Adventure to the
New World
SUMMARY Jane

and her family emigrate with
other English families to England’s first American
colony at Roanoke. They plan to join earlier
colonists who settled there, but find the colony
deserted. Thanks to a lot of hard work and a
friendly encounter with an Indian girl, Jane and
her family hope the colony will survive.

LESSON VOCABULARY

blunders
complex
fleeing
rustling

civilization
envy
inspired
strategy

5.4.1
DRAW CONCLUSIONS
ANSWER QUESTIONS

READ THE BOOK
Have students set a purpose
for reading Adventure to the New World.

Students’ interest in what life was like in
Roanoke colony should guide this purpose.

SET PURPOSE

STRATEGY SUPPORT: ANSWER QUESTIONS

Challenge students to generate questions
when they preview the book, as they read,
and after reading. Have pairs of students
exchange questions. Have students identify
each type of question, and then answer each
other’s questions.

INTRODUCE THE BOOK

COMPREHENSION QUESTIONS

Discuss with
students the title and the author of Adventure
to the New World. Based on the title and the
title page illustration, ask them to say what
they think the book will be about. Ask them to
explain what historical fiction means.

PAGE 5

INTRODUCE THE TITLE AND AUTHOR

BUILD BACKGROUND Invite students to say what

they know about the earliest British colonies
in America. Ask: “Was it easy for English settlers to adapt to their new environment? What
did they have trouble with? What did they
need to learn?”

Have students preview the book by
looking at the illustrations. Ask students to
discuss how these text features give an idea
of what this book will be about. Ask what they
think they will learn from this book.
PREVIEW

72

How does Jane feel about journeying to
the New World? (She’s scared.)
What does Jane’s dream foreshadow?
(hints that Roanoke colony may not be successful)

PAGE 7

How long was the journey from
England to Virginia? (three months at sea)
PAGE 10

What conclusion can you draw about
Governor White and his leadership abilities?
(He is a good leader who thinks of practical
solutions and tries to remain optimistic.)
PAGE 15


Why was it so important for the settlers to get crops planted? (needed to get
seeds in the ground before planting season
was over)

PAGE 17

What did Jane know about raspberries? (She knew they were edible because she
had seen them back in Portsmouth but she
had never eaten one because they were too
expensive.)
PAGE 25

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REVISIT THE BOOK
READER RESPONSE
1. Students might say the soldiers fought with
the Indians or joined a group of Indians.
2. Possible response: The Indians were wise
and skillful house builders and farmers.
3. Acceptable answers: civil, civics, civilian, city.
4. Students might say that they would have
brought the other settlers back to the ship,
and had them return to England.

Have students comment on the illustrations in the selection.
What details about life in Roanoke can they
learn from the illustrations? What other illustrations would they like to see?
EXTEND UNDERSTANDING

RESPONSE OPTIONS
Invite students to write a journal entry
from the point of view of one of the characters
from the story. Challenge them to use some
of the vocabulary words in their journal entry.

WRITING

Invite students to make a dictionary entry or bilingual glossary for each of the
vocabulary words. Have them include the sentences they write for each word in their entries
or glossaries.

SOCIAL STUDIES
CONNECTION
Students can learn more
about Roanoke Colony by
going to the library or using the Internet.
Challenge them to find out more about the
Croatoan Indians who lived in the area.

Skill Work
TEACH/REVIEW VOCABULARY
Invite students to use each of the vocabulary words in a sentence. Challenge them to
write sentences related to the selection.


TARGET SKILL AND STRATEGY
Remind students that
drawing conclusions means making sensible
decisions or forming reasonable opinions
after thinking about the facts and details in
what you are reading. Challenge students to
jot down notes as they read about possible
conclusions they may be able to draw after
completing the reading. Challenge them to
test their conclusions when they finish reading. Have them ask: Are my conclusions
valid? What details support them?
DRAW CONCLUSIONS

ANSWER QUESTIONS Remind students that
answering questions is the ability to provide
complete, accurate, and focused responses
to questions posed by others. Explain the
four kinds of questions: Right There (answer
in one sentence of text), Think and Search
(answer in different sentences throughout
the text), Author and You (reader needs text
plus prior knowledge to answer question),
and On My Own (reader uses prior knowledge to answer question). Challenge students to preview the Reader Response questions at the end of the book. Identify each
question’s category. Remind students that
answering questions can also help them
draw conclusions about the text.

ADDITIONAL SKILL INSTRUCTION
Remind students that the plot is an
organized pattern of events. The organization is often sequential, but authors may

also introduce flashbacks, which interrupt
the story to tell about something that happened in the past, and with foreshadowing,
which hints at events to come. Challenge
students to use a graphic organizer to track
the plot of the story. Invite them to look for
flashbacks and foreshadowing.

PLOT

Adventure to the New World

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Adventure/New World

Name

Draw Conclusions
• A conclusion is a sensible decision you reach after you think about details or facts in what you
read.
• Drawing conclusions means to make sensible decisions or form reasonable opinions after
thinking about the details or facts in what you read.

Directions Read the paragraph below. Then, answer the questions that follow.


J

ane and the other passengers also took
comfort from the fact that they would
be greeted by a small group of English
soldiers when they arrived at Roanoke.
During the previous year, a large group of
colonists had left Roanoke and returned
to England after running low on supplies

and encountering difficulties with the local
Indians. The leaders of Roanoke wouldn’t
allow the island to be totally abandoned,
so they had a dozen soldiers sent over
from England to guard the settlement until
Jane’s family and everyone else arrived.

1. What conclusion can you draw about the new colonists’ expectations about Roanoke?

2. Give two facts or details to support your conclusion.

4. Give two facts or details to support your conclusion.

© Pearson Education 5

3. What conclusion can you draw about why the first group of colonists returned to England?

5. Write a well-supported conclusion about how Jane and her family might have felt differently
about their plans if they had known what awaited them.


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Adventure/New World

Name

Vocabulary
Directions Read each sentence. Write the word from the Word Box that
fits correctly in each sentence. Some words may be used more than once.

Check the Words
You Know
blunders
civilization
complex
envy
fleeing
inspired
rustling
strategy

1. Jane and her family, like many others, were
economic hardships in England.
2. They were

by stories they heard of a new colony in Virginia,

where the climate was good and the land was fertile.

3. Queen Elizabeth’s
in the New World.

for England’s future was to build colonies

4. The relationship between the early colonists and the local Indians was very
.
5. The English believed their own
Indians’ way of life.

was more advanced than the

6. The English colonists hoped to avoid repeating the
earlier settlers.

© Pearson Education 5

7. They did not

of the

the fate of the earlier colonists.

8. Instead, they listened to Governor White’s passionate speech and were
by it.
9. The colonists’
get some crops planted.
10. As the wind gently blew through the

at the Indian village.

was to first build themselves shelters, and then

bushes, Jane peeked out

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