Student Packet Round 2

Ross ElementaryFifth Grade

00 School District of

Lancaster

El

emen

tary

Cho

ice

Boar

d

Gra

de L

evel

: 5th

Expe

ctat

ions

for E

lem

enta

ry S

tude

nts

The

activ

ities

in th

e pa

cket

(Cho

ice

Boar

ds) a

re o

ptio

nal,

but i

t is

high

ly re

com

men

ded

stud

ents

com

plet

e th

em. T

he g

oal i

s fo

r stu

dent

s to

com

plet

e at

leas

t 1 a

ctiv

ity fr

om th

e pa

cket

(Cho

ice

Boar

ds) e

ach

day

and

read

2 s

teps

.

● 30

min

utes

INDE

PEN

DEN

T REA

DIN

G –

5x/

wee

k ●

30 m

inut

es E

LA/S

OC

IAL

STUD

IES

– 2x

/wee

k ●

30 m

inut

es M

ATH

– 3

x/w

eek

● 30

min

utes

SC

IEN

CE

– 1x

/wee

k ●

20 m

inut

es U

NIF

IED

ART

S/SP

ECIA

LS/E

LEC

TIVES

– 1

x/w

eek

each

(min

imum

)

*Se

e be

low

for a

SA

MPL

E sc

hedu

le s

tude

nts

coul

d us

e to

pla

n th

eir l

earn

ing

time

from

thei

r Cho

ice

Boar

d an

d te

chno

logy

opt

ions

.

Mon

day

Tues

day

Wed

nesd

ay

Thur

sday

Fr

iday

● 2

step

s

(30

min

utes

)

●

30 m

inut

es

MA

TH

● 2

step

s

(30

min

utes

)

● 30

min

utes

SC

IEN

CE

● 30

min

utes

EL

A/S

OC

IAL

STUD

IES

● 2

step

s

(3

0 m

inut

es)

● 3

0 m

inut

es

MA

TH

● 2

step

s

(30

min

utes

)

● 30

min

utes

EL

A/S

OC

IAL

STUD

IES

● 2

step

s

(30

min

utes

)

● 30

min

utes

MA

TH

●

20 m

inut

es U

NIF

IED

ART

S/SP

ECIA

L/

EL

ECTIV

ES

v •C r Y Y1 h l

G u C q

� R 4 J

H � ��

El

emen

tary

Cho

ice

Boar

d

Gra

de L

evel

: 5th

Here

you

will

find

2 w

eeks

of p

ract

ice

activ

ities

. W

hen

you

finish

an

activ

ity c

olor

it in

or c

ross

it o

ff! H

ave

fun!

Wee

k of

Apr

il 20

th

- Ap

ril 2

7th

WEE

K 3

REA

DIN

G

(P

ick

2)

min

imum

WRI

TING

(Pic

k 2)

m

inim

um

MA

TH

(P

ick

3)

min

imum

SCIE

NC

E

(Pic

k 1)

m

inim

um

UNIF

IED

ART

S (A

rt, M

usic

, PE/

Hea

lth)

(Pic

k 1

each

)

SEL

(Pic

k 2)

m

inim

um

Rock

and

Rol

l Vo

cabu

lary

(y

ou w

ill n

eed

dice

) *s

ee a

ttach

ed s

heet

The

follo

win

g is

an

exam

ple

of

allit

erat

ion.

Dow

n th

e sli

pper

y sli

de th

ey s

lid

Sitti

ng s

light

ly

sidew

ays.

Sl

ippi

ng s

wift

ly s

ee

them

ski

d O

n ho

liday

s an

d Fr

iday

s.

C

reat

e an

d w

rite

your

ow

n po

em u

sing

allit

erat

ion .

Liste

n to

the

audi

oboo

k “E

arth

Day

Hoo

ray”

and

w

rite

abou

t the

co

nnec

tions

it m

akes

w

ith p

lace

val

ue.

http

s://

ww

w.y

outu

be.c

om

/wat

ch?v

=lxs

8Aeb

xxhk

“Cre

ate

Mon

day”

ch

oice

from

En

richm

ent A

ctiv

ity

Cha

rt:O

fflin

e/O

nlin

e Le

arni

ng

Art

- Fin

d ob

ject

s ou

tsid

e an

d us

e th

em a

s st

amps

w

ith p

aint

to c

reat

e a

uniq

ue a

rtwor

k.

*Also

, see

atta

ched

she

et

Expl

ain

why

it is

im

porta

nt to

un

ders

tand

you

r ow

n st

reng

ths

and

chal

leng

es.

Com

mon

ly C

onfu

sed

Wor

ds: H

ow m

any

of

the

conf

usin

g w

ords

ca

n yo

u us

e co

rrect

ly?

Usin

g th

e ar

ticle

, Sq

ueak

the

Skat

er

Goe

s Su

rfing

, des

crib

e Sq

ueak

. W

rite

a

Prob

lem

Sol

ving

“S

cien

ce Tu

esda

y”

choi

ce fr

om

Enric

hmen

t Act

ivity

Mus

ic -

Rhyt

hmic

I Sp

y:

Look

aro

und

for

hous

ehol

d ite

ms,

and

List o

ne s

treng

th

star

ting

with

eac

h

v •C r Y Y1 h l

G u C q

� R 4 J

H � ��

El

emen

tary

Cho

ice

Boar

d

Gra

de L

evel

: 5th

*see

atta

ched

she

et

pa

ragr

aph

desc

ribin

g hi

s ch

arac

ter;

supp

ort

your

resp

onse

with

ev

iden

ce fr

om th

e pa

ssag

e.

Com

plet

e on

e of

the

follo

win

g:

● Sc

hool

Clo

thes

●

Am

usem

ent P

ark

● Po

ster

s

Cha

rt: O

fflin

e/O

nlin

e Le

arni

ng

clap

the

rhyt

hm o

f an

item

. If t

here

is s

omeo

ne

else

aro

und,

see

if th

ey

can

gues

s w

hich

item

you

ar

e cl

appi

ng (f

or

exam

ple,

one

-qua

rter

note

cou

ld b

e la

mp

or

book

)

lette

r of y

our

nam

e.

Read

the

stor

y,

Sque

ak th

e Sk

ater

G

oes

Surfi

ng,

Cho

ose

one

of tw

o le

vels.

A

nsw

er th

e qu

estio

ns.

Cre

ate

a Ve

nn

Diag

ram

. C

ompa

re

and

cont

rast

atte

ndin

g sc

hool

vs.

virt

ual

scho

ol.

“Rec

eipt

”

Cre

ate

a re

ceip

t for

sh

oppi

ng a

t a s

tore

. In

clud

e yo

ur it

ems

(10)

an

d th

eir c

ost.

Afte

r, cr

eate

4 w

ord

prob

lem

s th

at c

an b

e so

lved

usin

g th

e in

form

atio

n in

you

r re

ceip

t. (S

houl

d in

volv

e di

visio

n)

“Act

ive

Wed

nesd

ay”

choi

ce fr

om

Enric

hmen

t Act

ivity

C

hart:

Offl

ine/

Onl

ine

Lear

ning

Phys

Ed

*See

atta

ched

she

ets

Writ

e a

jour

nal

entry

abo

ut h

ow

you

are

feel

ing

toda

y.

Apr

ill 2

2 is

Earth

Day

Re

ad th

e ar

ticle

, How

Yo

u C

an M

ake

Earth

a

Bette

r Pla

ce, a

nd

expl

ain

to s

omeo

ne

Use

the

artic

le, H

ow

You

Can

Mak

e Ea

rth a

Be

tter P

lace

. W

rite

a su

mm

ary

para

grap

h.

Daily

Mat

h Re

view

Com

plet

e al

l 5 d

ays

“Eng

inee

ring

Thur

sday

” ch

oice

fro

m E

nric

hmen

t A

ctiv

ity C

hart:

Art

- Dra

w a

dot

on

your

pa

per s

omew

here

. Tu

rn

that

dot

into

an

imag

e.

*Also

, see

atta

ched

she

et

Writ

e yo

ur o

wn

stor

y or

com

ic

abou

t som

eone

v •C r Y Y1 h l

G u C q

� R 4 J

H � ��

El

emen

tary

Cho

ice

Boar

d

Gra

de L

evel

: 5th

the

impo

rtanc

e of

Ea

rth D

ay.

O

fflin

e/O

nlin

e Le

arni

ng

w

ho s

how

ed

kind

ness

to o

ther

s.

Usin

g on

e of

the

book

s th

at y

ou a

re re

adin

g,

read

a c

hapt

er o

r you

r fa

vorit

e pa

rt to

so

meo

ne in

you

r fa

mily

and

tell

why

yo

u lik

ed it

.

Writ

e a

lette

r to

a fri

end

expl

aini

ng h

ow

you

are

spen

ding

you

r tim

e w

hile

at h

ome.

Cre

ate

and

type

up

a m

ath

less

on th

at te

ache

s yo

ur c

lass

mat

es th

ree

diffe

rent

way

s to

do

mul

tiplic

atio

n.

“Fun

Frid

ay”

choi

ce

from

Enr

ichm

ent

Act

ivity

Cha

rt:

Offl

ine/

Onl

ine

Lear

ning

Mus

ic -

Cha

ngin

g Pi

tch

With

Vol

ume:

Pour

som

e w

ater

in a

gl

ass

and

gent

ly ta

p on

th

e gl

ass

so y

ou c

an h

ear

a pi

tch.

Use

that

as

your

st

artin

g pi

tch

to s

ing,

"M

ary

Had

a Lit

tle L

amb"

or

ano

ther

fam

iliar

son

g.

Eith

er p

our m

ore

wat

er in

th

e gl

ass

or d

ump

som

e ou

t, an

d ta

p ag

ain

to g

et

a ne

w p

itch.

Sin

g th

e so

ng a

gain

with

that

as

your

sta

rting

pitc

h.

Writ

e a

lette

r to

your

prin

cipa

l no

min

atin

g yo

urse

lf fo

r the

re

spon

sibili

ty

awar

d. E

xpla

in

why

you

des

erve

it.

Pow

ers

of 1

0

Com

plet

e pr

oble

ms

1 -

12

Nea

rpod

Lab

s

(See

Onl

ine

Reso

urce

s ch

art

belo

w)

Phys

Ed

*See

atta

ched

she

ets

How

can

bei

ng

resp

onsib

le h

elp

you

feel

pro

ud o

f yo

urse

lf?

v •C r Y Y1 h l

G u C q

� R 4 J

H � ��

El

emen

tary

Cho

ice

Boar

d

Gra

de L

evel

: 5th

Wee

k of

Apr

il 27

th

- M

ay 1

st

Wee

k 4

REA

DIN

G

(P

ick

2)

WRI

TING

(Pic

k 2)

MA

TH

(P

ick

3)

SCIE

NC

E

(Pic

k 1)

UNIF

IED

ART

S (A

rt, M

usic

, PE/

Hea

lth)

(Pic

k 1

each

)

SEL

(Pic

k 2)

Pref

ixes

- Us

ing

the

atta

ched

pre

fixes

cha

rt an

d a

book

that

you

ar

e re

adin

g, fi

nd s

ome

voca

bula

ry w

ords

with

th

e no

ted

pref

ixes

. Ex

plai

n th

eir m

eani

ng.

Resp

ond

in w

ritin

g:

Shou

ld o

ur s

choo

l ha

ve m

ore

rece

ss

equi

pmen

t for

old

er

stud

ents

.

Usin

g ne

wsp

aper

s,

artic

les,

mag

azin

es,

etc.

, fin

d di

ffere

nt

num

bers

and

cut

them

ou

t. U

sing

thes

e nu

mbe

rs c

reat

e a

5-di

git n

umbe

r. O

nce

you

crea

te a

5-d

igit

num

ber,

labe

l eac

h pl

ace

valu

e.

How

wou

ld y

ou w

rite

this

num

ber i

n ex

pand

ed

form

and

wor

d fo

rm?

“Cre

ate

Mon

day”

ch

oice

fro

m

Enric

hmen

t Act

ivity

C

hart:

Offl

ine

and

Onl

ine

Lear

ning

*See

Wee

k 3

Art

- Pra

ctic

e m

ixin

g co

lors

! Yo

u ca

n us

e pa

int,

food

col

orin

g,

colo

red

penc

ils, o

r w

hate

ver e

lse y

ou

can

find.

Mix

2 o

r m

ore

colo

rs to

geth

er

and

see

wha

t you

can

m

ake.

*Also

, see

atta

ched

sh

eet f

rom

Wee

k 3

Draw

a p

ictu

re o

f a

time

you

posit

ivel

y de

alt w

ith to

ugh

emot

ions

.

v •C r Y Y1 h l

G u C q

� R 4 J

H � ��

El

emen

tary

Cho

ice

Boar

d

Gra

de L

evel

: 5th

Infe

renc

e Po

em

*See

atta

ched

she

et

Usin

g a

book

that

yo

u ar

e re

adin

g,

mak

e an

infe

renc

e on

a c

hara

cter

. W

hy

do y

ou th

ink

that

?

Use

evid

ence

to

supp

ort y

our t

hink

ing.

Prob

lem

Sol

ving

Com

plet

e on

e of

the

follo

win

g:

● Sc

hool

Clo

thes

●

Am

usem

ent P

ark

● Po

ster

s

*See

Wee

k 3

“Sci

ence

Tues

day”

ch

oice

from

En

richm

ent A

ctiv

ity

Cha

rt: O

fflin

e an

d O

nlin

e Le

arni

ng

*See

Wee

k 3

Mus

ic -

Nam

e Th

at

Tune

:

Hum

a s

ong

from

you

r fa

vorit

e m

ovie

(Disn

ey

or o

ther

ani

mat

ed

mov

ie w

ould

wor

k gr

eat)

and

see

if a

frien

d or

fam

ily

mem

ber c

an g

uess

w

hich

mov

ie it

is fr

om.

Take

turn

s gu

essin

g/hu

mm

ing

with

you

r par

tner

.

Che

ck-in

with

yo

urse

lf. D

raw

an

emoj

i for

how

you

fe

el to

day

and

expl

ain

why

.

Read

the

stor

y, K

eep

Look

ing,

C

hoos

e on

e of

two

leve

ls.

Ans

wer

the

ques

tions

.

Writ

e ab

out a

tim

e w

hen

you

saw

so

met

hing

out

of a

w

indo

w th

at m

ade

you

say,

“W

ow!”

“Gam

e Tim

e”

Cre

ate

a bo

ard

gam

e th

at re

quire

s ot

her

stud

ents

to id

entif

y th

e pl

ace

valu

e of

who

le

num

ber A

ND

deci

mal

s.

“Act

ive

Wed

nesd

ay”

choi

ce fr

om

Enric

hmen

t Act

ivity

C

hart:

Onl

ine

and

Offl

ine

Lear

ning

*See

Wee

k 3

Phys

Ed

*See

atta

ched

she

ets

Self-

love

and

sel

f-co

mpa

ssio

n ar

e al

so

impo

rtant

! List

5 w

ays

you

can

be k

ind

to

your

self!

v •C r Y Y1 h l

G u C q

� R 4 J

H � ��

El

emen

tary

Cho

ice

Boar

d

Gra

de L

evel

: 5th

Read

the

artic

le, W

hat

Can

You

Min

e w

ith

Min

ecra

ft?

Wha

t inc

redi

ble

recr

eatio

ns h

ave

you

and

your

frie

nds

mad

e in

you

r M

inec

raft

wor

lds?

Pow

ers

of 1

0 #2

Com

plet

e pr

oble

ms

1 - 1

2

“Eng

inee

ring

Thur

sday

” ch

oice

from

En

richm

ent A

ctiv

ity

Cha

rt: O

nlin

e an

d O

fflin

e Le

arni

ng

*See

Wee

k 3

Art

- Loo

k ar

ound

you

r ho

use,

wha

t can

you

fin

d? W

hat s

hape

s do

yo

u se

e? H

ow c

an

you

put y

our o

bjec

ts

toge

ther

to c

reat

e a

bigg

er p

ictu

re?

*Also

, see

atta

ched

sh

eet f

rom

Wee

k 3

Draw

a p

ortra

it of

so

meo

ne y

ou k

now

w

ho is

a le

ader

. List

th

e qu

aliti

es th

at

mak

e th

em a

lead

er.

Find

a fa

vorit

e fa

mily

re

cipe

; rea

d th

e in

gred

ient

s an

d st

eps

in

orde

r on

how

to

prep

are

it.

Cre

ate

your

ow

n re

cipe

usin

g 5

or

mor

e ite

ms

foun

d in

yo

ur k

itche

n. W

rite

the

ingr

edie

nts

need

ed a

nd h

ow to

pr

epar

e it.

Writ

e an

d ill

ustra

te a

ch

ildre

n’s

pict

ure

book

to

sho

w h

ow fr

actio

ns

and

deci

mal

s ar

e re

late

d.

“Fun

Frid

ay”

choi

ce

from

Enr

ichm

ent

Act

ivity

Cha

rt: O

nlin

e an

d O

fflin

e Le

arni

ng

*See

Wee

k 3

Mus

ic -

Play

Alo

ng:

On

a de

vice

, pla

y yo

ur fa

vorit

e so

ng a

nd

find

the

stea

dy b

eat.

Thin

k of

diff

eren

t way

s to

sho

w th

e st

eady

be

at (t

ap y

our l

ap, t

ap

your

hea

d, e

tc.)

Wha

t are

som

e po

sitiv

e th

ings

you

ca

n sa

y to

oth

ers

to

lift t

hem

up?

v •C r Y Y1 h l

G u C q

� R 4 J

H � ��

El

emen

tary

Cho

ice

Boar

d

Gra

de L

evel

: 5th

Plac

e Va

lue

#1

Com

plet

e qu

estio

ns

1 - 5

Nea

rpod

Lab

s

(See

Onl

ine

Reso

urce

s ch

art b

elow

)

Phys

Ed

*See

atta

ched

she

ets

Mak

e a

list o

f you

r to

p st

reng

ths

usin

g on

ly e

moj

is or

sy

mbo

ls.

REA

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Rock and Roll Vocabulary

Directions: Using a book that you are reading at home, choose at least 5 vocabulary words that are new to you. Roll the dice and complete the activity named by the number. Roll the dice 3 or more times for the same vocabulary word. If you roll the same number, roll again!

a The rt! Word

Make a * a What List of V w_ Does it

Synonyms- Rm irid you of?

Use the Wore Make in a �0�9 0,a Llst of

Commonly Confused Words

Directions: Choose the correct word that completes the sentence correctly. Use the word that you didn’t choose in a sentence (write it or tell it to someone).

1. I couldn’t decide ( which / witch ) color shoes I wanted.

2. If a cat falls ( of / off ) the counter, it will land on its feet.

3. Make sure you do ( your / you’re ) homework right after school.

4. I talked ( to / too / two ) my brother yesterday.

5. ( Are / Our ) you going to be on ( are / our ) baseball team?

6. He bought ( to / too / two ) speakers ( to / too / two ) complete his stereo system.

7. I saw ( their / there / they’re ) mom sitting over ( their / there / they’re).

8. I think ( their / there / they’re ) in trouble!

9. New surgeries for blind people can restore ( their / there / they’re ) sight.

10. The dog chewed on ( its / it’s ) squeaky toy.

11. My neighbor dressed as a ( which / witch ) for Halloween.

12. She couldn’t remember ( were / where ) she had put her purse.

13. I would rather be poor and happy ( than / then ) rich and sad.

14. Do you think ( its / it’s ) going to rain?

15. ( Know / No ), you may not go to that concert unless ( your / you’re ) 18.

Check your answers:

1. which 2. off 3. your 4. to 5. Are, our 6. two, to 7. their, there 8. they’re 9. their 10. its 11. witch 12. where 13. than 14. it’s 15. No, you’re

Squeak the Skater Goes Surfing Lexile Level 990

Legend has it that Lincoln Elementary School once had a student named Steven James Skweekenheimerschtophen. He was a very popular boy and different from everyone else. Even though Skweekenheimerschtophen had a one-of-a-kind last name, it was not actually what made him so well known. By the time he was halfway through Kindergarten, his teacher grew tired of calling out “Skweekenheimerschtophen” each time she took attendance, so she decided to shorten his name to just “Squeak.” The nickname stuck, and everyone went around calling him Squeak. His ability to ride a skateboard like no other is what made him famous at school and in his town. However, it was not until he accepted the challenge of surfing that he would become a hero.

When Squeak entered the fifth grade, he was already a wiz at riding a skateboard. Every day he would be outside pushing himself to do better, crazier tricks. One of the best places in town to do so was in the playground of his very own school, so he spent a lot of his time there. This gave all his classmates a chance to watch him get better at skateboarding, day after day. While on his board, he’d hop up onto any railing he could find, and fly off any surface, too. Squeak quickly learned how to do 360-degree turns in the air, and how to flip his legs up to the sky while keeping the board against his feet with one arm and holding his whole body upside down with his other arm. The crowd of classmates would cheer him on, especially when he performed a new stunt for the very first time. The school’s principal did not mind that Squeak got so much attention from participating in a sport that was a little bit dangerous. Squeak always wore his protective gear: a helmet, knee pads, and elbow guards. He also kept his grades up, proving he was really a great role model for the other students.

After one particular weekend when Squeak took home five gold medals in a skateboarding competition, he thought to himself that he might want to give something new a try. Squeak was basically bored. He loved skateboarding and would never stop. He was completely certain about that. However, anytime Squeak would compete against other skilled skateboarders, he would win—hands down. He needed something new to push him. After seeing a video on the Internet of some amazing surfers, he knew what challenge he wanted to take on next.

“Surfing is perfect for me,” he told his parents at Sunday dinner, while trying to get them to pay for lessons. “Besides,” he added with a heap of confidence, “it’s just like skateboarding!”

Squeak’s parents agreed to pay for some surfing lessons for their son. They hired a man named Troy Mason to teach him. Troy had been in international competitions when he was young and was rather famous in the surfing world. He was a little bit older now and could not compete against the youngsters who were taking over the sport. So, he decided he should teach those young kids how to surf the right way.

Squeak knew in his mind that he would find surfing success. He had dreamt of going out in the ocean on his very first day and doing flips and spins as if he were on his skateboard and the waves were just like the rails in his schoolyard. Squeak would soon find out, though, that surfing may look similar to skateboarding, but it is quite different.

After forty-five minutes of his first lesson with Troy, Squeak had failed to balance himself on his new surfboard for more than a second or two. Of course, the board was slippery, which caused problems for Squeak. On top of that, unlike the pavement underneath his skateboard that never moved, the water never stopped moving, causing him to fall time and time again.

“You’ll get it, kid,” Troy said to him, trying to encourage Squeak after seeing the frustration on Squeak’s face. “Don’t you worry about a thing. You just need to keep coming out here into the water with me to practice, same as what you did with your skateboard.”

Squeak thanked Troy for that and indeed showed up for each of his lessons, ready to try and learn surfing over the course of the next few weeks. It was just the challenge he needed. Squeak realized that he certainly wasn’t bored with surfing!

Throughout his fourth lesson with Troy, Squeak was finally making some progress. He could stand on the board and direct it a little bit left and a little bit right.

“Keep up the good work!” said Troy. “Let’s head back to the beach and get some milkshakes.”

Troy turned around and swam in the direction of the beach. Squeak wanted to keep on surfing and try staying on his board a little longer.

Suddenly, Squeak heard someone yelling from way over his left-hand side in the water. “Help! Help!” the man said. Squeak saw that the man was drowning, but no one else had seen or heard him. The lifeguard must’ve just switched spots, and Troy was headed in the opposite direction.

Squeak concentrated as hard as he could and hopped on his board, taking a wave right over to the man who called for help. It was the longest time Squeak had spent balanced on his surfboard yet! Squeak got over to him in a jiffy and put his arm under the other man’s. They used his board to float on in to the beach where a crowd gathered. Finally, the lifeguard saw what was happening and jumped in to help, too.

By the time Squeak and the man he’d helped got back to the beach, Troy was waiting along with a crowd of people.

“Troy!” Squeak squealed. “Did you see me? I surfed! I really surfed!”

“I saw you surf,” said Troy. “But the more important thing is you saved that drowning man. You’re a hero!”

From then on, Squeak was known more for his surfing than his skateboarding.

© 2013 ReadWorks®, Inc. All rights reserved.

Squeak the Skater Goes Surfing Lexile Level 770

There once was a boy named Steven James Skweekenheimerschtophen. Everyone just called him Squeak. That’s because, halfway through kindergarten, his teacher got tired of calling out his full last name every time she did roll call. So she started calling him “Squeak,” and so did everyone else.

Squeak was very well known at his elementary school and in his town. Even though he had a very special last name, that was not what made him so well known. He was well known because he could ride a skateboard better than anyone else. However, Squeak became much more than just well known. When he decided to try surfing, Squeak became a hero.

When Squeak started fifth grade, he was already great at riding a skateboard. Every day, he would go outside and practice. He was always trying to do better, harder tricks. One of the best places in town to practice his tricks was his school playground, so he spent a lot of his time there. This gave all his classmates a chance to watch him get better at skateboarding, day after day. Squeak would get on his skateboard and hop up onto any railing he could find. He’d jump off any wall, too. Squeak quickly learned how to do full turns in the air. He could even flip upside down on his board and hold his whole body up with one arm. His classmates would cheer him on. They especially liked when he showed them a new trick for the very first time. The school’s principal did not mind that Squeak got so much attention for his tricks, even though they weren’t totally safe. Squeak always wore a helmet, knee pads, and elbow pads to protect his body. He also kept his grades up, which showed that he was a great person for the other kids to look up to.

One weekend, Squeak took part in a skateboarding competition. He won five first-place medals! But he was getting bored with skateboarding. He loved the sport, but whenever he would compete against other skateboarders, he’d win without any trouble at all. So Squeak thought that he might want to try some new sport. He needed something new to challenge him. And after seeing a video on the Internet of some amazing surfers, he knew what challenge he wanted to take on next.

“Surfing is perfect for me,” he told his parents at dinner. He was trying to get them to pay for surfing lessons. “Besides,” he added with confidence, “it’s just like skateboarding!” He was sure that he could learn how to surf since he knew how to skateboard.

Squeak’s parents agreed to pay for some surfing lessons for their son. They asked a man named Troy to teach him. Troy had been in worldwide competitions when he was young and was well known in the surfing world. He was a little bit older now and could not compete against the younger surfers. So he decided he should teach those young kids how to surf the right way.

Squeak was confident that he would be great at surfing. He dreamed that he would go out in the ocean on his very first day and do flips and spins, just like he did with his skateboard. But, as Squeak found out, even though surfing looks a bit like skateboarding, it is very different.

After forty-five minutes of his first lesson with Troy, Squeak still couldn’t stand up on his new surfboard for more than two seconds. One problem was that the board was slippery. The other problem was that the water under Squeak’s board never stopped moving. He was used to the road under his skateboard, which stayed still. The water moving caused him to fall over and over again.

Troy saw how annoyed Squeak was that he couldn’t keep his balance. “You’ll get it, kid,” Troy said to him, trying to encourage Squeak. “Don’t worry about a thing. You just need to keep coming out into the water with me to practice. It’s just like what you did with your skateboard.”

Squeak thanked Troy for his encouraging words. He showed up for each of his lessons for the next few weeks, ready to try to learn surfing. It was just the challenge he needed. Squeak realized that he wasn’t bored with surfing!

By his fourth lesson, Squeak was finally making some progress. He had gotten a bit better from the time he had started. Now, he could stand on the board. He could even move it a little bit left and a little bit right.

“Keep up the good work!” said Troy. “Let’s head back to the beach and get some milkshakes.”

Troy turned around and swam towards the beach. Squeak wanted to keep on surfing, though. He wanted to try to stay standing on his board a little longer.

Suddenly, Squeak heard someone yelling. The sound was coming from somewhere far away in the water to his left. “Help! Help!” the man yelled. Squeak saw that the man was drowning. But no one else had seen or heard him, not even the lifeguard! And Troy was headed in the other direction.

Squeak focused as hard as he could. He hopped up on his board and started surfing. He rode a wave right over to the man who called for help. It was the longest time Squeak had been able to stand on his surfboard yet! Squeak got over to him quickly and put his arm under the man’s arm. They used his board to float towards the beach. A large group of people was standing there, watching. Finally, the lifeguard saw what was happening and jumped into the water to help.

By the time Squeak got the man back to the beach, Troy had joined the group of people waiting.

“Troy!” Squeak yelled happily. “Did you see me? I surfed! I really surfed!”

“I saw you surf,” said Troy. “But the more important thing is you saved that drowning man. You’re a hero!”

From then on, Squeak was known more for his surfing than his skateboarding.

Directions: Answer the following questions; go back into the text and cite your evidence.

1. What activity does Squeak try after getting bored with skateboarding?

A. swimming

B. roller-skating

C. surfing

D. sailing

2. What is the climax of the action in this story?

A. Squeak starts surfing lessons with Troy.

B. Squeak saves a man from drowning.

C. Squeak practices skateboarding in his school playground.

D. Squeak gets his nickname.

3. Although surfing may look similar to skateboarding, it is actually quite different.

What evidence from the story supports this statement?

A. Although Squeak is good at skateboarding, surfing is a challenge for him.

B. At dinner Squeak tells his parents that surfing is just like skateboarding.

C. Squeak takes surfing lessons from Troy Mason, who used to be a famous surfer.

D. Squeak spends a lot of time practicing skateboarding in his school playground.

4. What is one similarity between Squeak’s skateboarding and his surfing?

A. He is not very good at either when he starts out.

B. He works hard to get better at both.

C. He takes lessons to get better at both.

D. They both make him into a hero.

5. What is a theme of this story?

A. the importance of saving money

B. the need to choose your friends wisely

C. the benefits of challenging yourself

D. the difficulty of living in a new place

E.

6. Read the following sentence: “Every day he would be outside pushing himself to do better, crazier tricks.”

What does the phrase pushing himself mean?

A. leaning hard against a wall

B. getting upset with himself

C. relaxing after doing a new trick

D. making himself work hard

7. Choose the answer that best completes the sentence below.

First, Squeak skateboards; ______, he surfs.

A. initially

B. although

C. next

D. as an illustration

8. When does Squeak start making some progress with surfing?

(written answer)

9. What does Squeak do to reach the drowning man?

(written answer)

10. Why was Squeak finally able to surf at the end of the story? Support your answer with evidence from

the passage.

(written answer)

Check your answers:

1. C 2. B 3. A 4. B 5. C 6. D 7. C 8. Squeak starts making some progress with surfing during his fourth lesson with Troy. 9. Answers may vary in wording. However, all should recognize that Squeak surfs over to

the drowning man. 10. Answers may vary, as long as they are supported by the story. Students may cite

Troy’s comment that practice is what will make Squeak better at surfing and conclude that after four lessons Squeak had enough practice to be able to surf. Students may also note that “Squeak concentrated as hard as he could” when hopping onto his board at the end of the story and conclude that his extreme concentration is what enabled him to surf.

How Can You Make Earth a Better Place?

If it's April 22 when you're reading this, then we'd like to wish you a very happy Earth Day! Each year on April 22, people all over the world participate in a wide variety of ways, both big and small, to make Earth a better place to call home.

Earth Day was the brainchild of Gaylord Nelson, a United States Senator from Wisconsin. After seeing the environmental destruction caused by the 1969 oil spill in Santa Barbara, California, Nelson wanted to find a way to raise public consciousness of the need for greater environmental protections.

Inspired by the anti-war movement activities of college students around the nation, Nelson proposed a "national teach-in on the environment." He enlisted support from a wide variety of demographics: Republicans and Democrats, urban leaders and farmers, and business owners and labor unions.

The result was the first Earth Day on April 22, 1970. On that day, over 20 million Americans took part in a wide variety of rallies, meetings, demonstrations, and activities all targeted at highlighting the need for protecting Earth and our environment for future generations.

Thousands of colleges and universities also participated. Members of a wide variety of different groups dedicated to different environmental causes learned they shared common values.

Earth Day was a tremendous success. It led eventually to the creation of the United States Environmental Protection Agency, as well as the passage of environmental legislation, including the Clean Air, Clean Water, and Endangered Species Acts.

Earth Day has now become a global phenomenon. In 1990, for example, over 200 million people in 141 countries mobilized to bring environmental issues, especially recycling, to the forefront of global consciousness. Today, Earth Day campaigns continue to publicize important environmental issues, such as global warming, clean energy, and recycling.

If you're WONDERing what you can do to make Earth a better place, participating in Earth Day activities is a great place to start. By attending a rally, meeting, or demonstration, you can learn about the environmental problems facing our planet.

To really make a difference, though, you need to turn the knowledge you gain into action. Volunteering for an environmental group or helping to organize an Earth Day event to educate others is one way to make a difference. More importantly, however, you can make changes in your daily life that have a beneficial impact on the environment. Here are a few suggestions for simple things you can do to make Earth a better place:

- Conserve energy and natural resources! Turn off the lights when you leave a room. Take shorter showers. Turn down the thermostat in winter and turn it up during the summer. Replace incandescent light bulbs with energy-efficient compact fluorescent or LED light bulbs.

- Plant a tree! Earth Day is followed just five days later by Arbor Day on April 27. Trees produce oxygen and remove carbon dioxide from the air. Take the time to plant some trees that will benefit you and future generations for many years to come.

- Reduce, reuse, and recycle! We only have one Earth and it has to last us forever. The amount of trash humans produce increases each year. Do your part by reducing the amount of stuff you buy, reusing the stuff you already have, and recycling paper, metal, and plastic as much as possible.

Problem Solving: Pick one problem to complete.

everyone to get into the park? Use the table to help you.

Park Admission

Children Under 10

$20.00

10 years and older

$40.00

Senior

Citizens $15.00

School Clothes Your mom and dad give you and your two brothers $900 to buy clothes for the year. Your parents want every child to get an equal amount of money to spend. You all want to spend as much of that money as possible. You need to buy shirts, pants, shorts, socks and shoes. How many of each item do you plan to buy?

Clothing Costs

Shirts $q.00

Pants-pack of• three

$g0OO

Shorts $9.00

Shoes $45.00

Socks $4.50

Extension: Your grandma gives each of you $50 for your birthday. You want to use that money to buy more clothes and shoes. How many items can you buy now? How much will you spend?

5.NBTI

Amusement Park Mom is taking the family to the amusement park. How much will it cost for F

Q

Extension Your mom wants to buy everyone a treat. She buys ice cream for $5 each, popcorn for $6 each, and drinks for $8 each. How much money does she spend?

5.NBT.1 I

Posters Your band is making posters to help people remember when your concert is. You print oFf 3,800 Ayers. How could you group them into piles that are easier to manage? IF you give each person an equal pile to pass out, how many posters do they get?

Extension: Your band wants 3 pictures, 3 graphics and 5 tour dates listed on each poster. How many pictures, graphics and tour dates are listed on all the posters combined?

5.NBTI

abdties LLC Al nghts reserved

Daily Math Review

Daily Math Review for 5th Grade Week I

:7)

o 2

Solve:

5x(3+4)=

Solve= 1 +—L= 4 2

15-(24-2)-

Write this number in standard form 80 2 0.3

If three people share 1/2 pound of peanuts, how much will each person have.

Tuesda

Write an expression for this statement Add 1 and 3 then divide 6 2 ' y.

Amy ate 1/3 of a pizza and Bob ate I/2 of the pizza. What fraction of the pizza did

they eat in all?

Round each number to the nearest whole:

5.823 Solve:

5 meters = centimeters

3.141 4 kilograms = grams

Vclednesda

Generate two numerical patterns: Form ordered pairs: Graph the ordered pairs:

Add 2 Add 3 Add 2 Add 3 4 ■■■■■■■■■■ ■ ■ ■NN■■■■■ X Y X y

c ) c) ■■■■■■■■■■ ■■■E■■■■■■ 0 0 ■■■■■■■■E■ Y ■■■■■■■■E■ ■■■■■■N■N■

2 2 ( ) C ) ■■■E■■■■E■ ■■■■■■■■■■

3 3 ( ) C ) 0EEEEEE■■■■

x 01014 Lave. Learn. reach.

Daily Math Review for 5th Grade Week I] Thursda

What is the value of the 7 ?

6271129

Solve--

y x 3 = 7,204,389

Solve: 3 8 4

X 9

If I cubic unit, find the volume.

Two friends share 25 pounds of apples. How many pounds will each friend have?

Compare using > or < .

259 x 30 259 x 60

Write 4 terms to describe this shape.

0.25 * 0.45 =

Extra Work S ace e

",D fi Oe

0 2014 Live. Learn. Teach.

Powers of 10

Direc+ions: Using who+ you know obou+ Powers of Ten solve +he problems below.

I. 3x 10' 7. 12x 102

2. 35 x 103 3. 10 x 104

3. g10x105 9. 9x106

4. 21x 107 10. 6x 108

5. 301 x 109 11. q x 10'0

6. 102 x 10" 12. 2 x 10Z0

Powers of 10 Answer Key

Answer Key

1. 3 x 101 30 7. 12 x 102 1,200

2. 35 x 103 35,000 S. 10 x 104 100,000

3. 410 x 105 41,000,000 9. 8 x 106 8,000,000

4. 21 x 107 210,000,000 10. 6 x 108 600,000,000

5. 301 x 109 301,000,000,000 11. q x 1010 4010000001000

6. 102 x 1011 10,200100010001000 12. 2 x 1020 )Mf MannAao,00Oj WBW

Create Monday

Science Tuesday

Active Wednesday

Engineering Thursday

Fun Friday

Create your personal mission patch! In a

large circle, draw (or use clippings) to

represent things you are passionate about.

Scientist want to understand the world

around us. Write 5 WHY or WHAT

questions to learn more about something

in nature.

Create an obstacle course.Get a family

member to try! What is the shortest amount of

time it takes to get through the course?

Engineers solve problems to improve our lives. Brainstorm an invention that can

improve your life. Draw how it will work.

Make leaf art! Place a leaf under a sheet of

paper and rub a crayon over the leaf to reveal

its print.

Create a skit or poster on the importance of hand washing and how

to do it properly.

Which is the best invisible ink? Write 3 messages using milk,

lemon juice, and vinegar. Allow to dry.

Heat up the paper with a blow dryer to see message appear.

Play some basketball (or trash can ball)! Measure how many

baskets you make out of 10.

Design and build a table using only

newspaper or paper and tape. How much weight can it hold?

How can you make it stronger?

Host a paper airplane contest.

With the help of an adult, cook lunch or dinner. Measure out the ingredients. How would you double or

halve the recipe?

Place a small ball on top of a large ball and drop them together. Watch how energy is

transferred!

Find a quiet place in nature. Bring a journal and record everything

you see.

Design and build a catapult with

household item to knock over a tower of

cups.

Use a small bag of candies like M&Ms,

find the ratio of each color to the total

candies in the bag.

Make a greeting card using 3D pop up art.

Find a leaf on a plant, wrap it in a plastic bag

and secure it with a rubber band. After a few hours water will appear! This is the plants version of

sweating.

Go outside and record as many different

insects and mammals as possible.

Design and build a roller coaster from

paper, paper plates, and tape. How long can you keep a ping pong ball moving?

Draw or write a story about your ideal

vacation.

Create a hoop glider using a straw and

paper. How far can you make it go?

Take a pencil and scribble in a square to create a graphite “ink pad”. Press your finger

in the graphite and then on a sheet of

paper to look at your fingerprint!

Measure your heart beat for 10 seconds. Do jumping jacks and then measure again.

What is the difference?

Create a zip line for a small action figure to travel down from at least your shoulder

height.

Survey your family for these genetic traits: dimples, attached

earlobes, ability to roll tongue, and right thumb goes on top

when clasping hands.

Draw a robot invention. What would

it do?

Go outside and write down your weather

observations. What do the clouds look like? Can you tell what direction they are

moving?

Create your own dance workout routine. Teach to a family

member.

Imagine you only have one leg. Design a

prosthetic leg using household items. Test

it out! How do you make it comfortable?

How would it attach to your body?

With a family member, discuss a significant historical event that happened to them. How did this event

impact their life? What did they learn?

Enrichment Activity Chart: Offline LearningUpper Elementary (3-5)

© 2020 Vivify, LLC - All Rights Reserved | www.vivifystem.com

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Create Monday

ScienceTuesday

Coding Wednesday

Engineering Thursday

Fun Friday

Create beats using sounds from the everyday world.

experiments.withgoogle.com/drum-machine

Read the latest issue of Smore Magazine: smoremagazine.com

Play a coding game at hourofcode.com/us/le

arn

Explore engineering careers at

EGFI-k12.org

Time to explore the night sky! Download

the SkyView app. Can you find a planet or

constellations?

Create your own 3D design on

www.tinkercad.com

Build a window greenhouse and watch

your plants grow. Learn more here:

bit.ly/vivifylifescience

Download the Cargo-Bot app and program your Bot.

Use the build activity spinner for an

engineering challenge: pbskids.org/designsqua

d/build/spinner/

Try out the Flight Pilot Simulator 3D app and

conquer the skies.

Conduct an orchestra from your computer.

semiconductor.withgoogle.com

Listen to this science show about space bit.ly/supernova8

Play a game at hourofcode.com/us/le

arn

Explore the NASA website:

nasa.gov/kidsclub/. Find out about the

Mission to the Moon.

Choose 1 book to read. funbrain.com/books

Create a movie using Stop Motion Animation

studio app.

Download the JigSpace app to learn about the

solar system.

Play a coding game at studio.code.org

Build and test bridges with the Bridge

Constructor FREE appCreate a song!

creatability.withgoogle.com/keyboard/

Read this story and then draw your own

robot creation. bit.ly/robotstory7

Play a science game from

breakoutedu.com/funathome

Build a game on the Tynker Junior app.

Download the JigSpace app to learn how a quadcopter (drone)

works!

Can the computer guess your drawing?

quickdraw.withgoogle.com

Watch the video “Inventions from

Nature” and create a poster to advertise your own animal

inspired invention.bit.ly/animalinvention

Use the iNaturalist app to learn

about a new plant or creature and

share it with the scientific

community.

Check out the projects at scratch.mit.edu

then create your own game!

Can you cook using the heat of the sun? Learn how to build a solar

oven: bit.ly/vivifysolaroven

Search “virtual museum tours” to explore famous

exhibits from around the world.

Enrichment Activity Chart: Online LearningUpper Elementary (3-5)

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Mix colors together to make new colors! You can use paint, food coloring, colored pencils, or whatever else you can find :)

Find objects around your house and put them together to make something. What did you create with your found objects?

Find a few objects around your house and set them up in front of you. Draw them as realistically as you can!

Choose at least 3 different shapes and combine to create a larger image! What did you make using your shapes? Is it realistic or abstract?

Draw something abstract!

Draw a picture of your family.

Draw something using only dots.

Find objects outside and use them to stamp!

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ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

ENTERING Level ELs

Copy the sentences. Write the underlined

words in the short form (contractions).

1. He is a boy. 2. She is a girl.

3. They are friends.

Circle 5 words that rhyme with BIG. Word Bank: pig, little , jig, is, isn't, dig, dog, cat, wig, fig

Comple te the sentences. Word Bank: cat, dog, fat, large , near, under The _____ is under the table . The dog is _____ the frog. The _____ is fat. The dog is _____.

Make the commands negative . For example : Sit. Don't sit. Jump. __________. Run. __________. Eat. __________. Drink. __________. Stop. __________.

Comple te the sentences. Word Bank: am, is, are , playing, cleaning I _____ working. I am _____ my room. Moby is _____. Ed and Nikki _____ eating. The sun _____ shining.

Write the sentences using contractions. 1. He is not talking. 2. You are not listening. 3. I am not working.

Fill in the sentences with 'making' or 'doing'. Kate : What are you _____? Nate : I am _____ homework. What are you _____? Kate : I'm _____ lunch. Nate : What are you _____? Kate : I'm _____ a salad.

Comple te the sentences. Word Bank: see , still, not, are , yard. Where _____ you? I don't _____ you. I'm _____ in the house . Now I'm looking in the _____. I _____ don't see you. Are you hiding?

Comple te the sentences. Word Bank: see , is, needs, walking, he lp Two friends are _____ to the park. They _____ a cat in a tree . The cat _____ he lp. The friends _____ the cat. And then the cat _____ happy.

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

EMERGING Level ELs Complete the sentences with things you do. Eve ry day, __________. Eve ry weekend, _________. Eve ry summer, _________.

Write about one of your friends. What does he /she look like? What does he /she like to do? Write four sentences about your friend.

Do you play an instrument or a sport? Write three sentences about it. When do you practice? How often do you play? What do you do? What does your friend do?

Fill in words to comple te this birthday note . Dear _______________, Today is _____________ birthday! We have some things for you. We hope you like our ______________. It's a toy ____________. We hope you _______ your birthday cake , too. You like vanilla, _____________? All your friends are coming to your birthday _________. Le t's have fun! From your ___________, (Your Name Here) ________

Write four sentences about your birthday. What do you usually do?

Copy the sentences in the correct orde r. I was on the floor! Before I knew it, my eyes were closed. Yesterday was a bad day. I wasn't paying attention in class because I was tired. The next thing I remember was a loud noise.

Your friend just got a new pet and you have many questions. Write four questions you will ask your friend about the pet.

Fill in words to complete the passage. I like to look at old ________ of my family. I love the ones of my _________ because he looks just like me. We _________ many things in common. For example, _______ grandfather’s eyes are blue. My eyes are _______, too! _______ hair is brown and curly. His

Fill in words to complete the passage. Ben __________ in an accident ________ night. He _______________ thirsty, so he went to the _______________ for some _______________. He was _________________, and his eyes _______________ almost closed, so he didn’t see the

________ stick out in a funny way. My ears are _________, too. Sometimes I can’t te ll ________ picture I’m looking at!

_________________ on the _______________. Ben doesn’t _____________ eat bananas! Look out, Ben!

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

DEVELOPING Level ELs Write one narrative paragraph about your hobby. Your story can be true or not. Remember to have a se nte nce that state s your main idea and some supporting de tails that describe it.

Write one narrative paragraph about a pe t or animal you know. Te ll us what the animal is in the topic sentence . Then write some de tails about things the animal can or can’t do.

Think of an eve nt that will happen at your school in the future , such as a school e lection, job fair, science fair, or show. Write one informational paragraph about it. What is the eve nt? What will happen? Who will be the re ?

Write one narrative paragraph about a homework assignment you had. It can be a difficult or a fun assignme nt. Give some de tails about the assignme nt. What did you have to do? Why did you like it, or not like it?

Write one narrative paragraph about a dog you know. The dog can be real or not.

Choose one of the following: Think of an inve ntor and write one informational paragraph about him or he r. Include a topic sentence and de tails about the inve ntion. Think of an inve ntion and write one informational paragraph about it.

Include a topic sentence and de tails about the how the invention change d life .

Write one narrative paragraph about a book or story that you read. State the title and author in your topic sentence . The n write some de tails that describe the story.

What job do you want to do in the future? Write one informational paragraph about the job. Include a topic sentence and de tails.

Think of an author, or write r, who you like , and write one informational paragraph about him or he r. Remember to include a topic se ntence and de tails.

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

EXPANDING Level ELs Write three paragraphs about something funny, inte resting, or strange that happened to you. First paragraph: Begin with an interesting or exciting sentence that makes readers want to read your story. Tell who or what the story is about in a topic sentence. Middle paragraph: Write details about what happened. Last paragraph: Write how the story ends. You can restate your main idea from the first paragraph.

Think of a time when someone gave you advice or you gave advice to someone, or make up a story about getting or giving advice. Write a narrative essay about what happened. First paragraph : Introduce the story. Middle paragraph : What was the advice? Write some details. Last paragraph: Write a conclusion. Did the advice work? What happened?

Write a three-paragraph narrative essay about a babysitting experience. In the first paragraph , write an introduction with a topic sentence. This is what your story is about. In the second paragraph , use examples and details to tell your story. In the last paragraph , write about the main idea again, in a conclusion.

Write a narrative essay about what was

Write an essay comparing and contrasting two very

Write an essay comparing and contrasting two animals.

happening at your house last night. What were you doing? Where was everyone? What were they doing?

diffe rent places, such as the country and the city, or a farm and a zoo. How are they alike and/or diffe rent? Use comparative language .

How are they alike and diffe rent? Use comparative language .

Write a narrative e ssay about a problem you had, and how you tried to solve it. First paragraph : State the problem. Middle paragraph : Explain how you tried to solve the problem. Last paragraph: Explain your conclusion. Did you solve the problem?

Write a three-paragraph essay comparing and contrasting two or more kinds of shopping. For example, you can compare two stores, or shopping online and shopping in a store. Use comparative adjectives and adverbs.

Compare and contrast two sports or games in a three-paragraph essay. For example, you can compare swimming and skiing, or soccer (football) and American football. Use comparative and superlative adjectives and adverbs.

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

BRIDGING Level ELs Write about a problem and possible solutions to that problem. It could be a small problem, like a dog eating your homework, or a big one, such as cleaning up your school or park.

Think about something that you are not allowed to do at home, but you wish you could. Write a problem-solution essay about why it’s a problem, and how you think it can be solved.

Write an essay about something an insect has, or does, to help it survive.

Write an essay about an invention and the problems that it solved.

Think of a subject that is not taught in your school or something you wish you could learn about in school.

Think of an event, or something that happened, that changed how people live. Describe it in a five-paragraph essay.

Write a problem-solution essay about why it’s a problem that you don’t study this subject, and how you think it can be solved.

Remember to include a thesis statement and three ideas about change in your introduction, and de tails in the body of the essay.

Describe all the shapes you see in a day. Explain what they are and where you see them. Decide to organize your paragraphs e ithe r by the kind of shapes, or the order of your day.

Write an essay about something an animal has, or does, to he lp it survive .

Write a five -paragraph expository essay about one of the following topics:

1. Describe a visit to the dentist or doctor’s office .

2. Describe good dental care .

3. Describe healthy and unhealthy food for tee th.

4. Describe the diffe rent tee th in our mouths.

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

Choice Board for Marleny

Copy the sentences. Write the underlined

words in the short form (contractions).

1. He is a boy. 2. She is a girl.

3. They are friends.

Circle 5 words that rhyme with BIG. Word Bank: pig, little , jig, is, isn't, dig, dog, cat, wig, fig

Comple te the sentences. Word Bank: cat, dog, fat, large , near, under The _____ is under the table . The dog is _____ the frog. The _____ is fat. The dog is _____.

Make the commands negative . For example : Sit. Don't sit. Jump. __________. Run. __________. Eat. __________. Drink. __________. Stop. __________.

Comple te the sentences. Word Bank: am, is, are , playing, cleaning I _____ working. I am _____ my room. Moby is _____. Ed and Nikki _____ eating. The sun _____ shining.

Write the sentences using contractions. 1. He is not talking. 2. You are not listening. 3. I am not working.

Fill in the sentences with 'making' or 'doing'. Kate : What are you _____? Nate : I am _____ homework. What are you _____? Kate : I'm _____ lunch. Nate : What are you _____? Kate : I'm _____ a salad.

Comple te the sentences. Word Bank: see , still, not, are , yard. Where _____ you? I don't _____ you. I'm _____ in the house . Now I'm looking in the _____. I _____ don't see you. Are you hiding?

Comple te the sentences. Word Bank: see , is, needs, walking, he lp Two friends are _____ to the park. They _____ a cat in a tree . The cat _____ he lp. The friends _____ the cat. And then the cat _____ happy.

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

Choice Board for Danielisse, Keisha, Norbert, Fanuel, Fernando, and Amanda Complete the sentences with things you do. Eve ry day, __________. Eve ry weekend, _________. Eve ry summer, _________.

Write about one of your friends. What does he /she look like? What does he /she like to do? Write four sentences about your friend.

Do you play an instrument or a sport? Write three sentences about it. When do you practice? How often do you play? What do you do? What does your friend do?

Fill in words to comple te this birthday note . Dear _______________, Today is _____________ birthday! We have some things for you. We hope you like our ______________. It's a toy ____________. We hope you _______ your birthday cake , too. You like vanilla, _____________? All your friends are coming to your birthday _________. Le t's have fun! From your ___________, (Your Name Here) ________

Write four sentences about your birthday. What do you usually do?

Copy the sentences in the correct orde r. I was on the floor! Before I knew it, my eyes were closed. Yesterday was a bad day. I wasn't paying attention in class because I was tired. The next thing I remember was a loud noise.

Your friend just got a new pet and you have many questions. Write four questions you will ask your friend about the pet.

Fill in words to complete the passage. I like to look at old ________ of my family. I love the ones of my _________ because he looks just like me. We _________ many things in common. For example, _______ grandfather’s eyes are blue. My eyes are _______, too! _______ hair is brown and curly. His

Fill in words to complete the passage. Ben __________ in an accident ________ night. He _______________ thirsty, so he went to the _______________ for some _______________. He was _________________, and his eyes _______________ almost closed, so he didn’t see the

________ stick out in a funny way. My ears are _________, too. Sometimes I can’t te ll ________ picture I’m looking at!

_________________ on the _______________. Ben doesn’t _____________ eat bananas! Look out, Ben!

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

Choice Board for Amaya, Yadiel, Amot, Karelyn, & Joel Write one narrative paragraph about your hobby. Your story can be true or not. Remember to have a se nte nce that state s your main idea and some supporting de tails that describe it.

Write one narrative paragraph about a pe t or animal you know. Te ll us what the animal is in the topic sentence . Then write some de tails about things the animal can or can’t do.

Think of an eve nt that will happen at your school in the future , such as a school e lection, job fair, science fair, or show. Write one informational paragraph about it. What is the eve nt? What will happen? Who will be the re ?

Write one narrative paragraph about a homework assignment you had. It can be a difficult or a fun assignme nt. Give some de tails about the assignme nt. What did you have to do? Why did you like it, or not like it?

Write one narrative paragraph about a dog you know. The dog can be real or not.

Choose one of the following: Think of an inve ntor and write one informational paragraph about him or he r. Include a topic sentence and de tails about the inve ntion. Think of an inve ntion and write one informational paragraph about it.

Include a topic sentence and de tails about the how the invention change d life .

Write one narrative paragraph about a book or story that you read. State the title and author in your topic sentence . The n write some de tails that describe the story.

What job do you want to do in the future? Write one informational paragraph about the job. Include a topic sentence and de tails.

Think of an author, or write r, who you like , and write one informational paragraph about him or he r. Remember to include a topic se ntence and de tails.

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

Choice Board for Charwi, Ayan, Samikshya, & Zahraa Write three paragraphs about something funny, inte resting, or strange that happened to you. First paragraph: Begin with an interesting or exciting sentence that makes readers want to read your story. Tell who or what the story is about in a topic sentence. Middle paragraph: Write details about what happened. Last paragraph: Write how the story ends. You can restate your main idea from the first paragraph.

Think of a time when someone gave you advice or you gave advice to someone, or make up a story about getting or giving advice. Write a narrative essay about what happened. First paragraph : Introduce the story. Middle paragraph : What was the advice? Write some details. Last paragraph: Write a conclusion. Did the advice work? What happened?

Write a three-paragraph narrative essay about a babysitting experience. In the first paragraph , write an introduction with a topic sentence. This is what your story is about. In the second paragraph , use examples and details to tell your story. In the last paragraph , write about the main idea again, in a conclusion.

Write a narrative essay about what was

Write an essay comparing and contrasting two very

Write an essay comparing and contrasting two animals.

happening at your house last night. What were you doing? Where was everyone? What were they doing?

diffe rent places, such as the country and the city, or a farm and a zoo. How are they alike and/or diffe rent? Use comparative language .

How are they alike and diffe rent? Use comparative language .

Write a narrative e ssay about a problem you had, and how you tried to solve it. First paragraph : State the problem. Middle paragraph : Explain how you tried to solve the problem. Last paragraph: Explain your conclusion. Did you solve the problem?

Write a three-paragraph essay comparing and contrasting two or more kinds of shopping. For example, you can compare two stores, or shopping online and shopping in a store. Use comparative adjectives and adverbs.

Compare and contrast two sports or games in a three-paragraph essay. For example, you can compare swimming and skiing, or soccer (football) and American football. Use comparative and superlative adjectives and adverbs.

ESL at Home

Do at least 1 activity per week: week of April 20, April 27, May 4, May 11, May 18, May 25, June 1, June 8

Choice Board for Shahd, Frandy, & Wildary Write about a problem and possible solutions to that problem. It could be a small problem, like a dog eating your homework, or a big one, such as cleaning up your school or park.

Think about something that you are not allowed to do at home, but you wish you could. Write a problem-solution essay about why it’s a problem, and how you think it can be solved.

Write an essay about something an insect has, or does, to help it survive.

Write an essay about an invention and the problems that it solved.

Think of a subject that is not taught in your school or something you wish you could learn about in school.

Think of an event, or something that happened, that changed how people live. Describe it in a five-paragraph essay.

Write a problem-solution essay about why it’s a problem that you don’t study this subject, and how you think it can be solved.

Remember to include a thesis statement and three ideas about change in your introduction, and de tails in the body of the essay.

Describe all the shapes you see in a day. Explain what they are and where you see them. Decide to organize your paragraphs e ithe r by the kind of shapes, or the order of your day.

Write an essay about something an animal has, or does, to he lp it survive .

Write a five -paragraph expository essay about one of the following topics:

1. Describe a visit to the dentist or doctor’s office .

2. Describe good dental care .

3. Describe healthy and unhealthy food for tee th.

4. Describe the diffe rent tee th in our mouths.

Common Prefixes

Prefix Definition Example

anti- against anticlimax

de- opposite devalue

dis- not; opposite of discover

en-, em- cause to enact, empower

fore- before; front of foreshadow, forearm

In-, im- in income, impulse

in-, im-, il-, ir- not indirect, immoral, illiterate, irreverent

inter- between; among interrupt

mid- middle midfield

mis- wrongly misspell

non- not nonviolent

over- over; too much overeat

pre- before preview

re- again rewrite

semi- half; partly; not fully semifinal

sub- Under subway

super- above; beyond superhuman

trans- across transmit

un- not; opposite of unusual

under- under; too little underestimate

Reproduced with permission from Corwin Press.

Directions: Read the following poem. Make an inference using evidence following the poem.

A Hop, Skip, and a Jump

I’ll tell you about the career that I chose;

it definitely keeps me on my toes.

I’ve been practicing since

a very young age. Now I travel around

and perform on the stage.

I’m graceful and pretty, but I’m also real strong.

My body is thin and my legs are quite long.

I often wear pink

and love satin and lace. Watch me twirl, flit, and flutter

all over the place.

Who Am I? I infer ___________________________________________________ _________________________________________________________ _________________________________________________________ because ___________________________________________________ _________________________________________________________ _________________________________________________________

Keep Looking

Keep Lookingby ReadWorks

By the time they parked, paid the station meter, bought their train tickets, and stepped onto

the long silver train, it was 10:24 a.m. Luckily the second car was almost empty. They plopped

down into the cool maroon and navy leather seat, happy they had made it.

Just as Netty's mom let out a sigh of relief, a bell, sounding like an old telephone, rang for a

few seconds solid. The train jerked backwards, then jolted forward towards New York City. In

a few hours they would be home with Daddy and their pup!

The last three days had been filled from morning to night with people speaking about math.

Her mom had taken Netty upstate to the Hudson Valley for a big meeting with math teachers

from all over the country. The math teachers were meeting to share their teaching styles and

learn from each other, like a huge, math-y show-and-tell.

Netty's mother was very popular at the meeting. People were very excited to meet her and

seemed to know a lot about the beautiful shapes she made using a special kind of math

called "geometry." Netty's mother made big, colorful stars with lots of points out of paper or

metal. Some of her shapes even looked like gigantic snowflakes. Many of them were on ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

ReadWorks

Keep Looking

display at the meeting. Netty loved seeing the crowds of math teachers looking amazed and

talking excitedly about her mother's stars.

The math meeting had been fun, but as the train rolled them smoothly towards home, Netty

felt glad it was over. Also, the train ride was a great way to see the countryside. It had big

windows and moved slow enough so that things weren't too blurry.

They had traveled to the meeting at night, so Netty hadn't noticed all the tree-covered

mountains, little lakes with lily pads, and streams flowing with fresh water. It was so nice to

look out at all the scenery passing by like a movie in the quiet train car and not hear anything

about math. At least for a little while!

Then the train conductor made his entrance. He wore a sturdy, blue uniform, a punchy hip-

pack around his waist, and the special black-brimmed hat with red stripes all conductors wear.

He was definitely older than Netty's mom, but not yet an old man. Netty liked the way he

smiled as he spoke. It felt like he was a stand-up comedian whose act was divided into

personal one-minute episodes for each customer as he collected his or her tickets.

As he clicked the riders' tickets he made small talk with each of the passengers. Some of

them must have known him, since he greeted them by name and asked them about their work

or families. Every once in a while he sang out the snippet of a song as he clipped ticket after

ticket. 

He even quacked at one of the passengers.

"How are you?" she'd asked him.

"Quack, quack!" he'd replied. "Just okay, I'm not going to lie too much to you. Quack!"

"I feel about the same," she confessed.

"I have to watch out. As a duck I don't want to get cooked. Don't want to be somebody's

Peking Duck, if you know what I mean. Quack! Don't want to end up roasted."

"I hear ya," the woman agreed.

Netty hoped the funny conductor didn't get roasted either. Netty's mother had a rule against

eating duck anyhow. She always said they were such sweet animals that they didn't deserve

to be eaten. Netty agreed with her mother.

When the conductor waddled over to take their tickets, though, he must have no longer felt

ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

ReadWorks

Keep Looking

like a duck. He didn't quack once at Netty or her mother.

Instead he took one look at Netty's widening eyes and asked, "Do you like big birds?"

Netty nodded yes.

"Well, have you ever seen a blue heron?"

Netty shook her head no.

"Oh, you're in for a treat, my friend," he sang.

Then he whistled, "They're kind of like a pelican or stork minus all the white."

Then he pointed out the window, his own eyes widening as he looked into the passing trees.

"Just keep looking out there about ten feet up into the trees. That's where they build their

nests-up high where no one can touch them."

Netty and her mom looked out, almost expecting to see nests everywhere among the trees.

After a few minutes of searching the branches together they still didn't see anything, though.

All they saw were the trees themselves, growing higher than some city buildings out of a

patch of swampy waters.

The conductor said, "Keep looking. They're out there."

That was the end of his routine with them, so he made his exit into the neighboring car to

entertain more passengers.

While Netty kept searching the woods for a blue heron, her mother took out a camera in case

they did actually see something. She had only just removed the lens cover when Netty saw it.

"Look!" Netty cried, pointing up at a large nest, high up on an approaching tree.

As it came closer, Netty saw the nest, and in it the largest, most beautiful bird she had ever

seen. Its beak was slender and long, its body lean and covered in a shiny brown, grey, and

blue coat of feathers.

It stared at them as the train passed by. Netty felt as if it was staring right at her. Maybe it

was. Maybe it thought the train was some kind of nest on wheels and Netty some kind of

freshly hatched chick whose mother fed her math instead of worms.

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ReadWorks

Keep Looking

Netty's mother instantly flipped on her camera and started snapping. Click! Click! Click! went

her shutter as the proud mama bird guarding her nest floated out of sight.

"I think I got one with you both!" Netty's mother crowed with her own pride.

"We'll see," she concluded, returning her camera to its bag.

Soon the green countryside gave way to more and more houses, followed by bigger and

bigger buildings.

They briefly glimpsed Manhattan's mammoth skyline before the train dove underground

towards its final stop. They reached Grand Central Station in New York and then transferred

to a subway train that took them to their neighborhood in Brooklyn. When they climbed to

street level at their stop, Netty's Dad and pup were both right there, waiting in their car to pick

them up.

They all hugged, so happy to be together again. Then they went home for lunch, where

Netty's mother made fresh lemonade and sandwiches for everyone.

The following week Netty came home from school one afternoon and found an envelope

sitting next to her bed. She opened it to discover a stunning photograph of Netty and the blue

heron. Her mother had gotten one!

In the picture you could see the amazement in Netty's profile looking out the train's window at

the enormous mother bird sitting elegantly on her nest in the background.

Netty bolted to show her father.

Climbing up the stairs, she burst out with delight, "Daddy, have you ever seen a blue heron?!"

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ReadWorks

Keep Looking

Keep Lookingby ReadWorks

By the time they parked, paid the station meter, bought their train tickets, and stepped onto

the long silver train, it was 10:24 a.m. Luckily the second car was almost empty. They plopped

down into the cool maroon and navy leather seat, happy they had made it.

Just as Netty's mom let out a sigh of relief, a bell, sounding like an old telephone, rang for a

few seconds solid. The train jerked backwards, then jolted forward towards New York City. In

a few hours they would be home with Daddy and their pup!

The last three days had been filled from morning to night with people speaking about math.

Her mom had taken Netty upstate to the Hudson Valley for a big meeting with math teachers

from all over the country. The math teachers were meeting to share their teaching styles and

learn from each other, like a huge, math-y show-and-tell.

Netty's mother was very popular at the meeting. People were very excited to meet her and

seemed to know a lot about the beautiful shapes she made using a special kind of math

called "geometry." Netty's mother made big, colorful stars with lots of points out of paper or

metal. Some of her shapes even looked like gigantic snowflakes. Many of them were on ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

ReadWorks

Keep Looking

display at the meeting. Netty loved seeing the crowds of math teachers looking amazed and

talking excitedly about her mother's stars.

The math meeting had been fun, but as the train rolled them smoothly towards home, Netty

felt glad it was over. Also, the train ride was a great way to see the countryside. It had big

windows and moved slow enough so that things weren't too blurry.

They had traveled to the meeting at night, so Netty hadn't noticed all the tree-covered

mountains, little lakes with lily pads, and streams flowing with fresh water. It was so nice to

look out at all the scenery passing by like a movie in the quiet train car and not hear anything

about math. At least for a little while!

Then the train conductor made his entrance. He wore a sturdy, blue uniform, a punchy hip-

pack around his waist, and the special black-brimmed hat with red stripes all conductors wear.

He was definitely older than Netty's mom, but not yet an old man. Netty liked the way he

smiled as he spoke. It felt like he was a stand-up comedian whose act was divided into

personal one-minute episodes for each customer as he collected his or her tickets.

As he clicked the riders' tickets he made small talk with each of the passengers. Some of

them must have known him, since he greeted them by name and asked them about their work

or families. Every once in a while he sang out the snippet of a song as he clipped ticket after

ticket. 

He even quacked at one of the passengers.

"How are you?" she'd asked him.

"Quack, quack!" he'd replied. "Just okay, I'm not going to lie too much to you. Quack!"

"I feel about the same," she confessed.

"I have to watch out. As a duck I don't want to get cooked. Don't want to be somebody's

Peking Duck, if you know what I mean. Quack! Don't want to end up roasted."

"I hear ya," the woman agreed.

Netty hoped the funny conductor didn't get roasted either. Netty's mother had a rule against

eating duck anyhow. She always said they were such sweet animals that they didn't deserve

to be eaten. Netty agreed with her mother.

When the conductor waddled over to take their tickets, though, he must have no longer felt

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ReadWorks

Keep Looking

like a duck. He didn't quack once at Netty or her mother.

Instead he took one look at Netty's widening eyes and asked, "Do you like big birds?"

Netty nodded yes.

"Well, have you ever seen a blue heron?"

Netty shook her head no.

"Oh, you're in for a treat, my friend," he sang.

Then he whistled, "They're kind of like a pelican or stork minus all the white."

Then he pointed out the window, his own eyes widening as he looked into the passing trees.

"Just keep looking out there about ten feet up into the trees. That's where they build their

nests-up high where no one can touch them."

Netty and her mom looked out, almost expecting to see nests everywhere among the trees.

After a few minutes of searching the branches together they still didn't see anything, though.

All they saw were the trees themselves, growing higher than some city buildings out of a

patch of swampy waters.

The conductor said, "Keep looking. They're out there."

That was the end of his routine with them, so he made his exit into the neighboring car to

entertain more passengers.

While Netty kept searching the woods for a blue heron, her mother took out a camera in case

they did actually see something. She had only just removed the lens cover when Netty saw it.

"Look!" Netty cried, pointing up at a large nest, high up on an approaching tree.

As it came closer, Netty saw the nest, and in it the largest, most beautiful bird she had ever

seen. Its beak was slender and long, its body lean and covered in a shiny brown, grey, and

blue coat of feathers.

It stared at them as the train passed by. Netty felt as if it was staring right at her. Maybe it

was. Maybe it thought the train was some kind of nest on wheels and Netty some kind of

freshly hatched chick whose mother fed her math instead of worms.

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ReadWorks

Keep Looking

Netty's mother instantly flipped on her camera and started snapping. Click! Click! Click! went

her shutter as the proud mama bird guarding her nest floated out of sight.

"I think I got one with you both!" Netty's mother crowed with her own pride.

"We'll see," she concluded, returning her camera to its bag.

Soon the green countryside gave way to more and more houses, followed by bigger and

bigger buildings.

They briefly glimpsed Manhattan's mammoth skyline before the train dove underground

towards its final stop. They reached Grand Central Station in New York and then transferred

to a subway train that took them to their neighborhood in Brooklyn. When they climbed to

street level at their stop, Netty's Dad and pup were both right there, waiting in their car to pick

them up.

They all hugged, so happy to be together again. Then they went home for lunch, where

Netty's mother made fresh lemonade and sandwiches for everyone.

The following week Netty came home from school one afternoon and found an envelope

sitting next to her bed. She opened it to discover a stunning photograph of Netty and the blue

heron. Her mother had gotten one!

In the picture you could see the amazement in Netty's profile looking out the train's window at

the enormous mother bird sitting elegantly on her nest in the background.

Netty bolted to show her father.

Climbing up the stairs, she burst out with delight, "Daddy, have you ever seen a blue heron?!"

ReadWorks.org · © 2013 ReadWorks®, Inc. All rights reserved.

ReadWorks

Keep Looking - Comprehension Questions

Name: ___________________________________ Date: _______________

1. What does Netty see from the train window?

A. a pup

B. a pelican

C. a stork

D. a Blue Heron

2. Where does most of this story take place?

A. at a meeting for math teachers

B. on a train

C. at Grand Central Station

D. in Brooklyn

3. Netty and her mother are hoping to see a Blue Heron from the train.

What evidence from the passage supports this statement?

A. "The train was leaving at 10:26 a.m., so Netty and her mother had to dash back out onto the platform into a less crowded car when they realized there were no seats in the first one."

B. "When the conductor waddled over to take their tickets, though, he must have no longer felt like a duck. He didn't quack once at Netty or her mother."

C. "While Netty kept searching the woods for a Blue Heron, her mother took out a camera in case they did actually see something."

D. The following week Netty came home from school one afternoon and found an envelope sitting next to her bed. She opened it to discover a stunning photograph of Netty and the Blue Heron."

4. How does Netty feel when she sees the Blue Heron?

A. excited and amazed

B. worried and scared

C. sad and disappointed

D. tired and bored

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ReadWorks

Keep Looking - Comprehension Questions

5. What is a theme of this story?

A. the difficulty of geometry

B. the importance of telling the truth

C. the fear of death

D. the excitement of discovery

6. Read the following sentence: "Netty's mother instantly flipped on her camera and

started snapping. Click! Click! Click! went her shutter as the proud mama bird

guarding her nest floated out of sight."

Why does the author write Click! Click! Click! in the sentence above?

A. to give readers a clear idea of what a Blue Heron sounds like when surprised by human beings

B. to give readers a clear idea of what that moment in the story was like by recreating its sound

C. to make readers think about buying a camera and taking pictures of birds themselves

D. to make readers realize that taking pictures with a camera is more difficult than most people think

7. Choose the answer that best completes the sentence below.

Netty keeps looking out the train window for a Blue Heron _______ all she sees at first

are trees.

A. for example

B. finally

C. never

D. although

8. What does the Blue Heron look like when Netty sees it?

9. What does Netty do after a few minutes of looking for a Blue Heron and not seeing

one?

10. Why might the author have chosen "Keep Looking" as the title of this story? Explain

your answer using evidence from the passage.

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ReadWorks

Keep Looking - Comprehension Questions Answer Key

1. What does Netty see from the train window?

A. a pup

B. a pelican

C. a stork

D. a Blue Heron

2. Where does most of this story take place?

A. at a meeting for math teachers

B. on a train

C. at Grand Central Station

D. in Brooklyn

3. Netty and her mother are hoping to see a Blue Heron from the train.

What evidence from the passage supports this statement?

A. "The train was leaving at 10:26 a.m., so Netty and her mother had to dash back out onto the platform into a less crowded car when they realized there were no seats in the first one."

B. "When the conductor waddled over to take their tickets, though, he must have no longer felt like a duck. He didn't quack once at Netty or her mother."

C. "While Netty kept searching the woods for a Blue Heron, her mother took out a camera in case they did actually see something."

D. The following week Netty came home from school one afternoon and found an envelope sitting next to her bed. She opened it to discover a stunning photograph of Netty and the Blue Heron."

4. How does Netty feel when she sees the Blue Heron?

A. excited and amazed

B. worried and scared

C. sad and disappointed

D. tired and bored

ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.

ReadWorks

Keep Looking - Comprehension Questions Answer Key

5. What is a theme of this story?

A. the difficulty of geometry

B. the importance of telling the truth

C. the fear of death

D. the excitement of discovery

6. Read the following sentence: "Netty's mother instantly flipped on her camera and

started snapping. Click! Click! Click! went her shutter as the proud mama bird

guarding her nest floated out of sight."

Why does the author write Click! Click! Click! in the sentence above?

A. to give readers a clear idea of what a Blue Heron sounds like when surprised by human beings

B. to give readers a clear idea of what that moment in the story was like by recreating its sound

C. to make readers think about buying a camera and taking pictures of birds themselves

D. to make readers realize that taking pictures with a camera is more difficult than most people think

7. Choose the answer that best completes the sentence below.

Netty keeps looking out the train window for a Blue Heron _______ all she sees at first

are trees.

A. for example

B. finally

C. never

D. although

8. What does the Blue Heron look like when Netty sees it?

The Blue Heron is a large, beautiful bird with a long, slender beak and a

lean body. It has shiny brown, grey, and blue feathers. Students need not

reproduce this description from the story in its entirety, but their answers

should incorporate at least some of it.

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ReadWorks

Keep Looking - Comprehension Questions Answer Key

9. What does Netty do after a few minutes of looking for a Blue Heron and not seeing

one?

Students may respond that Netty keeps searching the woods for a Blue

Heron. Additionally or alternatively, they may respond that Netty cries out

and points to a nest.

10. Why might the author have chosen "Keep Looking" as the title of this story? Explain

your answer using evidence from the passage.

Answers may vary. Students could take the title literally, pointing out that

Netty has to "keep looking" for a Blue Heron. Student may also recognize

that to "keep looking" has broader implications-the author is drawing

attention to the importance of continuing to look for something when you

do not find it at first.

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ReadWorks

What Can You Mine with Minecraft?

If you're like many kids today, you might regularly grab your pickaxe, mine for a variety of raw materials, and build all sorts of constructions to keep you safe from a variety of dangers. Where does this happen? In the virtual world of Minecraft, of course!

First released as a game for personal computers in May 2009, Minecraft has quickly become one of the most popular video games around the world. In addition to the PC version, Minecraft can now be played on mobile devices and tablets using either Android or iOS operating systems, as well as different video game systems.

How popular has Minecraft become? Since its debut, Minecraft has sold over 55 million copies across all platforms! That's a lot of crafty miners out there.

So what makes Minecraft so popular? Is it incredible graphics? A compelling story? Lifelike worlds to explore? A variety of achievements to pursue? Actually, Minecraft's popularity can't be explained by any of those things that are the hallmarks of most modern video games. In many ways, Minecraft is the exact opposite of most modern games, and that's probably why it's so popular.

Created by Swedish programmer Markus “Notch" Persson and later developed and published by a company called Mojang, Minecraft features graphics straight out of the early 1990s. Instead of starting with a list of specific goals, players enter an open world in which they can explore, mine, and build, deciding along the way exactly how they want to play the game.

Some players compare Minecraft to a virtual sandbox or a box of Legos. There are no characters. There is no story. The joy exists in exploring and letting your imagination shape the way you play, rather than following a storyline or pursuing a series of achievements.

What do you do in Minecraft? The basic activities include exploration, gathering resources, crafting objects and buildings, and fighting villains. There are two main modes in Minecraft: creative and survival.

In creative mode, players have unlimited resources and no health or hunger concerns. You can simply explore, gather resources, and craft at will. Your imagination is the limit.

In survival mode, players must acquire resources and maintain their health and hunger. The goal is survival, and players use their daytime hours to gather what they will need to survive the nighttime hours. Players may face a variety of non-player characters (called mobs), some of which are hostile. Hostile creatures include spiders, skeletons, zombies, and the dreaded Creeper, an exploding creature that can sneak up on players.

While some players play Minecraft by themselves, many players love to play with friends via multiplayer options. For many children, there's nothing like teaming up with a friend and setting out to explore a new virtual world. Using pickaxes to mine a variety of resources, including dirt, stone, ores, water, trees, and precious metals and gems, players can turn those resources into a wide variety of objects and buildings made up of textured 3D blocks.

What types of worlds can you explore in Minecraft? The terrain is virtually infinite. If you explore far and wide, you'll come across plains, mountains, forests, caves, and oceans. You'll also encounter different biomes, from deserts to jungles to arctic ice fields.

Focusing on exploration rather than accomplishment, Minecraft allows players to let their imaginations be their guides. The game you play is yours alone, and you can get lost in it for hours at a time.

Instead of parents and teachers complaining about obsessive video game playing, when it comes to Minecraft many usual video game opponents find much to praise. Minecraft advocates point out that it cleverly teaches teamwork and creativity. Minecraft arguably teaches children a thing or two about geometry and geology, along with skills such as experimentation and problem-solving. Some teachers have even begun to implement elements of the game in the classroom!

Powers of 10 #2

Powers of 10 #2 Answer Key

Direc+ions: Using wha+ you know abou+ Powers of Ten solve +he problems below.

I. 5 x 102 7. 102 x 102

2. 45 x 104 S. 910 x &

3. 01x10' 9. 83x10 '

4. 321 x 109 10. 566 x C

5. 3,011 x 103 11. '+,258 x 103

6. 142 x 105 12. 200 x 101°

Direc+ions: Using who+ you know abou+ Powers of Ten solve +he problems below.

I. 5 x 101 500 7. 102 x 102 10,200

2. 45 x 104 450,000 B. 910 x 106 9 10 ,000 ,000

3. 64I x 101 6,410 9. 83 x 101 830

4. 321 x 109 321,000,000,000 10. 566 x 108 56,600,000,000

5. 3,011 x 103 3,011,000 I. 4,258 x 103 4,258,000

6. 142 x 105 14,200,000 12. 200 x 1010 2,000,000,000,000

Place Value #1

birections: Answer each question and be sure to show ALL work!

Question and Answer SHOW YOUR WORK!!!

1) How many times greater is the value of the digit 5 in

583,607 than the value of

the digit 5 in 362,501?

ANSWER:

2) How many times greater is

the value of the digit 4 in 245,958 than the value of

the digit 4 in 762,401?

ANSWER:

3) How many times greater is the value of the digit 9 in

102,901 than the value of the digit 9 in 878,679?

ANSWER:

4) How many times greater is

the value of the digit 2 in 234,567 than the value of

the digit 2 in 765,432?

ANSWER:

5) How many times greater is the value of the digit 6 in

683,890 than the value of the digit 6 in 743,876?

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例

如:红

色的东

西，

塑

料的东

西，

磁性

成

管状

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把它

们立

看看你能

把多少

东 你能

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所有

和你的家

人做一

个 里的

一个东西

藏起来

，

然后写

一些

线

M -神

奇的

C

es a

ctivi

tés

peu

ven

t se

co

mp

léte

r av

ec f

euill

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e p

apie

r. A

chèv

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ne

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jou

r!

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di

Ma

rdi

Me

rcre

di

Jeu

di

Ve

nd

red

i

Ch

erc

he

30

ob

jets

da

ns

la m

ais

on

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ass

em

ble

-le

s e

n

liste

s.

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mp

les:

ob

jets

rou

ge

s, o

bje

ts

en

pla

stiq

ue

s,

ob

jets

ma

g-

né

tiq

ue

s.

En

rou

le t

rois

fe

uill

es

de

pa

pie

r p

ou

r fa

ire

d

es

tub

es.

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ts-le

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eb

ou

t. D

éc

ou

vre

c

om

bie

n d

’ob

jets

tu

pe

ux e

mp

iler

au

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ess

us

de

s tu

be

s.

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ris

un

e li

ste

de

to

us

qu

e t

u p

ou

va

is

em

pile

r.

Cré

e u

ne

ch

ass

e

au

tré

sor

po

ur

ta

fam

ille

. C

ac

he

d

es

ob

jets

pa

r-to

ut

da

ns

la m

ai-

son

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t p

uis

éc

ris

de

s in

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es

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ur

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ide

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ch

er-

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oè

me

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cro

stic

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s p

ou

r d

éc

rire

ch

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ue

m

em

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de

ta

fa

mill

e (

mê

me

le

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mp

le:

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ue

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- a

mb

itie

ux

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eX

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llen

t

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nse

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eu

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pe

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ire

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ivre

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s)

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ts.

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e c

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Ta

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rba

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ha

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ra

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xya

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du

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da

la

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ah

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ata

a x

ay-

aw

aa

nka

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uri jo

o-

ga

ah

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ale

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dh

a s

arc

aa

dle

A -

Ha

mi s

are

leh

X -

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d u

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san

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bo

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f o

o

lab

o b

uu

ga

g o

o k

ale

du

wa

n k

u ji

ro a

ma

lab

o b

an

dh

ig T

Vg

a

ka

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د ب

:

ں و

ں

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ں و

ں

، وه

ں و

و ں

ا

و

ں

د ں۔ ں

پ

آ

ن

ل

رو

د ا

ں ں

ذ

ں و

پ آ

ن ا

مں

و

ت و

ں

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نا

ا ں

س آ

h

un

t

sca

ve

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er

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ل ه

ںد

د

ا

) د ں

ں

ں پ

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و

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mp

le:

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ma

gic

al

A -

am

bitio

us

X

- e

Xc

elle

nt

وه

ں

ں

ه دو

دا ں

رو

دوں

ںو

و

و

Tum

ia k

ara

tasi ya d

aft

ari k

ukam

ilisha s

hughuli

hiz

i. K

am

ilisha m

oja

kila

sik

u!

Ju

mata

tu

Ju

man

an

ne

Ju

mata

no

A

lham

isi

Iju

ma

Pa

ta v

itu

30 n

yu

m-

ba

ni kw

ako

. P

an

-g

a y

ao

ka

tika

o

rod

ha

. M

fan

o: v

itu

am

ba

-vyo

ni n

ye

ku

nd

u,

vitu

am

ba

vyo

ni

pla

stik

i, v

itu

am

ba

-vyo

ni s

um

aku

Pin

du

a v

ipa

nd

e v

ita

tu

vya

ka

rata

si ili

ku

ten

ge

-

ne

za z

ilizo

po

. W

asi

ma

-

mis

he

. A

ng

alia

ni v

itu

vin

ga

pi u

na

we

za k

uw

e-

ka

ju

u y

a z

ilizo

po

. A

nd

ika

oro

dh

a y

a v

itu

vyo

te u

livyo

we

za k

uw

e-

ka

Un

da

uw

ind

aji

wa

sc

ave

ng

er

kw

a f

a-

mili

a y

ako

. Fic

ha

vitu

ka

rib

u

na

nyu

mb

a y

ako

, kis

ha

an

dik

a d

alil

i ku

wa

said

ia k

uta

fu-

ta

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dik

a m

ash

airi y

a

ma

an

dis

hi i

li ku

ele

zea

kila

mtu

wa

fa

mili

a

ya

ko

(h

ata

kip

en

zi

ch

ako

!)

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no

: M

- k

ich

aw

i A

- k

ab

am

be

X

- e

Xc

elle

nt

Fik

iria

wa

hu

sika

wa

wili

ku

toka

vita

bu

viw

ili

au

ma

on

ye

sho

m

aw

ili.

An

dik

a h

ad

ith

i ju

u y

a

kile

kin

ac

ho

we

za

ku

toke

a ik

iwa

w

an

ge

ku

tan

a

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w

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Sử d

ụn

g gi

ấy v

ở đ

ể h

oàn

th

ành

các

bài

tập

này

. Làm

mộ

t b

ài m

ỗi n

gày!

Thứ

ha

i Thứ

ba

Thứ

tư

Thứ

nă

m

Thứ

sá

u

Tìm

30

vật

dụn

g

tro

ng

nh

à của

bạn

.

Lựa

và

sắp

xếp

ch

ún

g v

ào

da

nh

sác

h.

Ví dụ:

nhữ

ng

thứ

có

mà

u đỏ, n

hữ

ng

thứ

bằn

g n

hự

a, n

hữ

ng

thứ

có

từ

tín

h (

chất

hít).

Cuộn

ba

mản

h g

iấy

để

làm

ốn

g. Dự

ng

đứ

ng

lên

. X

em

có

ba

o n

hiê

u t

hứ

bạn

có

thể

xếp

chồn

g lê

n

nh

au

trê

n c

ác

ốn

g

nà

y.

Viế

t một

da

nh

sá

ch

tất

cả

nhữ

ng

thứ

bạn

có

thể

xếp

chồn

g lê

n

nh

au

.

Tạ

o m

ột

cuộc

să

n

lùn

g c

ho

gia

đìn

h của

bạn

. G

iấu

nhữ

ng

thứ

xu

ng

qu

an

h n

hà

bạn

,

sau

đó

viế

t m

an

h m

ối

để

giú

p họ t

ìm k

iếm

.

Viế

t n

hữ

ng

bà

i thơ

ac

rost

ic để

mô

tả

từn

g

thà

nh

viê

n t

ron

g g

ia

đìn

h bạn

(thậm

ch

í cả

thú

cư

ng

của

bạn

!) T

hí

dụ:

M -

ma

gic

al

A -

am

bitio

us

X

- e

Xc

elle

nt

Hã

y c

họn

ha

i n

hâ

n

vật

từ

ha

i c

uốn

sá

ch

hoặc

chươ

ng

trìn

h T

V

kh

ác

nh

au

. V

iết

một

câ

u c

hu

yện

về

nhữ

ng

gì c

ó t

hể

xảy r

a nếu

họ

gặp

nh

au

.

Spec

ial t

han

ks a

nd

cre

dit

to

th

e fo

llow

ing

me

mb

ers

of

the

EL e

du

cati

on

al c

om

mu

nit

y th

at h

ave

colla

bo

rate

d o

n t

o c

reat

e th

is d

ocu

men

t w

e ar

e u

sin

g to

su

pp

ort

ou

r EL

s an

d t

hei

r

fam

ilies

: M

aria

Mo

ntr

on

i-C

urr

ais,

So

mer

dal

e, N

J, R

iver

Fal

ls D

istr

ict,

WI.

, Mar

ia C

urr

ais,

NJ,

Sai

nt

Clo

ud

, MN

Co

mm

un

ity

Vo

lun

teer

s, a

stu

den

t, T

N, a

stu

den

t an

d h

er f

amily

, WV

,

and

Jen

nif

er L

aran

ce, V

A.

251 South Prince Street, Lancaster, PA 17603-5396

s o © School District of

Lancaster