avenue East
Seattle, Washington 98102
877-728-8837
www.peanutbutterpublishing.com
Table of Contents
Welcome to the C. I. A. Unit of Study for the book Holes .................................................................5

Get to Know the C. I. A. Approach ...................................................................................................7

Visualize the Year...............................................................................................................................9

Set Up for Success ...........................................................................................................................11

Prepare a Teacher’s Guide ..........................................................................................................11
Designate a Daily Read-Aloud Block .........................................................................................12
Prepare a Meeting Area..............................................................................................................13
Get Ready for Turn and Talk .....................................................................................................14
Prepare Reader’s Notebooks .......................................................................................................17
Get Ready for Vocabulary Instruction .......................................................................................18
Locate Multiple Copies of the Text ............................................................................................20
Input Daily Lessons Into Your Plan Book ..................................................................................20
Prepare for Assessment ..............................................................................................................20

Alignment to the Common Core State Standards ............................................................................22

Holes Unit of Study—Distribution of Standards ........................................................................23
Holes Text Complexity ...............................................................................................................28

Holes Scope and Sequence ...............................................................................................................29

Holes Stems List...............................................................................................................................35

Suggestions for Supporting Guided Practice ....................................................................................38

C. I. A. Lesson Plans: Holes .............................................................................................................39

Collect Critical Information ............................................................................................................41

Day 1 – Blurb ...........................................................................................................................42
Day 1 – Mark Each Quadrant of the Text .................................................................................46
Day 2 – Genre...........................................................................................................................48
Day 3 – Author’s Craft ..............................................................................................................51
Day 4 – Setting Map .................................................................................................................55
Day 5 – Family Tree ..................................................................................................................59
Day 6 – Characters’ Circumstances (Setting) .............................................................................64
Day 7 – Outside Text: “The Juvenile Boot Camp Debate” .........................................................67
Day 8 – Problem/Solution/Opinion Writing .............................................................................73
Day 9 – Character List ..............................................................................................................77
Day 10 – Important Events .......................................................................................................83
Day 11 – Retell Summary Writing ............................................................................................87
Day 12 – Infer Character Traits .................................................................................................90
Day 13 – Identify an Additional Plot ........................................................................................93
Day 14 – Problem/Solution/Results Writing .............................................................................98

Holes Unit of Study 3

 Day 15 – Metaphor .................................................................................................................101
Day 16 – Parallel Plot & Prediction ........................................................................................104
Day 17 – Infer Character Traits ...............................................................................................108
Day 18 – Infer Author’s Perspective .........................................................................................112

Interpret the Text (1) .....................................................................................................................117

Day 19 – Characters Change Over Time .................................................................................118
Day 20 – Revise Visualizations ................................................................................................122
Day 21 – Use Foreshadowing to Make Predictions ..................................................................127
Day 22 – Characters Change Over Time .................................................................................130
Day 23 – Make Predictions .....................................................................................................134
Day 24 – Characters Change Over Time .................................................................................137
Day 25 – Identify an Additional Plot ......................................................................................141
Day 26 – Line of Thinking ......................................................................................................146

Interpret the Text (2) .....................................................................................................................151

Day 27 – Infer Connections Across Plots ................................................................................152
Day 28 – Outside Text: “Belle Starr—The Bandit Queen”.......................................................156
Day 29 – Comparison Writing ................................................................................................163
Day 30 – Author’s Craft: Mood...............................................................................................166
Day 31 – Characters Change Over Time .................................................................................170
Day 32 – Empathy ..................................................................................................................174
Day 33 – Revise a Prediction ...................................................................................................177
Day 34 – Collect Evidence ......................................................................................................181
Day 35 – Turning Point ..........................................................................................................185
Day 36 – Turning Point Writing..............................................................................................189

Apply to Your Life .........................................................................................................................193

Day 37 – Predict .....................................................................................................................194
Day 38 – Read-In....................................................................................................................198
Day 39 – Analyze and Reflect on Lyrics...................................................................................200
Days 40–45 – Formal Writing: Letter to an Author .................................................................206

References .....................................................................................................................................210

Vocabulary Handbook ..................................................................................................................211

Holes Highlighting Directions and Labels for the Instructor’s Book ...............................................240

4 Holes Unit of Study

Welcome to the C. I. A. Unit of Study for the book Holes
This unit of study was put together for the purpose of teaching students how to read longer, more
complex text. Unfortunately, in classrooms where only basal readers are used, many students do
not learn how to make the transition from picture books, to series books, to more complex chapter
books. As a result, students struggle during independent reading. This unit of study will teach stu-
dents the fundamental processes of reading text, specifically longer, more complex chapter books. It
follows an approach described in its companion text, Raising the Standards through Chapter Books:
The C. I. A. Approach. I hope you enjoy guiding your students through the authentic work of ex-
pert readers!
Holes, by Louis Sachar, is one of my all-time favorite books, and I have used it as a read-aloud in
my classroom for years. It just gets better every time! The book connects well to the first unit in the
C. I. A. series for fifth grade, Earthquake Terror, because it provides an opportunity to further explore
the genre realistic fiction. Students continue to learn that when reading realistic fiction it is im-
portant to focus on the main character in order to determine the author’s message. In classrooms
where the Earthquake Terror unit was taught, students will recognize that, like Jonathan, Stanley has
to change in order to survive harsh conditions.
Holes was intentionally chosen as a read-aloud text for fifth grade because of its complex story
structure. Students who participated in the Earthquake Terror unit of study will build on their
knowledge of complex story structure as they read Holes. Throughout the book, Louis Sachar weaves
together five separate plots:
1. Stanley’s story at Camp Green Lake (present)
2. Stanley’s story of how he came to Camp Green Lake (past)
3. The story of Stanley’s great-great-grandfather, Elya Yelnats
4. The story of Stanley’s great-grandfather, Stanley Yelnats
5. The story of Kissin’ Kate Barlow

Students will use small sticky-note flags to mark Stanley’s Camp Green Lake story, Elya Yelnats’s
story, and Kissin’ Kate Barlow’s story.
Throughout the lessons, students will analyze the connections across the various plots. They will
learn that a parallel plot is one that is completely separate from but informs another plot. The story
of Elya Yelnats will be mirrored in Stanley’s plot. Elya became physically stronger and more confi-
dent, just as Stanley became physically stronger and more confident. Elya learned a lesson—that we
can choose our destiny. Stanley eventually learns this same lesson.
Because of the multiple plots, students will have to monitor their comprehension of each one.
Students will keep an important events list describing how Stanley came to Camp Green Lake, and
they will summarize that plot during the first quadrant. Students will keep track of important events
when reading Elya’s story and will write a problem/solution/results paragraph based on those events.
Students will again keep track of story elements when they read Katherine Barlow’s story.
Throughout this unit it, will be really important to keep charts easy to read, colorful, and dis-
played on the classroom wall, as they will be used often for referencing and for monitoring compre-
hension. Students will use the charts to keep track of all the characters and plots.
I know you will love reading Holes with your students! The book is fun and engaging and will
get students, especially your boys, excited about reading.
Before getting started, you will want to first familiarize yourself with the C. I. A. approach. You
will then need to lay the groundwork for optimizing your success with this unit in your classroom by:
t
Reading and labeling a copy of the book Holes, to be used as the teacher’s guide

Holes Unit of Study 5

 t
Designating a read-aloud block in your daily schedule
t
Setting up a meeting area
t
Planning for turn and talk
t
Preparing reader’s notebooks
t
Printing vocabulary handbooks
t
Locating multiple copies of the text
t
Inputting daily lessons into your plan book
t
Preparing for assessment

6 Holes Unit of Study

Alignment to the Common Core State Standards
All lessons in this unit of study are aligned to our nation’s Common Core State Standards (Common
Core State Standards Initiative [CCSSI], 2010). At the beginning of each lesson, you will see an out-
line of the learning targets for that particular day. The following abbreviations are used to link these
targets to the Common Core State Standards:

RL Reading Standards for Literature

RI Reading Standards for Informational Text

W Writing Standards

SL Speaking and Listening Standards

L Language Standards

The yearlong series of C. I. A. read-aloud units, partnered with the C. I. A. Book Club Teacher’s
Guides, provides a comprehensive English language arts curriculum for grades 3–6. All C. I. A. read-
aloud and book club units are available at shop.readsidebyside.com. These units expose students to
grade-level and above standards, in text that is matched to the complexity bands of the Common
Core State Standards.
To download a copy of the Common Core State Standards, visit http://www.corestandards.org/
the-standards.
To download a copy of the vertical progressions of the Common Core State Standards, and ad-
ditional Common Core resources, visit readsidebyside.com.

22 Holes Unit of Study

Holes Unit of Study—Distribution of Standards

Holes Unit of Study 23

24 Holes Unit of Study
Holes Unit of Study 25
26 Holes Unit of Study
Holes Unit of Study 27
Holes Text Complexity

QUALITATIVE MEASURES QUANTITATIVE MEASURES

Levels of Meaning The Lexile level for Holes is 660, based on word
Multiple themes throughout the book increase the frequency and sentence length. This is in the mid-
challenge for readers of this text. Themes include, to upper range of the complexity band for 2nd–3rd
but are not limited to, fate and destiny, redemp- grade according to the Common Core State
tion, and right vs. wrong. These themes are con- Standards.
veyed through the author’s use of dark humor.
Louis Sachar uses sarcasm to raise difficult topics READER TASK CONSIDERATIONS
such as crime, discipline, obesity, poverty, home-
lessness, racism, stereotypes, greed, and bullying in These should be determined locally with reference
a humorous way. to motivation, knowledge, and experiences as well
Structure as to the purpose and complexity of the tasks as-
This narrative is told by means of an unconven- signed and the questions posed.
tional and complex story structure. Students
must navigate five plot lines, four of them revealed
through flashbacks:
1. Stanley’s story at Camp Green Lake (present)
2. Stanley’s story of how he came to Camp
Green Lake (past)
3. The story of Stanley’s great-great-grandfather,
Elya Yelnats
4. The story of Stanley’s great-grandfather
5. The story of Kissin’ Kate Barlow
Sachar also uses the parallel plots of Elya and
Stanley in a way that allows students to recognize
foreshadowing across plots.
Language Conventionality and Clarity
Louis Sachar uses figurative and ambiguous lan-
guage and humor throughout the text, including
sarcasm and irony. Historical language and dialect
add a greater depth to the language of this text.
Knowledge Demands
While reading, students will need to rely on their
understanding of the setting of the story to keep
track of shifting time periods. In addition, there is
a loose reference to the story of Moses in the book
Holes. Key details from the story of Moses that
parallel those in Stanley’s story include:
t
The Israelites were a nation of doubting people
t
God cursed the Israelites to wander the desert
for 40 years in order to bring forth a new
generation
t
God signaled his presence in many ways, in-
cluding by giving the Israelites a miraculous
supply of manna
t
Moses proved himself heroic by overcoming
his doubts, timidity and inner strife

28 Holes Unit of Study

 DAY 3, AUTHOR’S CRAFTCHAPTERS 1 2, PP. 35

Mini-Lesson
Vocabulary Routine: unjust (L 4, 5)
The base word ‘just’ means right or fair. The prefix ‘un’ means not.

Instructional Read-Aloud
In these chapters...the reader is introduced to the setting of Camp Green Lake. Readers learn that
there is no lake at Camp Green Lake. There once was a very large lake and a town, but the lake and
town dried up over 100 years ago. Now Camp Green Lake is a dry desert where juvenile delinquents
go to attend a juvenile boot camp. The Warden runs the camp and owns the shade. The campers are
forced to dig holes out on the “lake,” where rattlesnakes, scorpions, and yellow-spotted lizards live. If
a yellow-spotted lizard bites you, you will die a “slow and painful death.”

In this lesson…you will be modeling how readers pay attention to the author’s craft as they begin
reading. You will be drawing readers’ attention to the use of dark humor. You will model using the
author’s craft to help you determine the author’s perspective.

Learning Targets:
Read closely to monitor comprehension (RL 1)
t
Infer

Recognize author’s craft (RL 4)

Infer author’s perspective (RL 6)

Convey ideas precisely using appropriate vocabulary (L 3, 6)

Engage in collaborative discussion (SL 1, 2, 4, 6)

Connect:
We have been learning…
…that good readers think about what they know about the genre to help them predict what will
happen in the book.

Holes Unit of Study 51

 Teach:
Today I am going to teach you…
…that good readers pay attention to the writing style of the author in order to infer the author’s
perspective. Authors sometimes use humor to convey a message. In the book Holes, Louis Sa-
char uses dark humor to convey a message.

Open up your reader’s notebooks and title a clean page Author’s Craft−Louis Sachar Uses Dark
Humor. Under this heading, write:
Dark Humor: when the author makes a serious topic humorous.
Sarcasm: when a person says one thing but means the opposite.
Irony: when you expect one thing to happen, but instead the opposite happens.

Watch me as I model how I think about how Louis Sachar uses dark humor in the first part of
our book.

Notice how I look for details in the story that are shocking or surprising. Also notice how I look
for the use of opposites in the book.

Today we will be using this stem for turn and talk:

When the book said_____, I thought this was an example of dark humor because _____. This
makes me think _____.

Begin reading chapters 1–2 of Holes, starting on page 3.

Model:
Stop after: “The town shriveled and dried up along with the lake, and the people who lived
there.” (p. 3)

When the book said there is no lake at Camp Green Lake and that the camp is really a dry, flat
wasteland, I thought this was an example of dark humor because it surprised me. I wasn’t ex-
pecting Camp Green Lake to be a dry desert. This makes me think that this book is going to be
unpredictable.

Guided Practice:
Stop after: “The Warden owns the shade.” (p. 3)

How does Louis Sachar use dark humor in this section of the text?

Turn and talk to your partners using this stem:

When the book said _____, I thought this was an example of dark humor because _____. This
makes me think _____.

52 Holes Unit of Study

 Guided Practice:
Stop after: “There is nothing anyone can do to you anymore.” (p. 4)

How does Louis Sachar use dark humor in this section of the text?

Turn and talk to your partners using this stem:

When the book said _____, I thought this was an example of dark humor because _____. This
makes me think _____.

Model:
Stop after: “He had never been to camp before.” (p. 5)

When the book said, “If you take a bad boy and make him dig a hole every day in the hot sun,
it will turn him into a good boy,” I was thinking this was an example of dark humor because
I think Louis Sachar is being sarcastic. I think he actually believes the opposite. I think he be-
lieves punishing bad boys by making them dig in the hot sun every day will actually make them
worse. This makes me think something bad is going to happen to Stanley.

Link:
Today and every day when you read…
…I want you to notice the author’s craft and think about how it might help you understand the
author’s perspective.

Holes Unit of Study 53

The following list is a sample showing what your co-created list might look like:

54 Holes Unit of Study

 DAY 5, FAMILY TREECHAPTER 3, PP. 610

Mini-Lesson
Vocabulary Routine: perseverance (L 4, 5)
The Latin root ‘persever’ means continue or persist. The suffix ‘ance’ makes this word a noun.

Instructional Read-Aloud
In this chapter…Stanley is on the bus to Camp Green Lake. He thinks about how unlucky he is,
probably because of his no-good-dirty-rotten-pig-stealing-great-great-grandfather. The reader learns
that the grandfather had a curse put on him by a one-legged gypsy. Every Stanley Yelnats, from
this Stanley’s great-grandfather to his father, has had bad luck. Kissin’ Kate Barlow robbed Stanley’s
great-grandfather, and his Dad is an unsuccessful inventor. Stanley realizes he too is cursed.

In this lesson…you will be modeling how good readers keep track of important characters while
reading. One way in which readers keep track of important characters within a family is by making
a family tree. A family tree helps readers understand the relationship between characters, both living
and dead.

Learning Targets:
Read closely to monitor comprehension (RL 1)
t
Determine importance
t
Infer

Analyze story elements (RL 3)

t
Character

Gather and categorize information through note taking (W 8)

Convey ideas precisely using appropriate vocabulary (L 3, 6)

Engage in collaborative discussion (SL 1, 2, 4, 6)

Connect:
We have been learning…
…that good readers pay close attention to the setting at the beginning of the story in order to
understand the story better.

Holes Unit of Study 59

 Teach:
Today I am going to teach you…
…that good readers read to determine who the important characters in the book are, and infer
character traits. Today we will be introduced to Stanley’s relatives, both living and dead. We will
be thinking about the relationships between these family members.

Watch me as I model how I look for clues that reveal which are the most important characters in
the text.

Notice how I consider what I know about each character and how the characters are related to
one another.

Today we will be using this stem for turn and talk:

When the book said _____, I was thinking this was an important detail because _____.

Open up your reader’s notebooks to a clean page, and title the page Stanley’s Family Tree. Now
draw the outline of a tree so that it fills the whole page. This is where we will keep track of char-
acters in Stanley’s family tree.

Begin reading chapter 3 of Holes, starting on page 6.

Model:
Stop after: “Stanley was arrested later that day.” (p. 7)

Stanley is definitely an important character in our book—he is the main character. We are going
to write Stanley’s name at the bottom of our tree, since he is the youngest generation.

Listen as I recall details about Stanley.

When the book said Stanley was overweight and was humiliated by students and teachers at his
school, I was thinking this was an important detail because Stanley is bullied and doesn’t have
any friends. This shows he probably has low self-esteem.

(Model adding information about Stanley next to his name on the family tree.)

60 Holes Unit of Study

 Guided Practice:
Stop after: “They always seemed to be in the wrong place at the wrong time.” (p. 8)

Stanley’s no-good-dirty-rotten-pig-stealing-great-great-grandfather is also going to be an impor-

tant character in this book. He belongs all the way up at the top of our family tree. Please write
“Stanley’s great-great-grandfather” in the top branches of the tree.

What do we know about Stanley’s great-great-grandfather?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking this was an important detail because _____.

(Model adding information about the great-great-grandfather to the family tree.)

Guided Practice:
Stop after: “I learn from failure.” (p. 9)

Another important character is Stanley’s father, Stanley Yelnats III. Please write “Stanley’s father”
above “Stanley” on our tree. Also add “IV” next to Stanley’s name.

What do we know about Stanley’s father?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking this was an important detail because _____.

(Model adding information about Stanley’s father to the family tree.)

We also learned that Stanley Yelnats is a name that has been passed down over generations. If
Stanley is the IV, and his father is the III, then Stanley’s grandfather is the II, and Stanley’s great-
grandfather is the first Stanley Yelnats. Please add this information to the family tree.

Guided Practice:
Stop after: “And hardly anything was green.” (p. 10)

Stanley’s great-grandfather is clearly important to the story. What did you learn about Stanley’s
great-grandfather?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking this was an important detail because _____.

(Model adding information about Stanley’s great-grandfather to the family tree.)

Holes Unit of Study 61

 Link:
Today and every day when you read…
…I want you to think about who the main characters are and consider what is being revealed
about each character.

62 Holes Unit of Study

The following family tree is a sample showing what your co-created family tree might look like:

Holes Unit of Study 63

 DAY 7, OUTSIDE TEXT

Instructional Read-Aloud
Article: “The Juvenile Boot Camp Debate” by Sarah Collinge

In this article…students will find information about the juvenile boot camp debate. They will read
reasons why juvenile boot camps are considered effective and helpful, as well as reasons why juvenile
boot camps are considered ineffective and harmful.

In this lesson…students will read about the positive and negative consequences of juvenile boot
camps. Students will read for the purpose of categorizing information as either “pro” or “con” juve-
nile boot camps, in preparation for tomorrow’s lesson, in which they will write a paragraph that ei-
ther supports or disagrees with how the judge solves the problem of juvenile delinquents in the book
Holes. You will help students evaluate information and form their own opinions about this contro-
versial topic.

To prepare for this lesson, print and make a copy of the article titled “The Juvenile Boot Camp De-
bate” for each student.

Learning Targets:
Read closely to understand diverse media (RI 1, 2, 3, 7)

Integrate information across texts (RI 9)

Convey ideas precisely using appropriate vocabulary (L 3, 6)

Engage in collaborative discussion (SL 1, 2, 4, 6)

Connect:
We have been learning…
…that good readers pay attention to the setting of the story.

Holes Unit of Study 67

 Teach:
Today I am going to teach you…
…that good readers stop to learn more about a topic when it is important to the text.

Today we are going to read an article describing the positive and negative consequences of juve-
nile boot camps. I have chosen to stop and learn about this topic today because it connects with
a main topic of the book Holes.

As we read, we are going to be thinking about what the positive results of juvenile boot camps
are compared to the negative impacts of juvenile boot camps. This will help us evaluate whether
juvenile boot camps are a good solution to the problem of troubled behavior in youth.

Watch me as I model how I look for important details as I read and consider why these details
are important.

Today we will be using this stem for turn and talk:

When the article said _____, I thought this was an important detail because _____. This helps
me understand _____.

Open up your reader’s notebooks to a clean page and title the page Juvenile Boot Camps. Now
draw a T-chart. Label the left side of the T-chart with a plus sign. Label the right side of the T-
chart with a minus sign. This is where we will keep track of details in the text that show the pros
and cons of juvenile boot camps.

Begin reading “The Juvenile Boot Camp Debate.”

Model:
Stop after: “Consequences for misbehavior include physical exercise and loss of privileges
such as food, water, and shelter.”

This section of the article explains what a juvenile boot camp is. No opinion is given as to
whether these camps are positive or negative.

When the article said that parents hope the environment of the juvenile boot camp will teach
their son or daughter a lesson, I thought this was an important detail because it helps me un-
derstand why parents might choose to send their son or daughter to a juvenile boot camp. This
helps me understand that the intended outcome of the boot camp is to teach youth a lesson.

Now we will read about the positive results of juvenile boot camps.

68 Holes Unit of Study

 Guided Practice:
Stop after: “The structure of the camp teaches teens to respect adults, obey rules, and ap-
preciate their lives.”

What important details did you read about in this section of the text that show the positive re-
sults of juvenile boot camps?

Turn and talk to your partners using this stem:

When the article said _____, I thought this was an important detail because _____. This helps
me understand _____.

(Model adding details to the left column of the T-chart.)

Guided Practice:
Stop after: “In addition, boot camps that also teach academics encourage teens to stay in
school.”

What important details did you read about in this section of the text that show the positive re-
sults of juvenile boot camps?

Turn and talk to your partners using this stem:

When the article said _____, I thought this was an important detail because _____. This helps
me understand _____.

(Model adding details to the left column of the T-chart.)

Now we will read about the negative consequences of juvenile boot camps.

Guided Practice:
Stop after: “In another case, a 14-year-old girl died after being forced to run several miles
without water.”

What important details did you read about in this section of the text that show the negative con-
sequences of juvenile boot camps?

Turn and talk to your partners using this stem:

When the article said _____, I thought this was an important detail because _____. This helps
me understand _____.

(Model adding details to the right column of the T-chart.)

Holes Unit of Study 69

 Stretch It:
Discuss: Based on the details and facts in this article, do you think juvenile boot camps are posi-
tive or negative?

Link:
Today and every day when you read…
…I want you to consider how reading outside text can help you understand a story better.

70 Holes Unit of Study

The Juvenile Boot Camp Debate
by Sarah Collinge

What are juvenile boot camps?

Juvenile boot camps promise to correct the troubled behavior of young citizens. Boot camp is
sometimes offered as an alternative to jail when a teen has committed a nonviolent crime. In ad-
dition, some parents choose to send their son or daughter to a boot camp, hoping that the envi-
ronment of the camp will teach their child a lesson.

Typically, boot camps offer a military environment that focuses on discipline and physical exer-
cise and labor. Camps typically are rustic, with youth sleeping in tents, in cabins, or outdoors.
Access to food and water is often limited.

Consequences for misbehavior include physical exercise and loss of privileges such as food, water,
and shelter.

Juvenile boot camps are effective and helpful. Juvenile boot camps are ineffective and
Some people believe that juvenile boot camps harmful.
are both effective and helpful to troubled The National Mental Health Association
youth. Proponents of boot camps believe that argues that teen boot camps are ineffective
through discipline, teens learn to replace bad and potentially harmful (2007). Reports
habits with good habits. The structure of the show that many teens who attend juvenile
camp teaches teens to respect adults, obey boot camps return to their former behavior.
rules, and appreciate their lives. Proponents The use of military discipline can also per-
believe that the conditions of boot camps, manently harm teens. Reports of abuse are
though harsh, are far better than the conditions widespread (1993). In one case, a boy ate dirt
a teen would face in prison. The military-style because he was so dehydrated, and he eventu-
training offered at boot camps often leads the ally died. In another case, a 14-year-old girl
young adults who attend them to pursue mili- died after being forced to run several miles
tary careers once they are out of high school. without water (2001).
In addition, boot camps that also teach aca-
demics encourage teens to stay in school.

References:
Accendo Academy. (2007). Are teen boot camps effective? You may be surprised. Message posted to
http://www.simplysearch4it.com/article/48109.html, retrieved on September 14, 2015.

U.S. Government Accountability Office. (1993). Prison boot camps: Short-term prison costs re-
duced but long-term impact uncertain. Message posted to http://www.gao.gov/products/GGD-93-
69, retrieved on September 14, 2015.

Walsh, D. (2001). 14-year-old dies in Arizona, latest casualty of “boot camps.” Message posted to
https://www.wsws.org/en/articles/2001/07/boot-j06.html, retrieved on September 14, 2015.

Holes Unit of Study 71

The following chart is a sample showing what your co-created chart might look like:

72 Holes Unit of Study

 DAY 11, RETELL SUMMARY WRITING

Mini-Lesson
In this lesson…students will be synthesizing their understanding of a portion of the first quadrant
of the text by writing a summary. Students will be using the retell summary frame to organize their
writing. If this is the first time your students will be using this frame, I recommend modeling how
to write the introduction and the description of the first event. Students may copy this writing into
their reader’s notebooks and then continue to write their summaries on their own or with the sup-
port of their partners. Students should be expected to produce quality work.

Learning Targets:
Summarize the text (RL 2)
t
One-sentence sum-up
t
Retell summary

Show understanding of story elements (RL 3)

t
Character
t
Setting
t
Plot

Write an expository piece (W 2)

t
Summary

Write clearly and coherently for task and audience (W 4)

Recall information and draw evidence from the text (W 8, 9)

Write in a short time period (W 10)

Acquire and use key vocabulary (L 6)

Convey ideas precisely using appropriate vocabulary (L 3, 6)

Engage in collaborative discussion (SL 1, 2, 4, 6)

Connect:
We have been learning…
…that good readers read slowly at the beginning of a book in order to make sure they under-
stand all the story elements, including character, setting, and plot.

Holes Unit of Study 87

 Teach:
Today I am going to teach you…
…that good readers write a retell summary in order to monitor their comprehension. When we
summarize, we think about the most important events and details from the story. The process
of summarizing helps us recognize when we are confused so that we can go back and clear up
that confusion.

Today you will be writing a summary of a portion of the first quadrant of Holes. You will be fo-
cusing on retelling how Stanley happened to be sent to Camp Green Lake.

You have already started organizing your thinking by creating an important events list for Stan-
ley’s story. Please turn to that important events list in your reader’s notebooks. Let’s read the
events listed there together.

Open up your reader’s notebooks and title a clean page Retell Summary. This is a piece of writ-
ing that will be graded. Therefore, you will want to do your best work, making sure your writing
looks like fifth-grade writing.

You will be using a summary frame that will help you organize your thinking about this story.
You may also use the important events list to help you with your writing. Remember, you will
want to put the events in sequential order using your own words. You will also want to add some
details about these events.

Introduce the Retell Summary Frame

Scaffold:
(You will need to decide how your students should approach this assignment. Various options
are listed below; choose based on your students’ levels of readiness.
t
Shared writing [writing is done as a group on chart paper or a document camera while stu-
dents copy this writing into their reader’s notebooks]
t
Guided writing [writing is started as a group on chart paper or a document camera and then
released to be completed collaboratively or independently]
t
Collaborative writing [writing is done by students working collaboratively with partners;
however, each student is responsible for his or her own writing]
t
Independent writing [writing is done by the student independently, with limited or no
guidance])

Share-out:
(Have students share their writing with a partner or the class. Partners or classmates should re-
spond to students’ concluding thoughts from their writing by using the stem:
I agree with you because ____________, OR
I disagree with you because ___________.)

88 Holes Unit of Study

Retell Summary Frame

Introduction The first quadrant of the book _____________,by _______________, tells

Sentence _____________________________________________________.
This sentence should broadly tell what the first quadrant of the book (Stanley’s
story) is about. This is a one-sentence sum-up.

Body Describe the most important events from the first quadrant of the book
(Stanley’s story). Include some detail.
Use transition words such as:
First, next, then, finally,
First, next, after that, in the end,
In the beginning, then, after that, finally,

Conclusion Describe your thinking about the book. This could be a prediction about what
will happen next, an inference about the theme, or a judgment.
Use concluding words such as:
In conclusion,
All in all,
As you can see,
It is true,
I am thinking,
I predict,

Adapted from Step Up to Writing Curriculum (Auman, 2010)

Retell Summary (Sample):

The first quadrant of the book Holes tells about a boy named Stanley who is sent to Camp Green
Lake as a punishment for stealing a pair of sneakers, even though he is innocent.

First, someone stole a famous baseball player’s (Clyde Livingston’s) sneakers from a homeless shel-
ter. When Stanley was walking home from school, the sneakers fell from a freeway overpass and
hit him in the head. He didn’t know that the shoes were stolen or that they belonged to his favor-
ite baseball player.

Next, Stanley decided to take the sneakers home to his father. He thought his father could use the
sneakers to help him with his new invention. On his way home, a police officer arrested him.

Later, Clyde Livingston testified against Stanley in court. Stanley told the truth, but no one believed
him. Instead of being sent to jail, Stanley was sent to Camp Green Lake.

As you can see, Stanley is a very unlucky kid.

Holes Unit of Study 89

 DAY 18, INFER AUTHOR’S PERSPECTIVECHAPTER 12, PP. 5558

Mini-Lesson
Vocabulary Routine: stereotype (L 4, 5, 6)
Stereotype is a compound word. The Greek combining form ‘stereo’ means solid or firm. The
Greek combining form ‘type’ means an impression or mark.

Instructional Read-Aloud
In this chapter…after digging his second hole, Stanley returns to his tent to find Mr. Pendanski and
all the other boys sitting in a circle. Mr. Pendanski is leading a discussion about setting goals for
what the boys will do once they leave Camp Green Lake. He tells the boys that if they don’t have
goals they will end up right back in jail. He reminds the boys that so far, they have “done a pretty
good job at messing up [their] lives” (p. 57).

In this lesson…you will model how readers consider how an author’s writing style—particularly,
in this case, Louis Sachar’s use of dark humor—helps them to understand the author’s perspective.
Through Mr. Pendanski’s condescending tone and sarcasm, the reader infers that Mr. Pendanski be-
lieves in the “bad boy” stereotype that is used to define each of the boys at Camp Green Lake. You
will model making a chart that illustrates this stereotype.

Learning Targets:
Read closely to monitor comprehension (RL 1)
t
Infer

Recognize author’s craft (RL 4)

t
Stereotype

Infer author’s perspective (RL 6)

Convey ideas precisely using appropriate vocabulary (L 3, 6)

Engage in collaborative discussion (SL 1, 2, 4, 6)

Connect:
We have been learning…
…that good readers notice the main character’s actions, words and feelings in order to infer char-
acter traits. Doing this helps readers understand the main character better.

112 Holes Unit of Study

 Teach:
Today I am going to teach you…
…that good readers pay attention to the writing style of the author in order to infer the author’s
perspective. Authors sometimes use humor to convey a message. In the book Holes, Louis Sa-
char uses dark humor to convey a message. Today as we read, we will notice that Louis Sachar
wants us to think about the negative effects of stereotyping people.

Open up your reader’s notebooks and title a clean page The Boys of Camp Green Lake—Ste-
reotype. (Review what a stereotype is, referring to the vocabulary mini-lesson you just taught.)

Draw an outline of a boy in an orange jumpsuit and orange hat. Leave the face blank. Notice
how when the boys are all in the same clothes, and all are covered in dirt from digging holes, you
can’t really tell the difference between them. That’s what a stereotype is—when all those within a
group are generally thought about as being the same.

(Give an example here, if possible)

Watch me as I model how I think about how other people view the boys at Camp Green Lake,
according to a stereotype.

Notice how I look for details in the story that generalize these characters—details that make the
characters all seem the same.

Today we will be using this stem for turn and talk:

When the book said_____, I was thinking _____. I thought this was an example of a stereotype
because _____.

Begin reading chapter 12 of Holes, starting on page 55.

Model
Stop after: “Otherwise you’re going to end up right back in jail.” (p. 56)

When the book said the boys need to prepare to join the rest of society, I was thinking Mr.
Pendanski believes the boys are misfits and that they don’t fit in with everyone else. I thought
this was an example of a stereotype because Mr. Pendanski is acting like all the boys are the
same—misfits.

(Model adding the word “misfits” to the inside of the outline.)

Holes Unit of Study 113

 Guided Practice
Stop after: “I know you think you’re cool.” (p. 57)

Is a stereotype revealed in this section of the text?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking _____. I thought this was an example of a stereotype
because _____.

(Model adding thinking to the inside of the outline.)

Guided Practice
Stop after: “I like to dig holes.” (p. 58)

Is a stereotype revealed in this section of the text?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking _____. I thought this was an example of a stereotype
because _____.

(Model adding thinking to the inside of the outline.)

Stretch It (Optional):
Discuss: Do you think Louis Sachar believes in the “Boys of Camp Green Lake” stereotype?
Why or why not?

Link:
Today and every day when you read…
…I want you to notice the author’s craft and think about how it might help you understand the
author’s perspective.

114 Holes Unit of Study

The following chart is a sample showing what your co-created chart might look like:

Holes Unit of Study 115

 DAY 22, CHARACTERS CHANGE OVER TIMECHAPTERS 1718, PP. 7782

Mini-Lesson
Vocabulary Routine: strength (L 4, 5)

Instructional Read-Aloud
In these chapters…Stanley gets “accidentally” hit in the head with a shovel. His ear is bleeding,
and Mr. Sir makes him a bandage out of a sunflower seed bag and a piece of tape. He tells Stanley
to “get back to work,” even though Stanley is dizzy. Stanley is clearly becoming physically stronger
and faster at digging holes. Later, Zero admits to Stanley that he doesn’t know how to read. Zero
asks Stanley to teach him to read and write. Stanley tells Zero “sorry, he doesn’t know how to teach.”
Stanley recognizes that his heart has hardened too.

In this lesson…you will model how readers focus on how the main character changes over time.
You will push students to consider whether Stanley is changing for the better. Stanley is supposed to
be digging holes to improve his character, but maybe digging holes every day is actually having the
opposite effect.

Learning Targets:
Read closely to monitor comprehension (RL 1)
t
Infer character traits

Show understanding of important story elements (RL 3)

t
Character
t
Plot

Use what you know about genre to help you understand the story better (RL 5)

Convey ideas precisely using appropriate vocabulary (L 3, 6)

Engage in collaborative discussion (SL 1, 2, 4, 6)

Connect:
We have been learning…
…that good readers recognize foreshadowing and use the clues that foreshadowing provides to
help them predict what will happen in the book.

130 Holes Unit of Study

 Teach:
Today I am going to teach you…
…that good readers pay close attention to how the main character in the story changes over
time. We know that we can expect characters to change throughout a book whenever we read
realistic fiction.

Watch me as I model how I think about how Stanley was at the beginning of the story and com-
pare that to the way he is right now in the story.

Notice how I also think about why Stanley is changing and whether or not the discipline at
Camp Green Lake is changing him for the better or for the worse.

Today we will be using this stem for turn and talk:

When the book said _____, I was thinking that Stanley is changing. In the beginning, _____.
Now, _____. This makes me think _____.

To help us with our thinking today, open up to the lists you wrote of words that describe Stanley
in the beginning of the book and later, as he started to change. Today we will be adding words
to this second list that describe what Stanley is like now in the story.

Begin reading chapters 17–18 of Holes, starting on page 77.

Model:
Stop after: “He scooped it up, then Zigzag dug his shovel into the ground underneath
where ‘Stanley’s dirt’ had been.” (p. 79)

When the book said Stanley was down in the hole with the other boys, I was thinking that
Stanley is changing. In the beginning, Stanley didn’t really fit in at Camp Green Lake (he was
innocent and not a “tough guy”). Now, Stanley is becoming part of the group. This makes me
think that Stanley will be a tough guy just like the other boys. I don’t think he will put up with
Zigzag’s behavior.

(Model adding new details about Stanley to the “Stanley is changing” list.)

Holes Unit of Study 131

 Guided Practice:
Stop after: “Stanley spat into his hole.” (p. 81)

How is Stanley changing?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking that Stanley is changing. In the beginning, _____.
Now, _____. This makes me think _____.

(Model adding new details about Stanley to the “Stanley is changing” list.)

Guided Practice:
Stop after: “It seemed that no matter how much he drank, he was always thirsty.” (p. 82)

How is Stanley changing?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking that Stanley is changing. In the beginning, _____.
Now, _____. This makes me think _____.

(Model adding new details about Stanley to the “Stanley is changing” list.)

Stretch It (Optional):
In the beginning of the book, Mr. Pendanski told the boys that they were digging holes to im-
prove their characters. In other words, digging holes would make these bad boys into good boys.

Discuss: Do you think Stanley is changing for the better or for the worse? Why or why not?

Link:
Today and every day when you read…
…I want you to think about how the main character changes over time.

132 Holes Unit of Study

The following chart is a sample showing what your co-created chart might look like:

Holes Unit of Study 133

 DAY 31, CHARACTERS CHANGE OVER TIMECHAPTER 30, PP. 130140

Instructional Read-Aloud
In this chapter…Stanley realizes he has been at Camp Green Lake for 46 days. Out on the lake, the
boys get into an argument about Zero digging part of Stanley’s hole. Zigzag starts to beat up Stanley,
but Zero steps in and starts to strangle Zigzag. When the Warden shows up, Stanley bravely defends
Zero. This proves that he is changing—he is becoming more and more confident.

In this lesson…you will model how readers focus on how the main character changes over time in
the genre realistic fiction. Students will add evidence to support their line of thinking that something
good is coming from Stanley being at Camp Green Lake—Stanley is becoming more confident.

Learning Targets:
Read closely to monitor comprehension (RL 1)
t
Infer character traits

Identify the theme (RL 2)

Gather and categorize information through note taking (W 8)

Draw evidence from the text (W 9)

Show understanding of important story elements (RL 3)

t
Character
t
Plot

Use what you know about genre and text structure to help you understand the story better (RL 5)

Convey ideas precisely using appropriate vocabulary (L 3, 6)

Engage in collaborative discussion (SL 1, 2, 4, 6)

Connect:
We have been learning…
…that good readers notice the author’s craft while reading. They use the mood of the story to
make predictions about what will happen next.

170 Holes Unit of Study

 Teach:
Today I am going to teach you…
…that good readers continue to pay close attention to how the main character in the story
changes over time. We know that we can expect characters to change throughout a book when-
ever we read realistic fiction.

Watch me as I model how I think about how Stanley was at the beginning of the story and com-
pare that to how he is right now in the story.

Notice how I also think about how these changes might show that something good is coming
from Stanley being at Camp Green Lake.

Today we will be using this stem for turn and talk:

When the book said _____, I was thinking that Stanley is changing. In the beginning, _____.
Now, _____.

Begin reading chapter 30 of Holes, starting on page 130.

Model:
Stop after: “His body had adjusted somewhat to the heat and harsh conditions.” (p. 131)

When the book said Stanley had “adjusted…to the heat and harsh conditions,” I was thinking
that Stanley is changing. In the beginning, Stanley had trouble digging holes in the hot sun.
Now, Stanley is becoming stronger and tougher.

Guided Practice:
Stop after: “Stanley raised and lowered one shoulder.” (p. 137)

How is Stanley changing?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking that Stanley is changing. In the beginning, _____.
Now, _____.

Holes Unit of Study 171

 Guided Practice:
Stop after: “Before she left, she told the six remaining members of Group D that she still
expected seven holes.” (p. 140)

How is Stanley changing?

Turn and talk to your partners using this stem:

When the book said _____, I was thinking that Stanley is changing. In the beginning, _____.
Now, _____.

Stretch It:
I’d like each of you to open your reader’s notebook to your evidence collection box. Our line of
thinking is: “Even when bad things happen, something good can come from these events, when
you believe that it can. It is Stanley’s destiny to be at Camp Green Lake.”

Think about what we just read. Is something good coming out of Stanley being at Camp Green
Lake? Turn and talk.

(Add evidence to the evidence collection box.)

Link:
Today and every day when you read…
…I want you to think about how the main character changes over time.

172 Holes Unit of Study

The following chart is a sample showing what your co-created chart might look like:

Holes Unit of Study 173

 DAYS 4045, FORMAL WRITING: LETTER TO AN AUTHOR

Mini-Lessons
In these lessons…your students will be practicing expository writing in the form of a letter to an
author. Students will work on a formal writing project that requires them to go through all phases
of the writing process. Documents are given in this lesson to help your students organize and draft
their writing. However, you will need to use your own resources for teaching the other phases of the
writing process. You will need at least five days for this project.

Suggested Lesson Sequence:

t
Day 1 – Draft
t
Day 2 – Continue drafting
t
Day 3 – Revise
t
Day 3 – Edit and begin publishing
t
Day 4 – Continue publishing
t
Day 5 – Share
t
Day 6 – Share

Learning Targets:
Write an expository piece (W 2)
t
Letter to an author

Write clearly and coherently for task and audience (W 4)

Practice all stages of the writing process, including publishing (W 5, 6)

Recall and gather information from the text (W 8)

Write for an extended period of time (W 10)

Acquire and use key vocabulary (L 6)

Present ideas (SL 3, 4)

Connect:
We have been learning…
…that good readers write in order to monitor their comprehension while reading and get to
deeper thinking. We have also learned that readers write in order to synthesize and reflect on
their thinking.

206 Holes Unit of Study

 Teach:
Today I am going to teach you…
…that good readers write in order to share their thinking about a book with someone else. To-
day we will be starting a formal writing project. We will be writing letters to the author of Holes,
Louis Sachar. A letter is an expository writing piece that is friendly and encourages the recipient
to respond.

For our formal writing, we will be working outside of the reader’s notebook. We will need to use
loose-leaf paper as we go through all stages of the writing process:
t
Pre-writing
t
Drafting
t
Revising
t
Editing
t
Publishing
t
Sharing

Introduce the Letter to an Author Frame.

Scaffold:
(You will need to decide how your students should approach this assignment. Various options
are listed below; choose based on your students’ levels of readiness.
t
Shared writing [writing is done as a group on chart paper or a document camera while stu-
dents copy this writing into their reader’s notebooks]
t
Guided writing [writing is started as a group on chart paper or a document camera and then
released to be completed collaboratively or independently]
t
Collaborative writing [writing is done by students working collaboratively with partners;
however, each student is responsible for his or her own writing]
t
Independent writing [writing is done by the student independently, with limited or no
guidance])

Share-out:
(Have students share their writing with their partners or the class. Partners or classmates should
respond to students’ concluding thoughts from their writing by using the stem:
I agree with you because ____________, OR
I disagree with you because ___________.)

Holes Unit of Study 207

Letter to an Author Frame

Paragraph 1 Dear________,
(Introduction) t
Introduce yourself and tell something about yourself.
t
Tell what book you read by the author.
t
Give the author a compliment.

Paragraph 2 t
Tell the author how you liked the book, and why.
t
Share a favorite part, and tell what you liked about it.

Paragraph 3 t
Explain your thoughts about the book.

You might use the stem:

When the book said _____, I was thinking ____ because _____.

Paragraph 4 t
Ask the author some smart questions about the book or his/her life.
t
Tell the author why you are wondering about the answers to those
questions.

Paragraph 5 t
Compliment the author.

(Conclusion) t
Give the author a reason to write you back.
t
Conclude and sign your name!

208 Holes Unit of Study

Letter to an Author (Sample):
Dear Louis Sachar,

My name is Wonderful, I am eleven-years old, and I go to Discovery Elementary. I have many ques-
tions, compliments, and comments for you. I just recently finished your book Holes, and I loved it
so much I couldn’t put it down!

I really loved your book because it made me want to read it again and again. To me, that is very
surprising, because I NEVER have read a book twice. I guess it’s because the other books I’ve read
weren’t as good as yours. I haven’t got the chance to start reading it again, but I bet it would feel like
reading it for the first time. That’s because you build so much suspense, and your irony and sarcasm
adds laughter. My favorite part was when Mr. Sir told Stanley, “You’re not in the Girl Scouts any-
more.” I thought it was really funny that Camp Green Lake became a Girl Scout camp at the end of
the book.

Your book made me realize that even when something goes wrong, I should look on the bright side
and not give up. When Zero stood up to the Warden I instantly knew that I should stand up for
what’s right and what I believe in.

As I said, I have some questions for you. Do you believe in destiny? And what inspired you to write
this book? My last question is, did you base any of the characters, or even the whole book, on a real-
world connection? I think you based Kissin’ Kate Barlow on Belle Starr, because both were lady out-
laws who lived in the state of Texas.

Please write back and answer my questions. I can’t wait to hear your answers! Thank you for writing
this book. I feel confident in myself now, because in the book Zero was a “nobody” and now he is
a “somebody.” Because of that I now know that my goals and dreams can come true if I have a bit
of confidence.

Your biggest fan,

Wonderful

P.S. My name is really Wonderful. Believe me.

Holes Unit of Study 209

 Vocabulary Handbook
Holes
by Louis Sachar

Name: ______________________________________________

Holes Unit of Study 211

 WORD PART MEANING PART OF SPEECH
a- prefix from, away, away from
ab- prefix from, away, away from
-able suffix able to, can be done adjective
-ade suffix noun or verb
-age suffix noun
-an suffix like, resembling, similar to noun
-ance suffix noun
ant- prefix before, prior to
-ant suffix person who noun
ap- prefix from, away, away from
apo Greek away from, separate
combining form
archy Greek govern, rule
combining form
-ate suffix adjective
-ate suffix to do, to make verb
cap Latin root to take, to receive
cata Greek down, under
combining form
ceal Latin root to hide, hidden
cess Latin root to be in motion, to go away
cid Latin root to fall, to befall
clypt Greek cover, hide, conceal
combining form
co- prefix together, with
com- prefix together, with
con- prefix together, with
cor- prefix heart
cracy Greek to govern, to rule
combining form
cur Latin root to care for, to give attention to
de- prefix completely
de- prefix down
de- prefix opposite of
demn Latin root to harm, to punish

212 Holes Unit of Study

 demo Greek people, population
combining form
dent Latin root tooth, teeth
dict Latin root talk, speak, declare
dign Latin root worthy of respect
-ed inflectional past tense verb
ending
-ed suffix adjective
em Greek in, inward
combining form
emp Latin root to take, to take up
-en suffix adjective
-ence suffix noun
-ent suffix adjective
-er suffix a person that does something noun
-ery suffix denoting occupation or noun
business
ex- prefix out, upward, complete,
remove from
fect Latin root to make, to do, to build
fic Latin root to make, to do, to build
fore- prefix before
fort Latin root bravery, power, strength
front Latin root forehead, brow
fuge Latin root drive away, flee, run away
-ful suffix full of
gen Latin root line of descent, origin
gno Latin root know, learn, discern
grade Latin root walk, step, move around
gress Latin root walk, step, move around
habit Latin root dwell, live
hum Latin root human beings, mankind
-ible suffix able to, can be done adjective
-ic suffix adjective
-ice suffix noun
im- prefix not
in- prefix not

Holes Unit of Study 213

 in- prefix in, into, within
-ish suffix verb
-ism suffix belief in, practice of noun
-ist suffix one who believes in, one who noun
is engaged in
-ity suffix noun
-ive suffix adjective or noun
-lative suffix bear, carry
-le suffix little, small noun
liber Latin root free
luxur Latin root excess, abundance
-ly suffix
mal Latin root bad
-ment suffix noun
merg Latin root to dip, immerse, plunge
mirac Latin root to wonder at, wonder, cause to
smile
mit Latin root let go, sent
mon / mono Greek one, alone, single
combining form
monu Latin root warn, remind, advise
-mony suffix noun
mors Latin root bite, biting
nat Latin root born, birth
-ness suffix noun
noc Latin root injure, hurt
oleo Latin root to destroy, to die out
omen Latin root to indicate something is going
to happen
optim Latin root best, exceptionally good
-or suffix person who noun
-ous suffix adjective
pac Latin root peace
par Latin root to get ready, to prepare
pass Latin root suffering, feeling, enduring
pathy Greek feeling, perception
combining form

214 Holes Unit of Study

 pend Latin root weight, to cause to hang down
per- prefix through, across, over
persever Latin root continue, persist
pessim Latin root bad, worst
ple Latin root fill, full
plic Latin root to fold, bend, curve
plu Latin root more, many
poss Latin root power, strength, ability
pre- prefix before
preci Latin root prize, reward, value
prehens Latin root reach, attain, hold
priv Latin root belonging to an individual,
not for the public
pro- prefix before, forward
prov Latin root upright, good, honest
re- prefix back, again
reg Latin root to direct, to rule
render Latin root to give back, restore
rupt Latin root break, tear
-s inflectional plural noun
ending
sati Latin root enough
se- prefix by itself, aside, apart from
seri Latin root important
serve Latin root to watch, to keep safe
-sion suffix noun
solen Latin root be accustomed
spec / spect Latin root to see, look at, behold
sper / spair Latin root hope
spirat Latin root breath of life, mind, soul
stereo Greek solid, firm, hard
combining form
stroph Greek turn, twist, bend
combining form
struct Latin root to build
sub- prefix under, below, beneath
sur- prefix on top, over, higher

Holes Unit of Study 215

 sym Greek with, together
combining form
termin Latin root end, last
testi Latin root witness, one who stands by
-tion suffix noun
tonous Greek sound
combining form
type Greek an impression, a mark
combining form
un- prefix not
-ure suffix verb
vid Latin root see
vinc Latin root conquer, overcome
viol Latin root force, injure, dishonor
vive Latin root life, alive
-y suffix adjective

216 Holes Unit of Study

 Vocabulary: Making Connections

Target Word:

perseverance
Context:

“To be a successful inventor you need three things: intelligence, perseverance, and
just a little bit of luck. Stanley’s father was smart and had a lot of perseverance.”
(p. 8)

What it is… What it is not…

_____________________________ ______________________________

_____________________________ ______________________________

_____________________________ ______________________________

_____________________________ ______________________________

I’d probably find this word in these contexts (places, events, people, situations):

Text to World

I’ll remember this word by connecting it to:

(word, phrase, sketch)

Holes Unit of Study 221