christina barry th quarter 3 5 grade lesson plans week of...

Christina Barry Quarter 3 5th Grade Lesson Plans Week of: _Jan. 9-13__

Learning Intentions: Reading: Determine a theme of a story. Summarize a text. Writing: Write expository texts to examine a topic and convey an idea. Language: Use verb tenses to convey various times, sequences, states, and conditions. Math: Multiply fractions or whole number by fractions. Make line plots with fractional parts Science: Differences in physical and chemical changes. Social Studies: Identify the major events of the American Revolution.

Monday 01/09/17 Tuesday 01/10/17 Wednesday 01/11/17 Thursday 01/12/17 Friday 01/13/17 Notes

Read

ing

Whole Group: CR: “A Reluctant Traveler” Voc: words in context ML: summarize a text EQ: What can learning about different cultures teach us?

Whole Group: CR: “A Reluctant Traveler:” Voc: words in context ML: Theme EQ: What can learning about different cultures teach us?

Whole Group: CR: “They Don’t mean It” Voc: context clues ML: Quote accurately EQ: What can learning about different cultures teach us?

Whole Group: CR: Where Did That Come From?” Voc: context clues ML: Compare and contrast stories EQ: What can learning about different cultures teach us?

Whole Group: Teacher Choice 3.1 Assessment

week 1 Science Resources: PowerPoint Picture Perfect Science STEMScopes Mystery Science Math Resources: Math Journal Engage NY Reading, Writing, LA Resources: Dictionary Novels Traits Close Reading & Text Sets Social Studies Resources: S.S. Book PowerPoint Modifications: Read aloud Partner read Shorten task Prompting & questioning

Small

Gro

up

Small Group: G1: All the Way from Europe G2: Dancing the Flamenco G3: A Vacation in Minnesota



Small Group: G1: Paired read “A Sporting Gift” G2: Paired read “Flamenco” G3: Paired Read “The Scandinavian State?”

Small Group: G1: Self-Selected reading G2: Self-Selected reading G3: Self-Selected reading

Lang

. Arts

&

Writ

ing

Language: Wonders Action Verbs Writing: Traits Unit 5 Week 3



Language: Write to Two Sources Writing: Traits Unit 5 Week 3

Language: Write to Two Sources Writing: Traits Unit 5 Week 3

Math

Quick Recall: x & ÷ 0-12 Activity: Engage NY Module 4 Lesson 10

Quick Recall: x & ÷ 0-12 Activity: Engage NY Module 4 Lesson 11 and 12


Quick Recall: x & ÷ 0-12 Activity: Engage NY Module 4 lessons 15 and 16

Quick Recall: x & ÷ 0-12 Activity: Engage NY Module 4 Lessons 19


Scien

ce Activity: StemScopes 5.1

Engage, Do Activity 1 – Dissolve sugar in water

Activity: StemScopes 5.1 Engage and Do Activity 2 - Air is a substance

Activity: StemScopes 5.1 Art Activity – Pointillism to show matter is everywhere

Activity: StemScopes 5.1 – Science Rock--- Discuss States of Matter

Activity: Stemscopes 5.2 engage and do activity 1 – physical vs chemical change

Assessment: Tests St. part. Teacher obs. Written samp. Oral response Teaching Strategies Discussion Guided Prac. Ind. Pract. Note-Taking Scaffolding Coop. Learning Small Group

Socia

l St

udies

Activity: Complete Chapter 7 Vocabulary; Set up online Quizlet for review

Activity: Chapter 7 Lesson 1 – Read whole group and discuss. Complete Lesson Review and Notes with Partner

Activity: Watch Liberty Kids: Give Me Liberty or Death on Discovery Education

Activity: Chapter 7 Lesson 2 – Read whole group and discuss. Complete Lesson Review and Notes with Partner

Activity: Watch Liberty Kids: Midnight Ride on Discovery Education

Spec

ial C

lasse

s Snack 10:00 – 10:15 Lunch 12:00 – 12:30 PE 2:00 – 2:30 Computer (Tuesday – WK 2) 10:30-11:30 Music (Monday – WK 1) 9:45 – 10:30 Counseling (Tuesday – WK 1) 10:15 – 11:00

Read

ing

Grou

ps Group 1: Madelyn, Abby, Jarrett, Nathan,

Mikey Group 2: Luke, Alex, Tristen, Kevin, Melanie Group 3: Emma, Cassidy, Edward, Jamaries, Saylor Group 4: Tytiana, Michael, Camron, TaNiya, MacKenzie, Maria Singleterry: Michael and Tytiana


Learning Intentions: Reading: Determine 2 or more main ideas and details. Summarize a text. Writing: Write expository texts to examine a topic and convey an idea. Language: Use verb tenses to convey various times, sequences, states, and conditions. Math: Multiply fractions or whole number by fractions. Make line plots with fractional parts Science: Differences in physical and chemical changes. Social Studies: Identify the major events of the American Revolution.

Monday 01/16/17 Tuesday 01/17/17 Wednesday 01/18/17 Thursday 01/19/17 Friday 01/20/17 Notes

Read

ing

No School – MLK Holiday

Whole Group: CR: “Survivaland” Voc: words in context ML: Summarize EQ: How can learning about nature be useful?

Whole Group: CR: “Survivaland” Voc: words in context ML: Summarize; Theme EQ: How can learning about nature be useful?

Whole Group: CR: Weslandia Voc: context clues ML: Genre; Purpose EQ: How can learning about nature be useful?

Whole Group: CFA 3.1

week 2 Science Resources: PowerPoint Picture Perfect Science STEMScopes Mystery Science Math Resources: Math Journal Engage NY Reading, Writing, LA Resources: Dictionary Novels Traits Close Reading & Text Sets Social Studies Resources: S.S. Book PowerPoint Modifications: Read aloud Partner read Shorten task Prompting & questioning Assessment: Tests St. part.

Small

Gro

up


Small Group: G1: Over the Top G2: In Drama Valley G3: Welcome to the Wilds

Small Group: G1: Over the Top G2: In Drama Valley G3: Welcome to the Wilds

Small Group: G1: Self-Selected reading G2: Self-Selected reading G3: Self-Selected reading

Whole Group: CFA 3.1

Lang

. Arts

&

Writ

ing No School –

MLK Holiday

Language: Wonders Verb Tenses Spelling: Wonders T98 Spelling Words Writing: Traits Unit 5 Week 4

Language: Wonders Verb Tenses; Write about 2 texts Spelling: Wonders T98 Spelling Words Writing: Traits Unit 5 Week 4

Language: Wonders Verb Tenses; Write about 2 texts Spelling: Wonders T98 Spelling Words Writing: Traits Unit 5 Week 4 Grammar 3.1Assessment

Language: Wonders Verb Tenses Spelling: Wonders T98 Spelling Words Writing: Traits Unit 5 Week 4

Math




Quick Recall: x & ÷ 0-12 Activity: Engage NY Module 4 lessons 15 and 16

Quick Recall: x & ÷ 0-12 Activity: Engage NY Module 4 Lessons 19 Math 3.1 Quiz


Scien

ce


Activity: Lesson 6 StemScopes 5.1 Science Art Lesson 7 – Difference between different states of matter

Activity: Lesson 8 – changing States of matter StemScopes 5.2 Do 1 Activity

Activity: Lesson 9 – StemScopes 5.2 Do 2 Activity Dissolving solution/mixture

Activity: Lesson 10 – Chemical Changes StemScopes 5.2 Explain/Elaborate

Teacher obs. Written samp. Oral response Teaching Strategies Discussion Guided Prac. Ind. Pract. Note-Taking Scaffolding Coop. Learning Small Group

Socia

l Stu

dies


Activity: Chapter 7 Lesson 3 Read Whole Group; Discuss; Take Notes/Summarize Lesson

Activity: Watch Liberty kids on Discovery Education Second Continental Congress

Activity: Chapter 7 Lesson 4 Read Whole Group; Discuss; Take Notes/Summarize Lesson

Activity: Chapter 7 Lessons 1-4 Assessment

Spec

ial C

lasse

s Snack 10:00 – 10:15 Lunch 12:00 – 12:30 PE 2:00 – 2:30 Computer (Tuesday – WK 2) 10:30-11:30 Music (Monday – WK 1) 9:45 – 10:30 Counseling (Tuesday – WK 1) 10:15 – 11:00

Read

ing

Grou

ps Group 1: Madelyn, Abby, Jarrett, Nathan,

Mikey Group 2: Luke, Alex, Tristen, Kevin, Melanie Group 3: Emma, Cassidy, Edward, Jamaries, Saylor Group 4: Tytiana, Michael, Camron, TaNiya, MacKenzie, Maria Singleterry: Michael and Tytiana

Math Test 3.1 2016-17

Page 1 of 5

Name: ___________________________________ Date: ___________________ DIRECTIONS: Read each question carefully. Answer each question as instructed. Make sure you answer each one completely.

1. Look at the expression: 56 x 5

7 . Which of the statements below is correct?

a. 56 x 5

7 = 56 b. 56 x

5

7 > 56 x 5 c. 56 x

5

7 = 56 ÷ 2 d. 56 x

5

7 < 56

2. Amy measured the weight of her earrings. The results are in the line plot below.

What is the total weight of the earrings that weighed more than 5

10 grams?

a. 2 b. 101

10 c. 12

1

10 d. 0

3. Find the product of 1

6 x

4

5.

a. 4

11 b. 1

6 c. 1

15 d. 2

15

4. Sharon breaded 1

2 of the fish she cooked for dinner. She ate

1

3 of the breaded fish. She used a model

to find how much of the fish she had eaten. How much of the fish did Sharon eat?

a. 1

6 b. 1

5 c. 2

5 d. 2

3


5 and 8.

a. 8 4

5 b. 10 c. 6

2

5 d. 7

1

2

6. Multiplying 8 by which fraction will result in the largest product?

a. 5

12 b. 7

9 c. 1

1

2 d. 1

3

8

Math Test 3.1 2016-17

Page 2 of 5

7. Mr. James is putting down concrete tiles to make a walkway between 2 portables. Look at the design below.

To make the walkway, Mr. James purchased 8 tiles that are 7

8 yard in length. Choose the answer

which explains how the walkway will look once Mr. James puts down the 8 tiles.

a. The walkway will be finished completely because all 8 tiles will be used.

b. The walkway will be too short because the tiles are 7

8 yard, which is less than 1 yard.

c. The walkway will be too long because the tiles are 7

8 yard which is more than 1 yard.

d. The walkway will be too short because it will be 1

8 yard too short.

8. Which drawing best represents the equation 1

4 x

3

4 =

3

16?

a.

b.

c.

d.

9. Mrs. Brown is making a recipe for lemonade that calls for 1

4 cup of sugar. She is making 5 batches of

the lemonade. How much sugar will she use?

a. 4

5 cups b. 1

1

5 cups c. 1

1

4 cups d. 5

1

4 cups

10. Jessica took a test that had 20 questions. She got 4

5 of the questions correct. How many questions

did Jessica get correct?

a. 25 questions b. 16 questions c. 15 questions d. 12 questions

11. Laurie runs around a track that is 1

4 mile long. If she does 10 laps around the track, how far does

she run?

a. 2

5 mile b. 2

1

4 miles c. 2

1

2 miles d. 10

1

4 miles

portable

portable walkway

8 yards

Math Test 3.1 2016-17

Page 3 of 5

12. Look at the area of the two patios below. 20 feet 20 feet 10 feet 5 feet

How do the areas of the two patios compare?

a. Patio A is 5 times larger than patio B. b. Patio B is one-fifth smaller than patio A. c. Patio B is one-half the size of patio A. d. Patio B is twice as big as patio A.

13. Ten fifth-graders measured different amounts of water into a pitcher. The amounts of water are

shown on the line plot.

What is the total amount of water?

a. 5 1

2 cups b. 5

3

4 cups c. 6

1

4 cups d. 6

1

2 cups

14. A scientist had 3

4 liter of solution. He used

1

6 of the solution for an experiment. How much solution

did the scientist use for the experiment?

a. 1

8 liter b. 3

8 liter c. 4

1

2 liters d. 7

12 liter

15. How many cups of strawberries would be needed for 5 servings of the fruit smoothie?

a. 5 1

3 cups b. 15 cups c. 5

3

4 cups d. 3

3

4 cups

A B

Math Test 3.1 2016-17

Page 4 of 5

16. The municipal buildings installed solar panels to generate energy. The line plot shows the fraction of total energy generated by the solar panels.

How many buildings generated less than half their total energy with solar panels?

a. 1 b. 2 c. 4 d. 6

17. Of the flowers on Jill’s front lawn, 2

5 are tulips. Of the tulips,

5

8 are yellow. What fraction of the

flowers on Jill’s front lawn are yellow tulips?

a. 7

13 b. 1

3

5 c. 1

4 d. 2

8

18. Solve using the order of operations.

{[9 x (2 x 1

6) + 5] ÷ 2}

a. 4 b. 6 c. 10 d. 2

19. Which of the following matches the equation below?

Multiply the sum of 7 and 9 by 2

3 then add 12.

a. 7 + 9 x 2

3 + 12

b. 7 x 9 + 2

3 + 12

c. [(7 + 9) x 2

3] + 12

d. 12 + (7 + 9) x 2

3

20. Tim kept tract of the distance he walked each day for a month. He walked 1

3 a mile for eight days,

1 1

2 of a mile for six days, 1 mile for three days,

5

6 of a mile for four days, and 1

1

6 for nine days.

a. Put the information about Tim’s walks in a table in the correct order.

b. Draw a line plot to display the information Tim collected.

c. What was the total amount Tim walked in the month?

Math Test 3.1 2016-17

Page 5 of 5

21. Mrs. Williams uses the following recipe for rice crispy treats. She decides to make 2

3 of the recipe.

2 cups melted butter

24 oz. marshmallows

13 cups rice crispy cereal

a. How much of each ingredient will she need? Write an expression that includes multiplication.

Solve by multiplying.

b. When the rice crispy treats have cooled, Mrs. Williams cuts them into 30 equal pieces. She

gives 2

5 of the treats to her son and takes the rest to school. How many treats does Mrs. Williams

take to school?

c. Mrs. Williams makes another identical batch of rice crispy treats. She cuts them into 35 pieces

and gives her neighbor 3

7 of the treats. How many crispy rice treats did Mrs. Williams keep?

22. Karen bought flour for her bakery each month and recorded the amount in the table.

a. Write an expression and solve for the missing data in the table.

i) She bought 3

4 of January’s total in August.

ii) She bought 7

8 as much in April as she did in October and July

combined.

b. Display the data from the table in a line plot.

c. How many pounds of flour did Karen buy from January to October?

Month Amount (in pounds)

January 3

February 2

March 11

4

April

May 9

8

June 31

4

July 11

4

August

September 11

4

October 3

4

Math Test 3.2 2016-17

Page 1 of 5

Name: ___________________________________ Date: ___________________ DIRECTIONS: Read each question carefully. Answer each question as instructed. Make sure you answer each one completely.


7 x

5

6.

a. 18

35 b.

5

14 c.

8

13 d.

15

44

2. Robert Hill High School held an election for class president. Only 3

4 of the student body voted on

Election Day. The winning candidate received 2

3 of the total votes. What fraction of the student

body voted for the winning candidate?

a. 1

12 b. 8

9 c. 1

2 d. 5

7

3. How many sevens are in one-half? 1

2 ÷ 7 = ______

a. 1

14 b. 1

9 c. 2

7 d. 3

1

2

4. Which names the quotient and explains why?

6 ÷ 1

3 = ______

a. 2, because there are 2 thirds in 6. b. 1

18, because

1

6 x

1

3 =

1

18

c. 18, because there are 18 thirds in 6. d. 9, because 6 + 3

1 = 9

5. The fifth-grade classes at Brookfield School used 5 identical buses to go on a fieldtrip. There were a

total of 40 seats on each bus. All of the seats on 4 buses were full. The 5th bus had 4

5 of the seats

filled. How many seats on the last bus were full?

a. 20 b. 24 c. 36 d. 32

Math Test 3.2 2016-17

Page 2 of 5

6. How many 1

3 cups are there in 10 cups?

a. 3

1

3 b. 30 c. 31 d. 10

1

3

7. A baker used 12 cups of batter to make muffins. It took 2

3 cup of batter to make 1 muffin. How many

muffins did the baker make?

a. 6 muffins b. 8 muffins c. 18 muffins d. 36 muffins

8. Solve. 1

8 ÷ 2 = g.

a. 1

4 b. 4 c. 1

16 d. 16

9. Glendale High School has a great athletic department. 3

5 of the students that attend Glendale High

School play sports. 1

3 of the students that play a sport participate in the basketball program. What

fraction of students participates in the basketball program?

a. 4

15 b.

1

5 c.

14

15 d.

4

8

10. Solve 9 ÷ 1

3 = ?

a. 27 b. 3 c. 9 d. 3

9

11. There are 6 children and 1

2 gallon of orange juice. If each child receives an equal amount of juice,

what fraction of a gallon will each child receive?

a. 12 b. 1

12 c. 3 d. 1

3

12. Solve. 1

3 ÷ 6 = ?

a. 2 b. 1

2 c. 18 d. 1

18

Math Test 3.2 2016-17

Page 3 of 5

13. Students are running in a relay race. Each team will run a total of 3 miles. Each member of a team

will run 1

5 of a mile. How many students will a team need to complete the race?

a. 1

15 b. 3

1

5 c. 15 d. 2

14. Seth has 6 blue marbles. If 1

3 of Seth’s marbles are blue, how many marbles does Seth have in all?

a. 8 b. 12 c. 9 d. 18

15. Six family members share 1

4 pound of fudge. What fraction of a pound does each family member

get if it is shared equally?

a. 1

24 b. 24 c.

1

10 d. 10

16. There is one fourth of a birthday cake left in the refrigerator. Eight friends want to share the rest of

the cake equally. What fraction of the entire cake will each friend get?

a. 32 b. 1

32 c. 16 d. 1

16

17. Mr. Jackson has a garden. He divided the garden in half. One half of the garden is planted in

vegetables. The other half is planted in flowers. He planted 1

3 of the vegetable half in broccoli.

How much of the garden is planted with broccoli?

a. 1

6 b. 1

2 c. 2

6 d. 2

5

18. Millie designed a rectangular label to put on the front of her scrapbook. The label was 4

12 foot wide

and 5

6 foot long. What was the area, in square feet, of the label?

a. 2

5 b. 4

10 c.

9

18 d.

5

18

19. Sheila drinks 3

4 cup of water for every mile she hikes. Her water bottle holds 5 cups of water. How

far can she hike before her water runs out?

a. 33

4 b. 15

20 c. 3

20 d. 4

1

4

Math Test 3.2 2016-17

Page 4 of 5

20. Use the chart below to answer the following questions.

a. How many hamburgers can Donnie make with 6 pounds of hamburger meat?

b. How many pickle servings can be made from a jar of 15 pickles?

c. How many servings of chocolate milk can he serve from a gallon of milk? 21. The following is a recipe for vanilla cupcakes:

a. Bella wants to bake a dozen cupcakes. How much vanilla would she need to use?

b. Bella wants to make 4 dozen cupcakes. How much sugar would she need to use? c. Bella only has a measuring cup in pints. She needs to measure her milk. How many pints of

milk does Bella need for this recipe?

2 cups flour 1

2 teaspoon salt

2 teaspoons baking powder 3

4 cup sugar

2 eggs

1 cup milk 1

2 teaspoon vanilla

Yield: 24 cupcakes

Math Test 3.2 2016-17

Page 5 of 5

22. Ms. Hayes has 1

2 liter of juice. She distributes it equally to 6 students in her tutoring group.

a. How many liters of juice does each student get?

b. How many more liters of juice will Ms. Hayes need if she wants to give each of the 24 students

in her class the same amount of juice found in Part (a)?

Reading CFA 3.2 2016-17

Page 1 of 8

Name ______________________________________ Date _____________________

Directions: Read each selection and answer the questions that follow.

Red Crab Invasion

Christmas Island is an Australian territory in the Indian Ocean. The island is actually a plateau

at the top of a mountain that is mostly underwater. Only 1,500 or so people lived on the island as of

2010. But Christmas Island is a special place.

The island boasts an array of exotic plants and animals, some of which are found nowhere else

in the world. Among this great diversity are more than 100 kinds of crabs. The red land crab makes up

the largest population of the land crab species. These crabs spend most of their lives on land; however,

once a year almost 120 million of them are driven by instinct to make a treacherous trip to the ocean.

The crabs let nothing stand in their way, swarming in red waves over the streets and homes of the island.

The migration begins during the rainy season in

October and November. The process can last as long as

a few weeks, and the crabs can travel several miles to

the ocean and back. They travel a nearly identical path

year after year. During that journey they risk getting

run over by cars, suffering dehydration, or being

attacked by other animals. But the crabs will navigate

over or around anything in their path.

The male red crabs are the first to begin the

journey. They leave their burrows in the rain forest near

the peak of the plateau and scurry toward the ocean. At

the beginning of this migration, it appears as though

the mountain is erupting with crabs. The crabs make their way down the side of the plateau and cross

the path of the people living there. The roads become crab-crossing zones, with traffic halting frequently

while the small crustaceans race toward the beach. Homes in the crabs’ path can become overrun with

the little red creatures. And schools on the island experience the spectacle of thousands of crabs scuttling

over walls and through hallways and classrooms as they try to reach their destination.

Soon after the males begin their descent, the

female crabs join them. The females take a similar

path to the ocean. Then the males and females mate

near the water. After mating, the males return to

higher ground, but the females wait by the shore to

lay their eggs. After almost two weeks, the females

make their way to the edge of the ocean, where they

release their eggs. Each female red crab can produce

up to 100,000 eggs. The female crabs then travel back

to their burrows in the forest, leaving their eggs

unprotected. This might be the most dangerous time


Page 2 of 8

in the breeding cycle for the species. Predators prowl the shoreline during this time, awaiting a tasty

meal of crab eggs.

The baby crabs hatch in the ocean and live their first few weeks in the water. There they are

vulnerable to fish and birds. Many do not survive, but those that do undergo a change as they leave the

ocean. They shed the outer layer of their shells as part of a process called molting, which they do many

times over the course of their lives. Then the tiny crabs travel to the forest where they will grow to

adulthood and take part in the next migration.

The red crab migration forces people on the island to make some accommodations for the

crustaceans. Roads are closed, and the routes of the crabs are reported on the radio. The annual migration

has become a part of life for the locals. Also it is a way for the remote island to attract visitors. Many

tourists travel to Christmas Island to witness the red crab migration, boosting the local economy. For

visitors and residents alike, the sights and sounds of millions of crabs scrambling over land provide a

fascinating experience.

1. Which idea is best expressed in the cartoon at the end of the selection?

a. Red crabs shed their shells many times during their life.

b. More than 100 crab species live on Christmas Island.

c. Red crabs rely on their instincts during their migration.

d. Female red crabs can produce as many as 100,000 eggs.

2. Read the origin of the word navigate.

Based off this information, what does the word navigate mean in paragraph 3?

a. overcome problems b. accomplish a difficult goal

c. desire a leading role d. finding the way to a destination

3. What does the word treacherous mean as it is used in paragraph 2?

a. quick b. unexpected c. dangerous d. questionable


Page 3 of 8

4. Why did the author most likely include paragraph 1 in this selection?

a. To provide background information about the home of the red crabs.

b. To explain why it is important for the red crabs to reach the ocean.

c. To provide reasons for visiting Christmas Island during the red crab migration.

d. To explain why Christmas Island is a perfect place for red crabs to live.

5. Which sentence from the selection supports the idea that Christmas Island is a special place?

a. The red land crab makes up the largest population of the land crab species.

b. The island boasts an array of exotic plants and animals, some of which are found nowhere else

in the world.

c. Only 1,500 or so people lived on the island as of 2010.

d. Christmas Island is an Australian territory in the Indian Ocean.

6. Which detail from the selection supports the idea that the island benefits from the red crabs?

a. Millions of red crabs live in the rain forest that grows on the island.

b. The red crab lay their eggs along the shore of the island.

c. The red crab migration attracts many visitors who spend money on the island.

d. The red crabs cover roadways during their migration.

7. Write a summary of this selection. Be sure to include the main idea and supporting details. Write

your summary in at least 3 complete sentences.

Monarch Magic

I watch with awe as you spring

Free from the prison you enclosed yourself in;

Cracking the capsule of crystal that captures

Your beautiful body and budding wings.

5 You push through, and nature sings.

Like sails catching a sudden gust

Those frail folded flaps unfurl;

The sun toasts them dry of their newborn dew.

They shimmer brightly in a new world;

10 White dots and black stripes on rust.

Before long you enjoy freedom won,

Vitalized with rest from tiresome struggle

You leave behind your chrysalis husk

That kept you safely wrapped in a bundle

15 And race toward the distant sun.


Page 4 of 8

I know just where you will go,

As you ride the breeze to the horizon.

You will meet millions and travel south

In an orange blanket that smothers the sky

20 Destined to find home in Mexico.

You will soon rob this land of your grace

And leave it dull as pale elephant skin

For many months of biting wintry weather

While you dance in warm sun rays

25 Spreading your magic in that new place.

But someday I will meet your kin

That will bring beauty back to my tree,

Sipping sweet nectar from its new blossoms

And hanging crystalline ornaments

30 Like this one clung to its limb.

8. Reread lines 6 and 7 from the poem. What does the poet use the simile in these lines to describe?

a. The damage the wind has done to the butterfly’s wings.

b. The quickness and fullness of the butterfly’s spreading wings.

c. The colors of the butterfly’s new wings.

d. The size of the butterfly’s wings compared to a ship’s sails.

9. Why does the poet most likely include stanzas 1 through 3?

a. To describe the actions of the butterfly as a beautiful event.

b. To highlight the speaker’s memories of observing the butterfly.

c. To emphasize the effect the butterfly has on its surroundings.

d. To show that the speaker is watching more than one butterfly.

10. Which lines from the poem best express the speaker’s anticipation of a future event?

a. Cracking the capsule of crystal that captures

Your beautiful body and budding wings.

b. But someday I will meet your kin

That will bring beauty back to my tree,

c. You leave behind your chrysalis husk

That kept you safely wrapped in a bundle.

d. They shimmer brightly in a new world;

White dots and black stripes on a rust.


Page 5 of 8

11. Why does the poet include a simile in line 22?

a. To emphasize the delicateness of the butterflies.

b. To identify another animal that inhabits the area.

c. To describe how the butterflies become less attractive over time.

d. To express the idea that the area will be less beautiful without the butterflies.

12. What is an important difference between the migrations mentioned in “Red Crab Invasion” and

“Monarch Magic”?

a. Only the butterflies breed during their journey.

b. Only the butterflies are seen by people while migrating.

c. Only the butterflies migrate to escape harsh weather.

d. Only the butterflies travel in a group.

13. Read these lines from “Monarch Magic.”

Which sentence from “Red Crab Invasion” illustrates a similar idea?

a. After mating, the males return to higher ground, but the females wait by the shore to lay their

eggs.

b. During that journey they risk getting run over by cars, suffering dehydration, or being attacked

by other animals.

c. At the beginning of this migration, it appears as though the mountain is erupting with crabs.

d. Among this great diversity are more than 100 kinds of crabs.

14. How are the migrations described in “Red Crab Invasion” and Monarch Magic” similar?

a. Both migrations are initiated by the male of the species.

b. Both migrations cross a border into another country.

c. Both migrations occur during a rainy season.

d. Both migrations are part of a cycle.

15. How are “Red Crab Invasion” and “Monarch Magic” similar? Use details from both passages to

explain your reasoning. Write your response in at least 4 complete sentences.


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Monkey Tales

by Dale E. Howard

I suppose that everyone who has ever lived in India has some stories to tell about monkeys, and

my family is no exception. When we lived in Lucknow, in northern India, we saw monkeys almost every

day, because they lived all around us. In fact, I always thought it was a little silly that the Lucknow zoo

had a monkey house, there being many more monkeys outside than inside it.

Mother kept a large bowl of fruit on the buffet in the dining room of our home. Depending on

the season, the bowl held mangoes or sweet limes, pomegranates or guavas, papayas, or custard apples,

as well as apples, bananas, and oranges (which were really tangerines, but we called them oranges). In

short, the bowl held everything monkeys like, except peanuts.

One morning Mother came walking in from the back garden, through the veranda and past the

kitchen. She had just picked several roses and thought they would look nice in a vase placed beside the

fruit bowl. But when she walked into the dining room, there they were! Sitting right next to the bowl and

helping herself to its contents was a mother monkey. All around her on the buffet, and across the dining

room table, were about a dozen baby monkeys. The monkey mother probably had nieces and nephews

besides her own children (monkeys tend to share their young), and there they all were, being quite still

and orderly, not chattering and fighting as you might expect.

The mother monkey looked over each piece of fruit as she took it from the bowl and handed it

ever so carefully to the baby monkey in front of her. As that little one moved aside, the entire group

moved up a place, and the next baby monkey reached out for the morning’s meal. They all seemed

overwhelmed by their good fortune, for they were behaving themselves. Except that they were eating all

of our fruit, which my mother didn’t like at all.

Mother backed quietly out of the dining room doorway and called Maim Beg, our cook, who had

been busy making breakfast in the kitchen. The best thing to do, they decided, was to go around the

house to the front door, tiptoe quietly through the living room, and shut the door between living and

dining rooms. Then, going from the living room to the bedroom door into the dining room, they could

shoo the monkeys out of the dining room by way of the veranda.

The fruit-bowl breakfast wasn’t the last we saw of monkeys, of course. Once, when my sister

and some friends and I were parading along the back wall of the college compound where we lived, we

met a monkey tribe parading along the same wall, but going in the opposite direction. We saw them

coming just about the same time they saw us coming, and the question was, who was going to give up

the right of way? We thought we would, because the tribe was led by a great big old warrior of a grandpa

who snarled and grunted and made feint attacks at us as he came along the wall, hopping fiercely on all

fours. In fact, we fairly fell off the wall trying to get back to the old tree we had used to climb up. And

because I was the smallest and at the back of the parade, I was almost run over by everyone else hurrying

to get away. Everyone except my sister.

Judy had been leading the parade along the wall and so was closest to the grunting grandpa. There

was only one thing to do to give the rest of us time to get away. And Judy did it. She bent over until her

curled-up hands touched the top of the wall, and she snarled and grunted and feinted a fierce fight right

back at grandpa. So, while the rest of us ran down the wall to the tree, there were Judy and grandpa


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monkey, hooting and hollering and baring their teeth, daring each other to strike the first blow. The rest

of us realized what was happening only after we were safely on the ground, and suddenly we were

worried for Judy. How would she get down? But Judy managed to back slowly away from grandpa and

his followers until she, too, was able to slide down our tree and run with the rest of us across the back

lawn to safety.

16. How did the author’s mother most likely feel when she saw the family of monkeys in her dining

room?

a. amused b. cheated c. surprised d. sympathetic

17. Read the following sentence from paragraph 6. What reason does the author most likely include this

sentence in the passage?

In fact, we fairly fell off the wall trying to get back to the old tree we had used to climb up.

a. To show that the children were not skilled at walking on the wall

b. To show how the children’s actions resembled those of the monkeys.

c. To show that the climbing skills of the monkeys were better than those of the children.

d. To show how afraid the children were of the grandpa monkey.

18. Why does the author include paragraph 2 in this passage?

a. To show what tempted the monkeys to come into his family’s house.

b. To show why he often encountered monkeys when living in India.

c. To show what similarities his family had with the family of monkeys.

d. To show why his mother decided to fill a bowl with fruits that monkeys like.

19. What can the reader determine about the monkeys from the information provided in the selection?

a. The monkeys typically travel great distances.

b. The monkeys typically depend on people for food.

c. The monkeys typically live in large family groups.

d. The monkeys typically live high in the treetops.

20. How does the description of the mother monkey and the young monkeys in the dining room help the

reader?

a. It helps the reader to see why monkeys are common in some areas of India.

b. It helps the reader to recognize the similarities between adult monkeys and young monkeys.

c. It helps the reader to realize how unusual the monkey’s behavior was.

d. It helps the reader understand why monkeys like to eat fruit.


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21. Read the dictionary entry below. Which definition of the word compound is used in paragraph 6?

a. Definition 1 b. Definition 2 c. Definition 3 d. Definition 4

22. What can be inferred by Judy’s encounter with the grandpa monkey?

a. She was hoping to get a close look at the monkeys.

b. She was entertained by the grandpa monkey’s actions.

c. She was concerned about the grandpa monkey’s children.

d. She was aware that the monkeys could have been dangerous.

23. What lesson did the author learn while living in India?

a. Monkeys can cause problems that require creative solutions.

b. Food can be used to help calm aggressive monkeys.

c. It is wise to leave monkeys alone while they are eating.

d. It helps to befriend people who are familiar with the behavior of monkeys.

24. How would paragraphs 6 and 7 of the story be different if it were told from Judy’s point of view?

Be sure to include details from the story to support your reasoning. Write your answer in at least 3

complete sentences.

Essential Questions

25. How do you determine the main idea or ideas of a text?

26. How can a narrator’s point of view influence the events of a story?

27. What details should a reader think about when comparing stories within the same genre?


Page 1 of 8

Name ________________________________ Date ________________________

From “The Amazing Penguin Rescue”

By Lauren Tarshis

Imagine you are an African penguin living on an island in the middle of the South Atlantic Ocean.

You live with tens of thousands of other penguins on a rocky beach. It’s a typical day there in June—

cold and windy. The beach echoes with penguin noises, barks and honks and brays. Some of your fellow

penguins fight for territory. Others cuddle with their mates and dote on their chicks.

You’re hungry, so you head down to the water’s edge. You waddle on tiny feet, and your wings

are too stubby for flying. But in the water, you can swim faster and dive deeper than any bird on Earth.

As you plunge into the sea, your wings become powerful underwater propellers. You shoot through the

water at 12 miles an hour, a black-and white blur, snatching sardines from the surface, swallowing them

whole, then catching more. Your thick feathers protect you from the freezing water.

You stay in the sea for hours until your belly is full. Then you turn to head back to shore.

That’s when something goes wrong.

As you come to the surface for air, the water feels unfamiliar. It is thick, and it burns your eyes.

You try to swim away, but suddenly your wings are too heavy to lift and you can barely propel yourself.

Your body wobbles and rolls. You feel bitterly cold. You shiver and gasp for breath.

What you don’t know is that just hours ago, a cargo ship called Treasure hit a reef and split apart.

As it sank, 1,300 tons of toxic crude oil gushed into the sea. Oil surrounds your breeding ground—the

largest African penguin breeding ground in the world.

You are not the only penguin that has become soaked with the poisonous oil. Thousands of others

have been trapped in the massive oil slick.

The impact of oil on a penguin (or any bird) is immediate and devastating. You are shivering

because the oil has caused your layers of feathers to separate. Freezing water now lashes at your sensitive

skin. Your eyes hurt because the oil has burned them. Your wings are heavy because they are coated

with oil.

But your instinct for survival is strong. Somehow you struggle back to shore, fighting the waves

and the current. The trip, usually effortless, is an agonizing ordeal. You manage to stagger onto the beach

and back to your nest. You lick and peck at your feathers, desperate to clean them. Finally you give up.

There is nothing to do but stand there, terrified, dazed, and silent.

Strange Creatures

Then the beach is invaded by enormous creatures.

They are humans, but you don’t know that. You have never seen a human before. These men and

women know what you don’t: that this oil spill is a catastrophe for you and your species. Some of them

have devoted their lives to helping birds like you, birds caught in oil spills and other human-made

disasters. They have helped with bird rescues around the world. All they care about is saving your life.

But how could you know this?

As the humans swarm the beach, you are overcome with panic. A man catches you. You lash out

viciously with your powerful jaws and razor-sharp beak. You bite his arm, ripping his skin through the

fabric of his thick coat. He doesn’t let go. You strike again, biting his leg, inflicting a wound that will


Page 2 of 8

leave a scar for the rest of his life. But he cares more about you than himself. All across the beach, dozens

of people are capturing penguins, enduring excruciating bites and wing slaps as they load you and the

other penguins into crates. It is painful, exhausting work. The sight of all of these scared and injured

penguins is heartbreaking to the humans. Some—grown men and women—fight tears.

But they don’t give up. Tens of thousands of penguins are in danger. And they intend to save

every single one.

Ten miles from the island, outside the city of Cape Town, a team of workers and volunteers has

transformed a warehouse into a penguin rescue center. They have worked with astonishing speed. The

warehouse holds hundreds of round enclosures, each large enough for 100 penguins. There are additional

areas where penguins will be washed. One room is filled with ten tons of frozen fish, the amount needed

daily to feed the penguins. Acquiring this enormous quantity of fish every day will be one of the workers’

great challenges.

Actually, everything is a challenge. Simply getting one penguin to eat is a monumental task. In

the wild, penguins hunt for sardines and gobble them up while they are still alive and wriggling. These

penguins won’t accept the dead fish offered by human hands; workers have to force-feed them. They

must restrain a penguin, pry its beak open, and shove the fish down its throat. Feeding one penguin can

take an hour. Feeding all of the penguins takes an army of workers 15 hours.

And then there is the smell that fills the warehouse—a combination of penguin droppings, dead

sardines, and human sweat. It is a stench so powerful that many people throw up when they first arrive.

But not even the smell keeps people away.

As news of the rescue effort spreads, hundreds, and then thousands, of volunteers flock to the

warehouse, eager to help. They are a diverse group, including rich women from fancy neighborhoods

and poor teenagers from Cape Town’s streets. Some have experience helping wildlife; some have never

even owned a pet. All of them have one thing in common: a mission to save as many penguins as

possible.

1. What are two main ideas of the article by Lauren Tarshis?

a. Oil spills can spread quickly and penguins are good swimmers.

b. Oils spills are a great threat to penguins and people work hard to help the penguins get better.

c. Penguins take good care of their young and people work hard to help the penguins get better.

d. Penguins are interesting animals to watch and they are good swimmers.

2. What does the word transformed mean as it used in paragraph 15 of the article by Lauren Tarshis?

a. finished quickly b. divided into areas

c. completed without fees d. changed greatly in purpose

3. Why did the humans have to force fed the penguins?

a. The penguins didn’t like sardines. b. The penguins wouldn’t eat dead fish.

c. The penguins were not hungry. d. The penguins wouldn’t eat live fish.


Page 3 of 8

4. Which of the following pieces of text evidence from the passage best supports the statement below?

Rescue workers who came to help the penguins were selfless and dedicated.

a. “The impact of oil on a penguin (or any bird) is immediate and devastating.”

b. “He doesn’t let go, so you strike again, biting his leg and inflicting a wound that will leave a

scar for the rest of his life. But he cares more about you than himself.”

c. “Oil spills in the ocean are among the most devastating of environmental disasters.”

d. “But your instinct for survival is strong, and somehow you struggle back to shore, fighting

against the current.”

5. Which statement best expresses the central idea of “The Amazing Penguin Rescue”?

a. It took enormous effort to rescue the African penguins after they were caught in an oil spill.

b. African penguins are an endangered species.

c. Penguins hunt their own food; they resist eating food that has been caught for them.

d. Oil spills affect many types of marine life.

6. Which line from the article does not support the idea that oil spills are devastating to penguins?

a. “Your wings are heavy because they are coated with oil and waterlogged.”

b. “You shoot through the water at 12 miles an hour…”

c. “You are shivering because the oil has caused your feathers to clump and separate…”

d. “Your eyes hurt because the oil has burned them.”

7. How does the section “Strange Creatures” help develop the idea that workers were tireless in their

efforts to save the penguins?

a. By explaining that the penguins had never seen humans before.

b. By listing the different types of workers.

c. By describing how the workers fed the penguins.

d. By describing where the workers came from.

8. The author uses the word invaded to describe the workers arriving on the beach. Why might the

author have chosen this word?

a. To emphasize how threatened the penguins likely felt when the humans first arrived.

b. To make it clear to the reader that penguins hate humans.

c. To explain that the humans approached the beach in a threatening way.

d. To suggest that the humans had bad intention.

9. What point of view is this passage written in? Why would the author choose to write in this point of

view for this article? Cite evidence from the text to support your reasoning. Write your answer in

at least 3 complete sentences.


Page 4 of 8

The Amazing Penguin Rescue

by Dyan deNapoli

as told to Natalie Smith

The summer of 2000, I had just finished my rounds tending to the New England Aquarium’s 60

penguins when I got an urgent call from South Africa. The manager of SANCCOB, a seabird rescue

center in Cape Town, was on the line. The region’s penguins were in trouble. The cargo ship MV

Treasure had sunk off the coast of Cape Town, creating an oil spill. Thirteen hundred tons of fuel oil

were flowing near Robben Island, right in the middle of the African penguins’ primary habitat. In a

matter of days, thick, toxic liquid had covered about 20,000 penguins. Without swift help, the seabirds

would have no chance for survival.

SANCCOB had launched a massive rescue operation for the oiled penguins. Volunteers were

showing up by the thousands, but they had no experience. The center needed penguin keepers to train

the volunteers. Would I help?

Two days later, I boarded a plane to South Africa. I was about to take part in what would become

the largest animal rescue operation ever attempted.

A Startling Silence

Just outside Cape Town, a large warehouse had been turned into a rescue center for the oiled

penguins. The rescuers had set up makeshift pools, which held about 100 oiled birds each. Hundreds of

pools covered the floor.

When I first walked into the building, I couldn’t believe my ears. Normally, African penguins

are vocal birds. I expected to walk in to a chorus of honking and squawking. Instead, the center sounded

like a library. Only the hushed voices of people could be heard. The penguins were dead silent.

I felt overwhelmed. My heart ached for the distressed birds. Cleaning them all seemed like an

impossible task. But we had to carry on like doctors in an emergency room. There was no time for doubt.

Bird Bath

Cleaning oil off a penguin isn’t easy. It takes two people—one to hold the penguin, another to

do the washing. The bird is sprayed with a degreaser and scrubbed with warm, soapy water. Delicate

areas around the face must be brushed with a toothbrush. Then the bird gets rinsed under a hose. The

whole process takes about an hour. Even with more than 12,500 volunteers, it took a month to bathe all

20,000 birds at the center.

The Spreading Spill

While workers bathed penguins at the rescue center, another crisis was developing. Oil from the

spill had started moving north toward Dassen Island. Tens of thousands of penguins were in the oil’s

path. But we already had our hands full with 20,000 recovering birds. Supplies were running low. If any

more birds were oiled, we wouldn’t have enough resources to save them.

One researcher came up with an idea: What if the Dassen penguins were temporarily moved out

of harm’s way? The method had never been tried before. Experts decided to give it a chance. Workers

rounded up a large number of the penguins on Dassen Island and released them near Port Elizabeth, 500

miles away. The hope was that by the time the seabirds swam home, the oil would be gone. The plan

worked! Another 20,000 penguins were saved.


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Amazing Rescue

The entire penguin rescue operation took about three months. In the end, more than 90 percent

of the oiled penguins were successfully returned to the wild. In a previous largescale penguin rescue,

only half of the oiled birds survived. We could hardly believe that our efforts worked!

But for me, the most inspiring part was the work of the volunteers. Rescuing penguins isn’t

glamorous. The stench of the rescue center—a mix of penguin droppings and dead fish—made people

feel sick. The scratches and bites of terrified birds covered volunteers’ arms. As the Penguin Lady, I’m

used to facing such hazards to care for the animals I love. What I didn’t realize was how many other

people care for penguins too.

10. Read the sentence from paragraph 5 of the article by Dyan deNapoli. What does the word vocal

mean as it is used in the sentence?

Normally, African penguins are vocal birds.

a. shy b. fearful c. noisy d. challenging

11. Which sentence from the passage best helps the reader understand the meaning of the word vocal?

a. “I expected to walk in to a chorus of honking and squawking.”

b. “Only the hushed voices of people could be heard.”

c. “I felt overwhelmed.”

d. “My heart ached for the distressed bird.”

12. How does the author, Dyan deNapoli, support the idea that cleaning the penguins was a difficult

task?

a. By providing a comparison of two ways to clean penguins.

b. By providing a description of the steps for cleaning penguins.

c. By providing a quotation form someone who cleaned penguins.

d. By providing an explanation of why oil must be cleaned from penguins.

13. Which sentence best states a difference between how information is presented in the article by

Lauren Tarshis and how information is presented in the article by Dyan deNapoli?

a. The article by Tarshis puts the reader in the role of a penguin affected by an oil spill event,

while the article by deNapoli tells how a person was affected by an oil spill event.

b. The article by Tarshis focuses on statistics to provide more information about an oil spill event,

while the article by deNapoli shares the emotional effects on rescuers after an oil spill event.

c. The article by Tarshis tells about the cause of an oil spill event, while the article by deNapoli

highlights the process used to clean the penguins affect by an oil spill event.

d. The article by Tarshis offers details about the experience of the rescuers who assist after an oil

spill event, while the article by deNapoli discusses the causes of an oil spill event.


Page 6 of 8

14. Which phrase best describes both the workers in the article by Lauren Tarshis and the volunteers in

the article by Dyan deNapoli?

a. Ready to save as many birds as possible.

b. Concerned about slipping on the oil-slick rocks.

c. Hopeful that more rescuers will arrive to help.

d. Angry because of the carelessness of humans.

15. Which of the following is the best summary of the article by Dyan deNapoli.

a. A large oil spill in the water near Cape Town endangered the lives of a nearby penguin

population. Despite their efforts, rescuers quickly realized that the penguins needed more care

than they could provide.

b. A large oil spill in the water near Cape Town threatened the penguins who lived on a nearby

island. Experts spent months caring for the injured birds, but many were unable to be released

back into the wild.

c. A large oil spill in the water near Cape Town placed a nearby penguin population in danger.

Thousands of rescuers worked together to help the penguins and eventually returned them to

their home.

d. A large oil spill in the water near Cape Town threatened the lived of penguins living nearby.

Experts trained the many people who volunteered to help the penguins.

16. What are the similarities and differences in each article’s point of view about penguin rescue efforts

after an oil spill? Be sure to cite evidence from each article to support your answer. Write your

answer in at least 5 complete sentences.

You Rock! By Elizabeth L. Ward

You’re high up in the air, facing a rock cliff. One chalky hand grips a piece of the cliff; the other

slips into a crack. You wear climbing shoes and brace both feet against the surface.

Too busy to look down at the ground, you call, “Slack!”

Your partner feeds you more rope and calls back, “Climb!”

“Climbing!” you shout, and pull yourself up the final few inches to the top. Now it’s time to look

down and enjoy the goose bumps. You’re a rock jock.

An indoor rock jock, that is. You’ve just climbed a wall of mock rocks at an indoor climbing gym.

It’s one of many where kids like you hang on and hang out after school and on weekends. Brenna, 11

years old, first climbed at Prairie Walls Climbing Gym in Rochester, Minnesota, when she was 10. “I

have gained lots of courage and self-confidence through this sport,” she says. Andrew, also 10, also

climbs at Prairie Walls. He started climbing when he was 8, and he likes it because “I get to have some

time with my dad and friends.”


Page 7 of 8

The rock walls at a climbing gym are made of material that looks like read rock cliffs. They are

usually from 30 to 50 feet high and peppered with large and small bumps and cracks where fingers and

toes can grasp and fit. Colored tape and dots show various routes. Some are more difficult than others.

Andrew says, “I like to do the different routes because some are challenging, and some have harder areas

with not very big holds.”

At most climbing gyms, you can rent equipment. A safety harness, shoes, and chalk bag are

standard. Show up in comfortable clothes that aren’t too baggy, and you’re set.

As for experience, don’t worry: none needed. Friendly, trained instructors are there to teach you the

basics in safe surroundings. You’ll probably be surprised at how fast you learn the ropes. Andrew’s

indoor rock climbing experience has helped him climb outdoors in the mountains, too. “It helps me with

my finger muscles, balance, and tying knots,” he says.

What if you feel like you’re not that athletic? No worries there, either. Brenna remembers, “When

I was first starting out, I would look at some of the advanced rock climbers and think, Wow, I’m never

going to be able to do that. As I have matured in climbing, I have noticed that I can do a lot more than I

think I can.”

Then there’s the height. Would you freak out? Maybe, but like any new thing you’ve tried before,

it gets easier. Brenna thinks every new climber has to overcome the fear of falling. But she says, “You

just need to trust your belayer, the person who holds the safety rope.”

So, consider morphing into a wall-rat. Get a grip, go vertical, and climb those rockin’ wall!

17. What does paragraph 4 mostly show about climbing?

a. You need to practice before using the rock wall.

b. You can be nervous and excited at the same time.

c. You need to watch and listen for danger at all times.

d. You should always have a partner when on the wall.

18. According to the article, why are colored tape and dots used on the rock walls?

a. To decorate the area b. To mark the distances

c. To warn of loose holds d. To show different paths

19. Based on the article, what do kids gain by climbing?

a. energy b. courage c. patience d. curiosity

20. What is the main purpose of paragraphs 1-4?

a. To tell readers why they shouldn’t climb.

b. To show readers what climbing is like.

c. To describe why it is difficult to climb.

d. To explain how to stay safe while climbing.


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21. Reread paragraphs 5 and 6. Based on those paragraphs, what can the reader determine about a mock

rock?

a. A mock rock is old. b. A mock rock is fake.

c. A mock rock is dark. d. A mock rock is smooth.

22. Based on the article, explain what climbers can learn from practicing at indoor gyms. Support your

answer with important information form the article. Write your response in at least 3 complete

sentences.

Essential Questions

23. How do reasons and evidence support an author's particular point in a text?

24. How can a reader use multiple texts/sources to answer questions or solve problems?

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