school district of lancaster · 6. pa-1: class activity: count on to make change-find the amount of...

Student Packet Round 2

King ElementaryThird Grade

00 School District of

Lancaster

Name:_____________________________________________________

Third Grade Packet

School District of Lancaster Flexible Instructional Days

Weeks 3 and 4

The School District of Lancaster has developed a continuity of education plan. Although these activities will not be graded, it is highly

recommended that students complete them. Effort was made to meet a variety of student needs, therefore we have provided an assortment of

optional activities. Please complete ONE activity per day on the provided choice board and read for TWO steps (15 minutes each). Your choices

are Reading, Writing, Math, Science, or Unified Arts.

Check the box next to each activity you complete. Write your initials in each box of the reading log

to show your 2 steps each day.

These choices and activities are designed to help your child practice skills they have learned in class already this school year.

By now you should have received communication from your teacher(s). They are prepared to support you with the content of this

packet.

Stay healthy!

**Harrisburg station WITF will be broadcasting educational programming on the following channels: Basic Channel 12 ⬪ FIOS 503 ⬪ Comcast 803 ⬪

DirecTV 33 ⬪ Dish TV 9021 Please see the schedule on the final two pages of this packet.**

Nombre:_____________________________________________________________ Tercer grado Paquete Distrito escolar de Lancaster Días de instrucción flexibles

Semanas 3 y 4

El Distrito Escolar de Lancaster ha desarrollado un plan de continuidad de educación. Aunque estas actividades no serán calificadas, se recomienda que los estudiantes las completen. Se hizo un esfuerzo para satisfacer una variedad de necesidades de los

estudiantes, por lo tanto, hemos proporcionado una variedad de actividades opcionales. Complete UNA actividad por día en el tablero de opciones provisto y lea

DOS pasos (15 minutos cada uno). Sus opciones son lectura, escritura, matemáticas, ciencias o artes unificadas.

Marque la casilla junto a cada actividad que complete. Escriba sus iniciales en cada cuadro del registro de lectura

para mostrar tus 2 pasos cada día.

Estas opciones y actividades están diseñadas para ayudar a su hijo a practicar las habilidades que ha aprendido en clase ya este año escolar.

A estas alturas ya debería haber recibido comunicación de su (s) maestro (s). Están preparados para ayudarlo con el contenido de este paquete.

¡Mantenerse sano!

** La estación WITF de Harrisburg transmitirá programación educativa en los siguientes canales: Canal básico 12, FIOS 503, Comcast 803, DirecTV 33, Dish TV 9021 Consulte

el cronograma en las dos páginas finales de este paquete. **

SDO

L C

hoic

e B

oard

: 3rd

Gra

de

Her

e yo

u w

ill fi

nd 2

wee

ks o

f pra

ctic

e ac

tiviti

es.

Whe

n yo

u fin

ish a

n ac

tivity

col

or it

in o

r cr

oss i

t off

! Hav

e fu

n!

Wee

k of

Apr

il 20

th -

Apr

il 27

th

WE

EK

3

RE

AD

ING

(P

ick

2)

min

imum

WR

ITIN

G

(Pic

k 2)

m

inim

um

MA

TH

(Pic

k 3)

m

inim

um

SCIE

NC

E

(Pic

k 1)

m

inim

um

UN

IFIE

D A

RT

S (A

rt, P

E/H

ealth

, M

usic

) (P

ick

1 ea

ch)

SEL

(P

ick

1)

min

imum

Cau

se a

nd E

ffect

read

ing

pass

age

with

que

stio

ns th

at

follo

w

Cre

epy

Cre

atur

e N

ews

writ

ing

prom

pt

*Kin

gLS4

66

Gra

de 3

Qua

rter 3

Stu

dent

Fl

uenc

y C

heck

: Add

or s

ubtra

ct

*Kin

gLS4

66

Scie

nce

Obs

erva

tions

and

M

yste

ry O

bjec

ts-A

ctiv

ities

A-C

P.

E.-T

ic T

ac T

oe F

itnes

s, B

oot C

amp

#1 a

nd #

2, K

eep

Cle

an A

ctiv

ities

Cop

ing

BIN

GO

Rea

d th

e ne

wse

la a

rticl

e w

ith

ques

tions

that

follo

w

Pet C

reat

ive

Writ

ing

Prom

pt

*Kin

gLS4

66

Gra

de 3

Qua

rter 1

Stu

dent

Fl

uenc

y C

heck

: Mul

tiply

or

divi

de

*Kin

gLS4

66

Scie

nce

Obs

erva

tions

and

M

yste

ry O

bjec

ts-P

roje

ct A

H

ealth

-Hea

lthy

Hab

its D

aily

Pr

actic

e an

d Sa

fety

Firs

t ac

tiviti

es

Rea

ding

Com

preh

ensi

on:

Gam

e Sh

ow S

tory

: U

nder

stan

ding

the

Char

acte

r pa

ssag

e an

d qu

estio

ns th

at

follo

w

G

rade

3 Q

uarte

r 2 S

tude

nt

Flue

ncy

Che

ck: M

ultip

ly o

r di

vide

My

2020

Cov

id-1

9 Ti

me

Cap

sule

Pro

ject

A

rt-O

ptio

n 1:

Sill

y M

onst

er o

r O

ptio

n 2:

I SP

Y N

atur

e H

unt!

*Kin

gLS4

66

Wor

ld P

robl

ems L

earn

ing

Che

ck: S

olve

#1-

10 u

sing

R

AIS

E

M

usic

-Opt

ion

1: S

ing

“Luc

y Lo

cket

” or

Opt

ion

2: M

ake

Up

a R

ap A

bout

You

rsel

f

V �� rdi

N V � c 3 e . C J e

V O VI

SDO

L C

hoic

e B

oard

: 3rd

Gra

de

Wee

k of

Apr

il 27

th -

May

1st

Wee

k 4

RE

AD

ING

(P

ick

2)

min

imum

WR

ITIN

G

(Pic

k 2)

m

inim

um

MA

TH

(Pic

k 3)

m

inim

um

SCIE

NC

E

(Pic

k 1)

m

inim

um

UN

IFIE

D A

RT

S (A

rt, P

E/H

ealth

, M

usic

) (P

ick

1 ea

ch)

SEL

(P

ick

1)

min

imum

Rea

d Th

e Se

lfish

Gia

nt a

nd

answ

er q

uest

ion

#1-5

that

follo

w

Rea

d Th

e Se

lfish

Gia

nt a

nd

answ

er #

6 (w

ritin

g pr

ompt

)

PA-2

: Rem

embe

ring:

Sol

ve

#1-6

N

onfic

tion

Text

Fea

ture

s:

Wild

, Wild

Wea

ther

-Rea

d pa

ssag

e an

d an

swer

the

ques

tions

that

follo

w

P.E.

-Tic

Tac

Toe

Fitn

ess,

Boo

t Cam

p #1

and

#2,

Kee

p C

lean

Act

iviti

es

Cop

ing

BIN

GO

Con

text

Clu

es: F

indi

ng W

ord

Mea

ning

s M

y 20

20 C

ovid

-19

Tim

e C

apsu

le P

roje

ct

PA-1

: Cla

ss A

ctiv

ity:

Cou

nt o

n to

Mak

e C

hang

e #1

-3

Rea

d th

e ne

wse

la a

rticl

e (in

En

glis

h or

Spa

nish

) and

an

swer

the

ques

tions

that

fo

llow

Hea

lth-H

ealth

y H

abits

Dai

ly

Prac

tice

and

Safe

ty F

irst

activ

ities

Plur

al N

ouns

*Kin

gLS4

66

PA

-1: H

omew

ork:

Bea

ch

Snac

k Sh

op #

1-3

A

rt-O

ptio

n 1:

Cre

atin

g Ea

rth

or O

ptio

n 2:

Des

ign

You

r O

wn

Dre

am S

hoes

*Kin

gLS4

66

Mat

h Pu

zzle

Box

es

M

usic

-Opt

ion

1: S

ing

“Gre

at

Big

Hou

se”

or “

Her

e C

omes

a

Blu

ebird

” or

Opt

ion

2:

Com

pose

You

r Ow

n R

hyth

m

V �� rdi

N V � c 3 e . C J e

V O VI

SDO

L C

hoic

e B

oard

: 3rd

Gra

de

RE

AD

ING

TO

DO

: REA

D E

VER

Y D

AY

! F

ill in

you

r boo

k tit

le a

nd h

ave

a gr

own

up in

itial

you

r log

bel

ow.

M

ON

DA

Y

TU

ESD

AY

W

ED

NE

SDA

Y

TH

UR

SDA

Y

FRID

AY

SA

TU

RD

AY

SU

ND

AY

Wee

k 3

(eve

ry

day)

Wee

k 4

(eve

ry

day)

V �� rdi

N V � c 3 e . C J e

V O VI

SDOL Third Grade: Choice Board

Weeks 3 and 4

Read, read, read, and LOVE it! Read for 30 minutes EVERY DAY! (2 steps – reading log on the next page) Reading

1. Reading for Comprehension: Cause and Effect-Read the passage and answer the questions that follow.

2. Read the newsela article: Many people are doing good to combat the fear and isolation of the coronavirus and answer the questions that follow.

3. Reading Comprehension: Game Show Story: Understanding the Character-Read the story and answer the questions about the characters in the story.

4. Read the story: The Selfish Giant and answer questions #1-5 that follow. 5. Context Clues: Finding Word Meanings-Read each sentence and circle the answer choice that

has the same meaning as the underlined word. 6. Plural Nouns-Use the rules in the chart and write the plural form of each noun.

Writing 1. Read the story: The Selfish Giant and answer question #6 (writing prompt). 2. Creepy Creature News: Make up your own scary story using the prompt. 3. Creative Writing-If you could have any pet in the world, what would it be? Draw a picture of

your pet and write a story about it using the writing prompt. 4. My 2020 Covid-19 Time Capsule Project-Complete any page of the project.

Math 1. Grade 3 Quarter 3 Student Fluency Check-Add or subtract to solve the following problems. 2. Grade 3 Quarter 1 Student Fluency Check-Multiply or divide. 3. Grade 3 Quarter 2 Student Fluency Check- Multiply or divide. 4. Word Problems Learning Check-Solve word problems #1-10 using RAISE. 5. PA-2: Remembering-Solve #1-6. 6. PA-1: Class Activity: Count on to Make Change-Find the amount of change by counting on to

the amount paid for #1-3. Draw the coins and bills you counted. 7. PA-1: Homework: Beach Snack Shop-Find the amount of change by counting on for #1-3.

Draw the coins and bills you counted. 8. Math Puzzle Boxes-Each puzzle contains the numbers 1-9. Each column and each row add up

to the number given outside the boxes. Put the correct number in each box to complete the addition equations without repeating any numbers.

Science 1. Science Observations and Mystery Objects-Complete Activities A-C. 2. Science Observations and Mystery Objects-Complete Project A. 3. My 2020 Covid-19 Time Capsule Project-Complete any page of the project. 4. Nonfiction Text Features: Wild, Wild Weather-Read the passage and answer the questions that

follow. 5. Read the newsela article: Wild animals like different food than we think (choose English or

Spanish) and answer the questions that follow. Unified Arts (Specials)

1. P.E.-Tic Tac Toe Fitness-Play tic tac toe using the exercises. Boot Camp #1 and #2-Complete each exercise for 30 seconds each. Keep Clean! Activities-Complete each exercise.

2. Health-Healthy Habits-Practice each healthy habit throughout the day. Safety First-Complete each activity throughout the day.

3. Art-Option 1: Silly Monster or Option 2: I SPY Nature Hunt! Option 1: Creating Earth or Option 2: Design Your Own Dream Shoes

4. Music-Option 1: Sing “Lucy Locket” or Option 2: Make Up a Rap About Yourself! Option 1: Sing “Great Big House” or “Here Comes a Bluebird” or Option 2: Compose Your Own Rhythm

SDOL Choice Board: Reading Log

Weeks 3 and 4

Date Time Title Signature 4/20

30 min.

4/21

30 min.

4/22

30 min.

4/23

30 min.

4/24

30 min.

4/25

30 min.

4/26

30 min.

4/27

30 min.

4/28

30 min.

4/29

30 min.

4/30

30 min.

5/1

30 min.

5/2

30 min.

5/3

30 min.

Name Date

Reading for Comprehension: Cause and Effect

A cause is something that makes something else happen. It is the reason for the effect.

It answers the question, “Why did this happen?”

An effect is the result of the cause. It happens because of the cause.

It answers the question, “What happened?”

Directions: Read the passage below. Then, answer the questions that follow.

School starts in a week and today is the day we go shopping for school supplies! I told my mom that I didn’t need new supplies this year. I loved my backpack from last year because it had a picture of Topaz, my favorite rock singer. It even had her autograph across the bottom of her picture! I couldn’t wait to get it out and check my supplies.

When I pulled out my backpack from the back of my closet, I was horrified at how dirty it was. Somehow, over the summer, I had forgotten that the backpack wasn’t in good shape. A strap was broken, the color was faded, and the zipper was stuck. There was a dark spot right on Topaz’s chin and you could hardly read her signature any more.

When I looked inside, I found papers that were stuck together from an open glue bottle. I wondered who took the cap off of my glue bottle. There was a library book I borrowed and forgot to return. My markers had escaped from the box and the caps were mysteriously missing. My lucky pencil was too short to write with anymore. How did this happen?

I discovered the dark spot on Topaz’s chin was from the cupcake I packed away from the end-of-the-year picnic. The frosting melted all over my notebooks and scissors. I decided it was time to make my list of new school supplies.

1. Why did the main character think she could use her old school supplies?

______________________________________________________________________

2. What caused the main character to change her mind about getting new school supplies?

____________________________________________________________________________

3. What caused the dark spot on the backpack?

____________________________________________________________________________

4. Why were the papers stuck together in the backpack?

____________________________________________________________________________

5. Why was there a library book inside the backpack?

____________________________________________________________________________

© 2007 - 2019 Education.comFind worksheets, games, lessons & more at education.com/resources


4 \ J 11 , J

<% Education.com

This article is available at 5 reading levels at https://newsela.com.

Many people are doing good to combat the fearand isolation of the coronavirus

Image 1. Jodi Beder plays music on her cello from her front porch in Mount Rainier, Maryland, March 25, 2020. Beder is a member of thegroup A Musical Heart, which plays music to hospice patients. Photo: Michael S. Williamson/Washington Post

Jodi Beder is 69 years old. She lives in Mount Rainier, Maryland. Beder has been having celloconcerts on her porch every day. Her neighbors watch her from the sidewalk. They needed music.Beder needed music, too.

There are thousands of Americans like Beder. They hope acts of kindness will help people feel lesslonely. Many people feel lonely because of the novel coronavirus. The virus has killed thousands ofpeople.

Coronavirus is a flu-like illness. It began in China. It has been spreading across the globe sinceDecember 2019. Health officials have been encouraging social distancing. This means stayinghome and staying away from other people. This will help slow the spread of the virus. Manycompanies are telling employees to work from home.

Teachers Organize Car Parades

By Washington Post, adapted by Newsela staff on 04.02.20Word Count 479Level 570L


Many schools have closed. Teachers are organizing car parades to see their students. StephanieBatchelor is a teacher in Maryland. She said seeing her students wave from their homes helpedcheer her up.

People like Elizabeth D'Antonio are sewing medical masks. Masks help protect doctors and nursesfrom the virus. However, many hospitals do not have enough masks. D'Antonio and her friendsmade hundreds of masks for the Anne Arundel Medical Center. D'Antonio says it felt good to help.

Shilagh A. Mirgain studies human behavior. Mirgainsays humans usually have a "fight or flight" responseto stressful situations. We fight the situation or werun away. Mirgain says we cannot control much aboutthe coronavirus. As a result, people are responding ina different way. Mirgain calls it "tend and befriend."Instead of running, people are helping each other.Mirgain says this can spread hope and well-being.

People in Washington, D.C., are trying to help.Residents of an apartment building put up signs. Theywere offering help to high-risk neighbors. The virus is more dangerous for high-risk groups likethe elderly.

Kitson Jazynka volunteers at Children's National Hospital. Volunteers cannot visit the hospitalbecause of the virus. Jazynka decided to record herself reading for the kids.

Beder started her mini-concerts in mid-March.

She is part of a group called A Musical Heart. The group provides music for seriously ill patients.

Music For Neighbors

Beder says music helps anyone in need. She hopes her music will help her neighbors feel lessalone.

Only about 12 people watched Beder play on March 24. Still, neighbors appreciate her music. LeeHicks and her children watched Beder from across the street. Hicks said it was kind of Beder toplay music during a stressful time.

The audience thanked Beder for her music. It was like she had given them a gift.

Beder waved at them from her porch. She said that music is what she has to give.


Quiz

1 Which sentence from the section "Teachers Organize Car Parades" explains who is MOST LIKELY to get sick from thecoronavirus?

(A) Teachers are organizing car parades to see their students.

(B) Masks help protect doctors and nurses from the virus.

(C) The virus is more dangerous for high-risk groups like the elderly.

(D) Volunteers cannot visit the hospital because of the virus.

2 Read the section "Music For Neighbors."

Select the paragraph that explains WHY Jodi Beder is playing cello concerts on her porch.

(A) Beder says music helps anyone in need. She hopes her music will help her neighbors feel less alone.

(B) Only about 12 people watched Beder play on March 24. Still, neighbors appreciate her music. Lee Hicksand her children watched Beder from across the street. Hicks said it was kind of Beder to play musicduring a stressful time.

(C) The audience thanked Beder for her music. It was like she had given them a gift.

(D) Beder waved at them from her porch. She said that music is what she has to give.

3 WHY is Elizabeth D'Antonio making medical masks?

(A) Masks are a good way to spread hope and well-being.

(B) She is giving them to neighbors infected with the coronavirus.

(C) Many hospitals have fewer masks than they need.

(D) Her company has decided to start producing medical masks.

4 How is social distancing affecting many people?

(A) It is helping them to listen to new music.

(B) It is making them happy to be home.

(C) It is helping them to find new hobbies.

(D) It is making them feel lonely.


Answer Key

1 Which sentence from the section "Teachers Organize Car Parades" explains who is MOST LIKELY to get sick from thecoronavirus?

(A) Teachers are organizing car parades to see their students.

(B) Masks help protect doctors and nurses from the virus.

(C) The virus is more dangerous for high-risk groups like the elderly.

(D) Volunteers cannot visit the hospital because of the virus.

2 Read the section "Music For Neighbors."

Select the paragraph that explains WHY Jodi Beder is playing cello concerts on her porch.

(A) Beder says music helps anyone in need. She hopes her music will help her neighbors feel lessalone.

(B) Only about 12 people watched Beder play on March 24. Still, neighbors appreciate her music. Lee Hicksand her children watched Beder from across the street. Hicks said it was kind of Beder to play musicduring a stressful time.

(C) The audience thanked Beder for her music. It was like she had given them a gift.

(D) Beder waved at them from her porch. She said that music is what she has to give.

3 WHY is Elizabeth D'Antonio making medical masks?

(A) Masks are a good way to spread hope and well-being.

(B) She is giving them to neighbors infected with the coronavirus.

(C) Many hospitals have fewer masks than they need.

(D) Her company has decided to start producing medical masks.

4 How is social distancing affecting many people?

(A) It is helping them to listen to new music.

(B) It is making them happy to be home.

(C) It is helping them to find new hobbies.

(D) It is making them feel lonely.

Reading Comprehension: Game Show Story

Understanding the Character

Name: Date:

Directions: Read the story. Then, answer questions about the characters in the story.

Directions: Answer the questions about using information from the story.

Great readers can focus on the story elements in a text to have a deeper understanding of the story. The characters, setting, problem, and solution, are story elements. They make the story interesting!

Characters: The people or creatures in a story, movie, or play.

Setting: The time and place in which something happens.

Problem: A question or situation that is di�cult to deal with.

Solution: The way to solve a problem.

Today was the day, and I couldn’t ignore the butterflies in my stomach. I had waited and studied for this day for months, after all, and I felt on edge. I was on my way to the most-watched game show on television: “Will You Win?” It’s a staple at our house. We watch it every day right after I get o� the bus.

On the show, the host asks questions about random facts. The contestants need to answer before the other person to win a point. If they answer incorrectly, the contestant needs to dance or act out a famous scene from a movie of their choice. Then, the audience votes to give the contestant another chance. The boo from the audience is legendary on this show. It is especially entertaining when someone famous is the cause of the booing. It’s not a complicated show, but you have to be smart and quick with your answer. I can't believe they finally chose me to be a contestant! I can't believe I have a chance to win the prize money!

As my mother drove me to the airport, I focused on the “Will You Win?” show. Facts raced through my head and I skimmed all the pocket factbooks I’d brought with me. The speed limit decreased and the car slowed as we approached the airport. My mother parked in the long-term parking garage. We headed towards the terminal. My pace slowed. I thought, “Can I do this?”

“Alexis, are you ready?” Mom asked.

The airport loomed before us. This is my chance to win money for our after-school program. This is what I worked so hard for. “I can do this,” I told myself. I stood taller and said, “Ready or not, here I come!” Then, I smiled for the first time that day.

1. Who is the main character in the story?

2. What is the setting in the story?

3. How does the character feel in the story?

4. How has Alexis prepared for the game show?

5. What do the words “on edge” tell you about Alexis?



<% Education.com

Name: ____________________________________________________________ Date: ________________________________

The Selfish Giant by Oscar Wilde

Every afternoon, as they were coming from school, the children used to go and play in the Giant's garden.

It was a large lovely garden, with soft green grass. Here and there over the grass stood beautiful flowers like stars, and there were twelve peach trees that in the springtime broke out into delicate blossoms of pink and pearl, and in the Autumn bore rich fruit. The birds sat on the trees and sang so sweetly that the children used to stop their games in order to listen to them. "How happy we are here!" they cried to each other.

One day the Giant came back. He had been to visit his friend. When he arrived he saw the children playing in the garden.

"What are you doing here?" he cried in a very gruff voice, and the children ran away.

"My own garden is my own garden," said the Giant; "anyone can understand that, and I will allow nobody to play in it but myself." So he built a high wall all around it.

He was a very selfish Giant.

The children had now nowhere to play.

Then the Spring came, and all over the country there were little blossoms and little birds. Only in the garden of the Selfish Giant it was still Winter. The birds did not care to sing in it as there were no children, and the trees forgot to blossom. The Snow covered up the grass with her great white cloak, and the Frost painted all the trees silver. "I cannot understand why the Spring is so late in coming," said the Selfish Giant, as he sat at the window and looked out at his cold white garden; "I hope there will be a change in the weather."

But the Spring never came, nor the Summer. The Autumn gave golden fruit to every garden, but to the Giant's garden she gave none. "He is too selfish," she said. So it was always Winter there.

One morning the Giant was lying awake in bed when he heard some lovely music. It sounded so sweet to his ears that he thought it must be the King's

musicians passing by. It was really only a little linnet singing outside his window, but it was so long since he had heard a bird sing in his garden that it seemed to him to be the most beautiful music in the world. "I believe the Spring has come at last," said the Giant; and he jumped out of bed and looked out.

What did he see?

He saw a most wonderful sight. Through a little hole in the wall the children had crept in, and they were sitting in the branches of the trees. In every tree that he could see there was a little child. And the trees were so glad to have the children back again that they had covered themselves with blossoms, and were waving their arms gently above the children's heads. It was a lovely scene, only in one corner it was still Winter. It was the farthest corner of the garden, and in it was standing a little boy.

He was so small that he could not reach up to the branches of the tree, and he was wandering all round it, crying bitterly. The poor tree was still quite covered with frost and snow, and the North Wind was blowing and roaring above it. "Climb up! little boy," said the Tree, and it bent its branches down as low as it could; but the boy was too tiny.

And the Giant's heart melted as he looked out. "How selfish I have been!" he said; "now I know why the Spring would not come here. I will put that poor little boy on the top of the tree, and then I will knock down the wall, and my garden shall be the children's playground for ever and ever." He was really very sorry for what he had done.

So he crept downstairs and opened the front door quite softly, and went out into the garden. But when the children saw him they were so frightened that they all ran away, and the garden became Winter again. Only the little boy did not run, for his eyes were so full of tears that he did not see the Giant coming. And the Giant stole up behind him and took him gently in his hand, and put him up into the tree. And the tree broke at once into blossom, and the birds came and sang on it, and the little boy stretched out his two arms and flung them round the Giant's neck. And the other children, when they saw that the Giant was kind, they came running back, and with them came the Spring. "It is your garden now, little children," said the Giant, and he knocked down the wall. And when the people were going to market at twelve o'clock they found the Giant playing with the children in the most beautiful garden they had ever seen.

1. Which point of view is used in the passage?

(A) first person through the Giant (B) third person through a narrator (C) first person through a little boy (D) third person through the Autumn

2. The meaning of the suffix “-ian” helps the reader know the word “musician” means

(A) one who plays music. (B) places where music is played. (C) the process of playing music. (D) the quality of the music being played.

3. What makes the Giant believe the Spring has come at last?

(A) the sound of a bird singing (B) the sight of children sitting in trees (C) the sight of people going to the market (D) the sound of the wind blowing

4. What sentence best represents the lesson the Giant learns?

(A) Making mistakes is difficult to admit. (B) Take pride in the results of hard work. (C) Seek approval to use the property of others. (D) Being generous can bring happiness to others.

5. Read the sentence from the passage. And the Giant’s heart melted as he looked out. What does the phrase “the Giant’s heart melted” mean?

(A) The Giant is getting warm from playing outside. (B) The Giant sees the snow decreasing in his garden. (C) The Giant is sorry for how he treated the children. (D) The Giant notices the blossoms on the trees.

6. How does the Giant change from the beginning of the passage to the end? Use information from the passage to support your answer. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ___________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Context CluesFinding Word Meanings

Name: Date:

Read the sentences below. Read the underlined word in the sentence. Circle the answer choice that has the same meaning as the underlined word.

Copyright © 2017 Education.com LLC All Rights ReservedMore worksheets at www.education.com/worksheets

1. The student replied to the teacher with a witty answer and the class laughed.

A. funny B. mean C. word

2. I looked at my brother with a glare after he broke my toy.

A. confusing B. dirty look C. difficult

3. Fireworks on the 4th of July give off a beautiful glimmer in the sky.

A. glow B. bright C. look

4. When we go camping, my father will ignite the fire so we can roast marshmallows.

A. start B. call C. see

5. He chose to delete the unhealthy foods from his meal and make better choices.

A. include B. make more C. remove

6. My grandpa will doze during television shows he watches when he is tired.

A. cheer B. nap C. discuss

7. The curious puppy emptied the bag while he sniffed around looking for something to chew.

A. problem B. interested C. happy

8. Each day during the spring there is a slight increase in temperature until summer arrives.

A. small B. increase C. bright

9. The tower will topple if it has too much weight at the top.

A. pounds B. grow C. fall over

10. The students who put in the best effort will be included in the celebration.

A. attitude B. hard work C. completion



<% Education.com

Plural Nouns -s-ves-es

Using the rules in the chart, write the plural form of each noun.

sky

�y

party

roof

wife

wolf

class

canary

spy

loss

berry

story

lunch

�sh

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

Noun ending in:

ch, sh, ss, x, zz

y

f or fe

Make plural by:

adding -es

dropping the y and adding -ies

dropping the f and adding -ves

beach

box

bush

buzz

fox

library

pony

mess

shelf

calf

half

life

loaf

knife

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________

________________



Education.com


Does your city or town have any local legends? Make up a story about a monster, ghost, or alien that might live in your hometown. Make sure to use places you know as the setting!

MAKE UP YOUR OWN SCARY STORY

CREEPY CREATURE NEWS

Draw a picture of your monster here.



i t. W K-dvwr-�- Mm

If you could have ANY pet in the world, even a mythical creature, what would it be? Would it be an animal, a reptile or something else? Draw a picture of your pet and tell a story about it. How you came to own this pet? Describe your pet in detail and tell about the things you do together.

CREATIVE WRITING

DRAW YOUR PET HERE.



r r

i

■

I V// / /ice\\\\\\\\ //�

.I

€0 Q MQXp,ightQ20l2-2013 byEducation.com

Grade 3 Quarter 3 Student Fluency Check

Add or subtract to solve the following problems. 1. 413 + 528

2. 955 - 458

3. 627 + 291

4. 368 - 284

5. 189 + 64

6. 818 - 68

7. 659 + 193

8. 702 - 663

9. 436 + 447

10. 321 - 274

11. 278 + 79

12. 330 - 226

13. 173 + 342

14. 339 - 201

15. 262 + 445

16. 886 - 579

17. 198 + 598

18. 824 - 577

19. 354 + 358

20. 736 - 441

Digits Correct__________ Errors __________ Proficiency Level __________


Multiply or divide.

1 x 9 = 3 x 8 = 5 x 7 = 6 x 3 = 4 x 1 =

24 / 6 = 18 / 9 = 45 / 5 = 24 / 8 = 63 / 9 =

5 x 6 = 9 x 4 = 3 x 9 = 7 x 9 = 8 x 0 =

0 / 8 = 14 / 7 = 4 / 4 = 72 / 9 = 15 / 3 =

8 x 4 = 9 x 8 = 7 x 4 = 6 x 6 = 2 x 7 =

56 / 7 = 32 / 8 = 9 / 3 = 21 / 3 = 27 / 9 =

8 x 5 = 6 x 2 = 9 x 6 = 8 x 1 = 3 x 10 =

18 / 6 = 21 / 7 = 30 / 6 = 64 / 8 = 24 / 4 =

0 x 4 = 3 x 3 = 10 x 2 = 4 x 2 = 5 x 4 =

42 / 7 = 20 / 5 = 70 / 10 = 12 / 2 = 8 / 1 =

1 x 2 = 3 x 5 = 6 x 8 = 10 x 6 = 4 x 4 =

54 / 9 = 50 / 10 = 16 / 2 = 25 / 5 = 48 / 8 =



Multiply or divide.

5 x 9 = 0 x 2 = 6 x 7 = 9 x 9 = 3 x 7 =

15 / 5 = 63 / 7 = 40 / 10 = 8 / 2 = 35 / 5 =

2 x 2 = 7 x 8 = 3 x 4 = 10 x 8 = 4 x 6 =

81 / 9 = 18 / 3 = 7 / 7 = 42 / 6 = 40 / 4 =

1 x 5 = 8 x 8 = 9 x 2 = 4 x 4 = 5 x 10 =

36 / 9 = 16 / 8 = 12 / 3 = 56 / 8 = 20 / 5 =

2 x 5 = 7 x 7 = 8 x 2 = 5 x 5 = 9 x 0 =

27 / 3 = 0 /4 = 45 / 9 = 32 / 8 = 2 / 2 =

5 x 8 = 9 x 7 = 8 x 3 = 7 x 5 = 9 x 1 =

30 / 3 = 54 / 6 = 20 / 4 = 14 / 2 = 28 / 7 =

7 x 0 = 4 x 8 = 2 x 3 = 10 x 10 = 3 x 6 =

12 / 6 = 9 / 9 = 18 / 2 = 72 / 8 = 16 / 4 =



Word Problems Learning CheckName: Date:

Directions: Solve the problems below. Be sure to show your work!

1. A group of friends had money to spend at the store on summer toys. They bought bags of water balloons and bubbles. Each bag of water balloons cost $2.00 and each bottle of bubbles cost $1.00. They purchased 3 bags of water balloons and 5 bottles of bubbles. How much money did they spend?

2. To prepare for swim team tryouts, Leann swam in the pool. On Monday, she swam for 24 minutes. On Tuesday, she swam for 18 minutes. On Wednesday, Thursday, and Friday, she swam for 30 minutes each day. How many minutes did Leann swim this week?

5. Gracie and Eleanor played in the ocean. Their mom said they could play in the water for 45 minutes. First, they jumped into the waves for 13 minutes. Then, they floated on their backs for 7 minutes. How many more minutes can they play in the ocean?

4. On a beautiful day, there are 65 cars in the beach parking lot. 26 more cars parked in the parking lot before noon, but 17 cars left. How many cars are in the beach parking lot?

3. There were 34 people at the barbecue. 19 people are adults, and they ate hamburgers. The rest of the people are kids. If each kid ate 2 hot dogs, how many hot dogs were eaten?



ems Leaun n 9

Education.cop • O m


Word Problems Learning CheckName: Date:

Directions: Solve the problems below. Be sure to show your work!

6. There are six crackers in each package. If the family brought seven packages on the road trip and had 4 crackers leftover, how many crackers did they eat?

7. Sasha made cups of lemonade to sell at her stand. She sold 9 cups of lemonade in the first hour. For each hour after that, she sold five cups. She was outside for a total of 4 hours. How many cups of lemonade did she sell?

8. The friends went strawberry picking for the birthday party. Erica picked 56 strawberries. Casey picked 47 strawberries. Katie picked 61 strawberries. Together, they ate 14 strawberries. How many strawberries did they pick all together?

10. Summer camp has 80 kids in the program. They have 15 preschoolers and 40 elementary school kids. How many middle school kids are in the program?

9. Alyssa made 6 trays of popsicles. Each tray makes 8 popsicles. She gave 5 friends a popsicle. How many popsicles does she have left over?



ems LeF,,-Tn 9

Education.cop • O m

© H

ou

gh

ton

Mifflin

Harco

urt Pu

blish

ing

Co

mp

any

HW-1

Name DatePA-2

1. 48¢

3. 52¢

5. Jason bought a t-shirt for $9.98 and a bottle of sun block for $1.25. He gave the clerk $15.00. How much change should he get?

2. $0.74

4. $0.88

6. The Cruz family traveled 292 miles to the beach and then 218 miles to the campground. About how many more miles did they travel to the beach than to the campground?

Drawtwocoincombinationsforeachamount.

$2.78

$2.79 $2.80 $2.90 $3.00 $4.00 $5.00

Name Date

►Count On to Make ChangeImagine you are working at a sandwich shop. A customer pays for a sandwich that costs $2.78 with a $5 bill. Your cash register is broken and you don’t have a pencil. How can you figure out how much change to give the customer?

Start with $2.78. Count on until you get a whole-dollar amount, and then count on by whole dollars until you get to $5.00.

Add the coins and bills to find the total amount of change, $2.22.

►Practice Making ChangeFind the amount of change by counting on to the amount paid. Draw the coins and bills you counted.

1. Fernando paid for a $1.39 bottle of juice with two $1 bills. How much change did he get?

2. At a garage sale, Ana bought a $3.53 CD with a $5 bill. How much change did she get?

3. Valerie bought a $2.12 magazine with three $1 bills. How much change did she get?

PA-1

S1

© H

ou

gh

ton

Mifflin

Harco

urt Pu

blish

ing

Co

mp

any

A79065389A A79065389A

TIIM' I (NIT Elk S.T.1711QAOMAXT-SUIC

'� -•'- =� ,, A79065389A

lBN IiJ N�I. L.\ K

HW-1

© H

ou

gh

ton

Mifflin

Harco

urt Pu

blish

ing

Co

mp

any

Name Date

BeachSnackShop

Findtheamountofchangebycountingon.Drawthecoinsandbillsyoucounted.

1. Rick paid for a basket of bread with three $1 bills. How much change did he get?

2. Natalie paid for a juice box and raisins with a $5 bill. How much change did she get?

3. Abdul paid for a banana and a carton of milk with three $1 bills. How much change did he get?

PA-1

Math Puzzle Boxes •

Each puzzle contains the numbers 1-9. Each column and each row add up to the number given outside the boxes. Put the correct number in each box to complete the addition equations without repeating any numbers. .�

4

5

3 1 14 8 23

3

7

8

12 16 17

2 4

14 16 15

Education.com

15

20

10

16

13

16

15

14

16

2

4 1

8 20 13 12

5

3

9

12 20 13

8 2

5

15 19 11

15

10

20

15

16

14

13

15

17

6 1= 18 14 13

8

1

4

19

6

19

1

9

16 13 16

17

15

13

16

11

18

Find worksheets, games, lessons & more at education.com/resources O 2007- 2019 Education.com

Science Observations and Mystery Objects

Focus Questions: • Can you use all of your senses and other tools to describe something that you can not see but is found in your house? • How would scientists use this skill?

Activities: Note: For ALL of the following activities, you can create an observation journal. Take notes and observations for each activity—A-D—in it. The activities are as follows:

• Activity A-Mystery Box • Activity B-Extension • Activity C- Extension: Testable Questions • Extra Project

Activity A: Create a mystery box by taking a shoebox or similar sized box and cut a hole in one end that is big enough for your child to fit her/his hand in.

For the Parent: • Cover the hole with material that will keep your child from looking in, but still allows her/his hand into the box.

For the Student(s): • Use your senses to reach in and feel the object. Make any observations about the object that you can. Write these observations down. • Taste (Do not taste something without parent approval). • Touch (Wash your hands before and after touching anything). • Smell (Do not use an object to which your child is allergic) • Sight (Use your hands as your eyes. Can you feel a shape?) • Sound (Does your object make any type of noise when you move it around?)

Measurements: • Further your observations by taking some measurements after you remove it from the box. • How long is the object? How tall is the object? How much does it weigh? • Use a simple kitchen or bathroom scale to weigh the object. • Create your own scale if the kitchen and bathroom scale are too big.

t o

Write a summary of your observations. Include the following: • Your observations • How you used your senses to obtain those observations.

Activity B:

• Are there other observations you could make before you open the container? • Make a prediction about what you think is inside. • Make a drawing of what you think your object will look like based on your observations. Be as specific as you can:

1. Make a guess about the color 2. Describe any labels that are on your object 3. What is its shape, etc.

Use your experience of making observations without seeing the object to explain how scientists might learn about objects they cannot see.

1. For example, how did doctors know when a bone was broken before the discovery and use of X-rays?

Activity C: Create another testable question about your object to gain more information.

• Is it flexible? • Will it sink or float in water? • Will it regain its shape if it is squeezed?

Project A: Create a mystery box or bag with one object in it. • Play twenty questions with someone in your family to see if she/he can guess the object. • Be sure to pick an object that will be hard to guess. • Your family member can reach into the bag and feel the object, but must not look at it. • Your family member may then ask you questions, BUT you may only say “yes” or “no” for your answer. • Your family member is only allowed to ask twenty questions to guess the object.

PAGES BY LONG CREATIONS

M �o

TIME CAPSULE

DRAW A PICTURE OF THE PEOPLE YOU ARE SOCIAL DISTANCING WITH HERE

YOU ARE LIVING THROUGH HISTORY RIGHT NOW


TAKE A MOMENT TO FILL IN THESE PAGES FOR YOUR FUTURE SELF TO LOOK BACK ON. AND HERE ARE SOME OTHER IDEAS OF THINGS TO INCLUDE:

❑ SOME PHOTOS FROM THIS TIME

❑ AJOURNAL OF YOUR DAYS

❑ LOCAL \EWSPAPER PAGES OR CLIPPING

❑ A\Y ART WORK YOU CREATED

❑ FAMILY / PET PICTURES

❑ SPECIAL MEMORIES

I AM

I WEIGH

I STAND

SHOE SIZE

MY FAVOURITES

DATE:


�u io�

r

TOY:

� L J

V � C,?Q2

COLOUR:

A\ IMAL:

FOOD:

SHOW:

MOVIE :

BOO<:

ACTIVITY:

PLACE:

SO\G:

J

MY BEST FRIENO/S: WHEN I GROW UP I WANT TO BE'

J

HOW MY FACE LOOKS

1 2 3


LJ

J L co m

fl

AM MOST THA\

v

N <FUL FOR

1 WORDS TO DESCRIBE HOW I FEEL:

J

1 WHAT I HAVE LEAK\T MOST FROM THIS EXPERIE\CE:

THE 3 THINGS I AM MAST EXCITED TO DD WHEN THIS IS OVER:

a •


v �o -[0 LTT

WHERE I AM LIVI\G DURI\G THIS TIME:

WHAT THINGS ARE YOU DOING TO HELP FEEL CONNECTED/HAVE FUN OUTSIDE (e.g hearts in windows. chalk notes on sidewalk. etc)

HOW ARE YOU CO\\ECTI\G WITH OTHERS?

Z)


YOU ARE NOT STUCK AT HOME, YOU ARE SAFE AT HOME!

WHAT I AM DOING TO KEEP BUSY AT HOME:


PSI\PPI\ I I\

:2 I-L J9

T TF \ CIF T THE HA\DS OF ALL THE PEOPLE LIVI\G I\ YOUR HOME IV FEPE\T (-OLOURS) A\) PLACE YOUR HA\)S HEPE


9 o (�

WHAT OCCASIO\S DID YOU CELE3RATE DURI WRITE THE LIST DOW\ HERE A\D WHAT YOU DI (E.G. ST. PATRIC<'S DAY, EASTER, BIRTHDAYS, A

9 - co _ O � \G THIS TIME? J TO CELE3RATE \\IVERSARIES)

EVENT DATE HOW VDU CELEBRATED l

DEAR,

LOVE,


L JL J L J

U v T9

INTERVIEW YOUR PARENTS

1.

2.

3.HOW

ARE Y

OU FE

ELING

?


WHAT HAS BEEN THE BIGGEST CHANGE?

HO W ARE YOU FI\DI\G HOMESCHOOLI\G?

DAYS SPENT INSIDE

YOUR TOP 3 MOME\TS FROM THIS EXPERIE\CE:

WHAT ACTIVITIES/HOBBIES HAVE YOU MOST E\TOYED DOI\G?

WHAT ARE YOU MOST THANKFUL FOR?

WHAT TV SHOW YOU WATCHED :

YOUR NEW FOUND FAVOURITE INSIDE FAMILY ACTIVITY:

FAVOURITE FOOD TO BAKE.

FOVOURITE TIME OF DAY:

GOAL/S FOR AFTER THIS:

DEAR,

LOVE,


LETTER FROM YOUR PARENTS

Name: _______________________________ Date: _______________________

“It’s raining! It’s pouring! The old man is snoring!” Have you ever heard that song? It is a famous tune about the weather. Weather is something that affects all of us daily. Extreme weather is something that affects most people only a few times in their lives.

Extreme weather includes flooding rains, tornadoes, blizzards, and hurricanes. People study weather so they can inform us. These are the people who give us the information we need so that we can remain safe in the case of extreme weather.

Tornadoes A tornado is a storm that can cause destruction in its path. Winds can reach up to 300 mph! Tornadoes form from thunderstorms. They are most common in an area of the United States called Tornado Alley. This area is where many tornadoes form because of the way the air moves.

Cool, dry air from the north and warm, moist air from the south meet. This causes thunderstorms, which can become severe. When the atmosphere is not stable, the winds can increase and produce a tornado.

Nonfiction Text Features: Wild, Wild Weather

Text features help a reader navigate the text. They give more information about the text.Examples: illustrations, photographs, captions, maps, charts, graphs, headings, table of contents, side bar


Usually a tornado is in the form of a funnel-shape. Sometimes it looks like a rope.

Directions: Read the passage and answer the questions that follow.

Tornado FunnelCumulonimbus

cloud

Spiral updraft

Funnel cloudDebris cloud

Spiral inflow

Waterspouts A waterspout is a weak tornado. It forms over water. It can happen on the ocean. It can happen on smaller bodies of water, such as lakes.

Waterspouts are most common in the Gulf of Mexico. They have occurred in the tropics as well. Waterspouts can pick up things, such as animals or tree limbs, and drop them in other places. If a waterspout moves onto land, it becomes a tornado and can cause damage.

Wild weather comes in many forms. Tornadoes and waterspouts are directly related and look alike. Both weather events require attention because they can be dangerous to humans and animals. Wild weather is fascinating, and it is completely unpredictable sometimes!



Name: _______________________________ Date: _______________________

Nonfiction Text Features: Wild, Wild Weather

Text features help a reader navigate the text. They give more information about the text.Examples: illustrations, photographs, captions, maps, charts, graphs, headings, table of contents, side bar

1. What information does the map show?

____________________________________________________________________________________

____________________________________________________________________________________

2. What does the diagram show?

____________________________________________________________________________________

____________________________________________________________________________________

3. What information can you gather from the caption under the picture?

____________________________________________________________________________________

____________________________________________________________________________________

Directions: Read the passage and answer the questions that follow


4. Complete a T-Chart to record information about the two types of wild weather.

Tornado Waterspout

5. Why does the author use headings in this nonfiction text?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________



<% Education.com0 . O m


Wild animals like different food than we think

Image 1. A 12-day-old rabbit eats a carrot in a stable on a small farm in Sieversdorf, Germany. Photo by: Patrick Pleul/picture alliance viaGetty Images

Many people think that bunnies eat carrots. They are wrong, though.

Wild rabbits do not dig up root vegetables. Carrots are root vegetables like potatoes. That meansthey grow underground.

Rabbits prefer to eat wild greens like grass or clovers.

Carrots Might Be Bad For Rabbits

Carrots might actually be bad for rabbits. They do have a lot of nutrients. Their sweetness makesthem unhealthy, though. They are high in sugar.

The sugar could give the rabbits teeth cavities.

Many people often do not know much about what wild animals eat.

Bears are another example. Many people think bears hunt and kill prey.

By Washington Post, adapted by Newsela staff on 10.11.19Word Count 421Level 530L


Bears Eat Leftovers And Plants

They do sometimes. Most of their diet, though, is fromother animals' leftovers.

Danielle Rivet is a wildlife expert.

She says bears sometimes do eat big animals such aselk and bison. The bears do not usually kill theseanimals themselves, though. Some of them are killedby wolves. Others just do not survive the winter.

Black bears and brown bears in North America eatmostly plants. They eat grass, dandelions andberries. They also like to eat fungus, moss and mushrooms.

Grizzly bears like to eat moths. These are insects similar to butterflies.

Bears in Yellowstone National Park have another favorite treat. They like to eat pine nuts that redsquirrels stored away.

"They'll eat anything," Rivet says. "Bears aren't picky."

Bears in Alaska love their fresh Alaskan salmon. That is not all, though. They enjoy other types ofseafood. They also love clams.

Many other animals eat things we did not know about.

Squirrels Make Mushroom Jerky

Everybody knows squirrels love acorns and nuts. But not everyone knows they also like to eatmushroom jerky. Squirrels will hang the mushrooms on tree branches. This helps to dry them out.

Pandas are famous for their love of bamboo. They do eat bamboo. That is not all, though. They eatdead animals, too.

Deer do not only eat plants and fruits. They also gobble up baby birds from time to time.

Mosquitoes are known to drink blood. But not all mosquitoes do this. Only the female mosquitoesbite you to drink your blood. They need the protein from the blood to lay eggs.

There are many other things we may have gotten wrong about animals all these years.


Quiz

1 Which sentence from the article states a MAIN idea of the entire article?

(A) Carrots are root vegetables like potatoes.

(B) Many people often do not know much about what wild animals eat.

(C) Danielle Rivet is a wildlife expert.

(D) Everybody knows squirrels love acorns and nuts.

2 Read the section "Bears Eat Leftovers And Plants."

Which sentence from the section states the MAIN idea about bears' diets?

(A) Others just do not survive the winter.

(B) "They'll eat anything," Rivet says.

(C) Bears in Alaska love their fresh Alaskan salmon.

(D) They also love clams.

3 Which question is answered in the section "Squirrels Make Mushroom Jerky"?

(A) What do wild black bears eat?

(B) What do wild rabbits eat?

(C) What do wild brown bears eat?

(D) What do wild pandas eat?

4 Which sentence from the article explains WHY carrots can be harmful to rabbits?

(A) Many people think that bunnies eat carrots.

(B) Carrots might actually be bad for rabbits.

(C) They do have a lot of nutrients.

(D) The sugar could give the rabbits' teeth cavities.


Answer Key

1 Which sentence from the article states a MAIN idea of the entire article?

(A) Carrots are root vegetables like potatoes.

(B) Many people often do not know much about what wild animals eat.

(C) Danielle Rivet is a wildlife expert.

(D) Everybody knows squirrels love acorns and nuts.

2 Read the section "Bears Eat Leftovers And Plants."

Which sentence from the section states the MAIN idea about bears' diets?

(A) Others just do not survive the winter.

(B) "They'll eat anything," Rivet says.

(C) Bears in Alaska love their fresh Alaskan salmon.

(D) They also love clams.

3 Which question is answered in the section "Squirrels Make Mushroom Jerky"?

(A) What do wild black bears eat?

(B) What do wild rabbits eat?

(C) What do wild brown bears eat?

(D) What do wild pandas eat?

4 Which sentence from the article explains WHY carrots can be harmful to rabbits?

(A) Many people think that bunnies eat carrots.

(B) Carrots might actually be bad for rabbits.

(C) They do have a lot of nutrients.

(D) The sugar could give the rabbits' teeth cavities.


Lo que a los animales silvestres realmente lesgusta comer

Imagen 1. Un conejo se come una zanahoria en el establo de una pequeña granja en Sieversdorf, Alemania. Fotografía tomada por: PatrickPleul/picture alliance via Getty Images

Todo el mundo sabe que los conejos comen zanahorias, ¿cierto? Solo que en realidad no es así.

En su ambiente natural los conejos no acostumbran escarbar en busca de tubérculos comestiblescomo la zanahoria, la papa o la remolacha. En realidad, prefieren las hojas verdes silvestres, comoel pasto y el trébol.

De hecho, quizá las zanahorias no sean muy buenas para los conejos. Esto se debe a que, aunquecontienen muchos nutrientes, como el betacaroteno, las zanahorias también tienen un contenidode azúcar relativamente elevado. Esto significa que si un conejo come demasiadas zanahorias lepodrían generar caries u otros problemas de salud.

Pero esto es solo uno de los tantos mitos comunes que existen con relación a las dietas de losanimales silvestres. Este es otro de ellos: los osos son animales depredadores sedientos de sangreque regularmente acechan a sus víctimas y las matan.

By Jason Bittel, The Washington Post, adaptado por la redacción de Newsela on 10.23.19Word Count 628Level MAX


En la vida real nada podría estar más lejos de la realidad.

"Es verdad que a veces vemos que un oso se alimenta de un ciervo o de un bisonte o de algo por elestilo, pero esto se debe a que la mayoría de dichos animales no sobrevivieron al invierno o fueronpresa de los lobos", explicó Danielle Rivet, bióloga especialista en vida silvestre en la Universidadde Saskatchewan en Canadá.

Rivet dice que los osos negros y los osos cafés en Estados Unidos y en Canadá se alimentan hastaun 80 por ciento de plantas. Estas incluyen el diente de león y el pasto, al igual que la mora azul, lafresa y el arándano, según sea la estación.

A los osos pardos, que son una especie de oso café,también les gusta pasar el día volteando las rocas enbusca de larvas de polillas nocturnas. En otroslugares, como en el Parque Nacional de Yellowstone,los osos suelen andar olfateando por allí en busca delescondite secreto de alguna ardilla roja en el que hayaalmacenado sus piñones.

"Así que en realidad los osos no van por allíasesinando todo tipo de animales constantemente",dice Rivet. "Se alimentan de lo que sea: musgo,hongos, setas. Los osos no son exigentes".

Muchos saben que anualmente los osos de Alaska obtienen del salmón gran cantidad de calorías.Pero ¿sabía que también les gustan otros tipos de productos del mar?

"A estos osos de hecho les gusta internarse en las llanuras mareales cuando la marea se ha retiradoy escarbar en busca de almejas", explica Rivet. Montones de almejas. Montones de larvas. "Tienenque comer toneladas de todo esto para lograr engordar lo suficiente para prepararse para elinvierno".

Además de los osos y de los conejos, muchos otros animales comen alimentos que uno jamásrelacionaría con su especie.

Las ardillas, a las que por supuesto les fascinan las bellotas y las nueces, también preparan unaespecie de cecina de setas. Para hacerlo cuelgan los hongos de las ramas de los árboles para que sesequen. A los pandas, famosos por las cantidades de bambú que ingieren, también les gustamordisquear cadáveres a medio podrir cuando pueden. Se sabe que los venados de vez en cuandose tragan algún pichón. Y solo la mitad de los mosquitos se alimentan de sangre: son las hembras ylo hacen porque necesitan la proteína para producir sus huevos.

Los científicos han descubierto inclusive que el tiburón cabeza de pala, una especie de tiburónmartillo, obtiene algunos de sus nutrientes al alimentarse de hierba marina.

Eso nos lleva a preguntarnos: ¿qué otros datos curiosos acerca de los animales habremosmalinterpretado todos estos años?


Quiz

1 ¿Qué fragmento del artículo aporta evidencia de que a los conejos no les gustan las zanahorias tanto como se cree?

(A) Todo el mundo sabe que los conejos comen zanahorias, ¿cierto? Solo que en realidad no es así.

(B) En su ambiente natural los conejos no acostumbran escarbar en busca de tubérculos comestiblescomo la zanahoria, la papa o la remolacha.

(C) Esto se debe a que, aunque contienen muchos nutrientes, como el betacaroteno, las zanahoriastambién tienen un contenido de azúcar relativamente elevado.

(D) Esto significa que si un conejo come demasiadas zanahorias le podrían generar caries u otrosproblemas de salud.

2 En la dieta de los osos la carne solo ocupa una pequeña parte.

Escoja el fragmento del artículo que apoya de forma MÁS contundente la afirmación anterior.

(A) Rivet dice que los osos negros y los osos cafés en Estados Unidos y en Canadá se alimentan hasta un80 por ciento de plantas.

(B) Muchos saben que anualmente los osos de Alaska obtienen del salmón gran cantidad de calorías.

(C) "A estos osos de hecho les gusta internarse en las llanuras mareales cuando la marea se ha retirado yescarbar en busca de almejas", explica Rivet.

(D) "Tienen que comer toneladas de todo esto para lograr engordar lo suficiente para prepararse para elinvierno".

3 ¿Qué oraciones del artículo identifican ideas clave del mismo?

1. Todo el mundo sabe que los conejos comen zanahorias, ¿cierto?2. Pero esto es solo uno de los tantos mitos comunes que existen con relación a las dietas de

los animales silvestres.3. Rivet dice que los osos negros y los osos cafés en Estados Unidos y en Canadá se

alimentan hasta un 80 por ciento de plantas.4. Además de los osos y de los conejos, muchos otros animales comen alimentos que uno

jamás relacionaría con su especie.

(A) 1 y 3

(B) 2 y 4

(C) 2 y 3

(D) 1 y 4

4 ¿Qué idea debería tener un papel CENTRAL en el resumen del artículo?

(A) los problemas de los mitos sobre la alimentación de los animales

(B) los ejemplos variados de los mitos sobre la alimentación de los animales

(C) las consecuencias de los muchos mitos sobre la alimentación de los animales

(D) las razones por las que hay muchos mitos sobre la alimentación de los animales


Answer Key

1 ¿Qué fragmento del artículo aporta evidencia de que a los conejos no les gustan las zanahorias tanto como se cree?

(A) Todo el mundo sabe que los conejos comen zanahorias, ¿cierto? Solo que en realidad no es así.

(B) En su ambiente natural los conejos no acostumbran escarbar en busca de tubérculos comestiblescomo la zanahoria, la papa o la remolacha.

(C) Esto se debe a que, aunque contienen muchos nutrientes, como el betacaroteno, las zanahoriastambién tienen un contenido de azúcar relativamente elevado.

(D) Esto significa que si un conejo come demasiadas zanahorias le podrían generar caries u otrosproblemas de salud.

2 En la dieta de los osos la carne solo ocupa una pequeña parte.

Escoja el fragmento del artículo que apoya de forma MÁS contundente la afirmación anterior.

(A) Rivet dice que los osos negros y los osos cafés en Estados Unidos y en Canadá se alimentanhasta un 80 por ciento de plantas.

(B) Muchos saben que anualmente los osos de Alaska obtienen del salmón gran cantidad de calorías.

(C) "A estos osos de hecho les gusta internarse en las llanuras mareales cuando la marea se ha retirado yescarbar en busca de almejas", explica Rivet.

(D) "Tienen que comer toneladas de todo esto para lograr engordar lo suficiente para prepararse para elinvierno".

3 ¿Qué oraciones del artículo identifican ideas clave del mismo?

1. Todo el mundo sabe que los conejos comen zanahorias, ¿cierto?2. Pero esto es solo uno de los tantos mitos comunes que existen con relación a las dietas de

los animales silvestres.3. Rivet dice que los osos negros y los osos cafés en Estados Unidos y en Canadá se

alimentan hasta un 80 por ciento de plantas.4. Además de los osos y de los conejos, muchos otros animales comen alimentos que uno

jamás relacionaría con su especie.

(A) 1 y 3

(B) 2 y 4

(C) 2 y 3

(D) 1 y 4

4 ¿Qué idea debería tener un papel CENTRAL en el resumen del artículo?

(A) los problemas de los mitos sobre la alimentación de los animales

(B) los ejemplos variados de los mitos sobre la alimentación de los animales

(C) las consecuencias de los muchos mitos sobre la alimentación de los animales

(D) las razones por las que hay muchos mitos sobre la alimentación de los animales

Mo

nd

ay

Tue

sda

yW

ed

ne

sda

yTh

urs

da

yFrid

ay

Re

ad

a b

oo

k t

o

yo

ur

fam

ily, b

ut

do

n’t

le

t th

em

se

e t

he

title

. L

et

the

m t

ake

tu

rns

to

gu

ess

th

e t

itle

.

Ma

ke

a T

-ch

art

.

Ma

ke

a lis

t o

f o

pp

osi

tes

in y

ou

r h

om

e.

Fin

d f

oo

d in

yo

ur

ho

use

, lik

e

cra

cke

rs o

r w

ate

r b

ott

les.

W

rite

or

dra

w a

wo

rd

pro

ble

m.

Om

ar

ha

s 3

6 c

rac

ke

rs.

Ne

ve

ah

ate

tw

en

ty-

thre

e. H

ow

ma

ny

are

le

ft?

Go

ou

tsid

e. W

rite

a

nd

dra

w w

ha

t yo

u s

ee

, h

ea

r,

thin

k, fe

el,

an

d

sme

ll.

Ch

oo

se t

wo

a

nim

als

. D

raw

a

nd

la

be

l th

eir

bo

dy p

art

s.

Cre

ate

a v

en

nd

iag

ram

to

co

mp

are

th

em

.

Mo

nd

ay

Tue

sda

yW

ed

ne

sda

yTh

urs

da

yFrid

ay

Cre

ate

a s

ha

do

w

pu

pp

et

sto

ry o

n

the

wa

ll. W

rite

th

e t

itle

, c

ha

rac

ters

, p

rob

lem

, so

lutio

n,

an

d e

nd

ing

to

yo

ur

sto

ry.

Use

cra

cke

rs o

r c

an

dy t

o w

rite

wo

rds

yo

u f

ind

in

yo

ur

ho

me

.

Take

a w

alk

in

yo

ur

ne

igh

bo

rho

od

. U

se s

tic

ks,

lea

ve

s,

an

d r

oc

ks

to

lea

ve

me

ssa

ge

s fo

r yo

ur

ne

igh

bo

rs.

Thin

k o

f so

me

on

e

yo

u w

ou

ld li

ke

to

in

terv

iew

. W

rite

th

em

a le

tte

r w

ith

yo

ur

qu

est

ion

s.

Use

th

e f

oo

d in

yo

ur

ho

use

to

c

rea

te a

me

nu

w

ith

pric

es.

U

se

the

m t

o w

rite

w

ord

pro

ble

ms.

Ex

am

ple

:M

ilk =

$2

.00

Ba

na

na

s =

$3

.00

Ice

cre

am

= $

1.0

0

ESL

at

Hom

e 3

-5 W

eeks

3-4

Use

no

teb

oo

k p

ap

er

to c

om

ple

te t

he

se a

ctiv

itie

s. D

o o

ne

ea

ch

da

y!

wa

she

r d

rye

r

spo

on

fork

© M

. M

on

tro

ni-C

urr

ais

2020

y� r

I�t

!1 e

I C I

e, o�OL

�N .:m Mo d

rrlz

Lun

es

Ma

rte

sM

ierc

ole

sJu

ev

es

Vie

rne

s

Lee

r u

n lib

roa

tu

fam

ilia

, si

n

de

cirle

se

l titu

lo.

Al f

ina

l, d

eja

qu

e

ad

ivin

en

el t

itu

lo.

Cre

ar

un

a

gra

fic

iaT.

Ha

z u

na

lis

tad

e c

osa

so

pu

est

as

en

tuc

asa

.

En

co

ntr

ar

co

mid

a

en

tuc

asa

, c

om

og

alle

tas

o b

ote

llas

de

ag

ua

. Esc

rib

e

un

a h

isto

ria

de

p

rob

lem

a

ma

tem

atic

a.

Om

ar

tie

ne

36

g

alle

tas.

Ne

ve

ah

se

c

om

iov

ien

titr

es.

?

Ve

afu

era

. D

ibu

jalo

qu

e v

es,

oye

s,

pie

nsa

s, t

oc

as

y

hu

ele

s.

Esc

og

e2 a

nim

als

. D

ibu

jalo

sy

etiq

ue

talo

s p

art

es

de

su

cu

erp

o. C

rea

ru

na

ta

ble

pa

ra

co

mp

ara

rlo

s

Lun

es

Ma

rte

sM

ierc

ole

sJu

ev

es

Vie

rne

s

Cre

ar

un

e

spe

cta

cu

lod

e

ma

rio

ne

tad

e

som

bra

s c

on

tu

sm

an

os

y la

pa

red

. Esc

rib

e e

l titu

lo,

pe

rso

na

jes,

p

rob

lem

a,

solu

cio

ny e

l fin

de

la

his

toria

.

Usa

rg

alle

tas

o

du

lce

sp

ara

e

scrib

irp

ala

bra

s d

e c

osa

sq

ue

e

nc

ue

ntr

es

en

tuc

asa

.

Sa

l a c

am

ina

re

ntu

ve

cin

da

d. U

sap

alo

s, h

oja

s y

pie

dra

sp

ara

h

ac

er

pa

lab

ras

pa

ra q

ue

ve

an

tus

ve

cin

os.

Pie

nsa

en

alg

uie

n

a q

uie

n t

e

gu

sta

ría

e

ntr

ev

ista

r.

Esc

ríb

ele

s u

na

c

art

a c

on

tu

s p

reg

un

tas.

Usa

la c

om

ida

q

ue

tie

ne

se

nc

asa

pa

ra c

rea

ru

n m

en

u c

on

p

rec

ios.

Usa

los

pa

ra e

scrib

irp

rob

lem

as.

Eje

mp

lo:

Lec

he

= $

2.0

0P

lata

no

s=

$3

.00

Nie

ve

= $

1.0

0

ESL

en

Casa

3-5

Sem

ana

s3-

4

lava

do

ra sec

ad

ora

cu

ch

ara

ten

ed

or

Usa

ru

na

ho

ja d

e lib

reta

pa

ra c

om

ple

ter

las

ac

tiv

ida

de

s. H

ac

er

un

op

or

dia

.

© M

. M

on

tro

ni-C

urr

ais

2

02

0

.. �� , +�

t, ,. �.

� '1

,�4

�:�� f.

.�.� � , y �

,.

� � ��• � e�

� s � _ m M

; r .�

b

r� (�

i

C

T

a

C

T

O

e card i

20 Arm Rotations

Hold a Sit & Reach for 15 Seconds

10 Push Ups

It

8 Straddle

Jumps

15 Mountain

Climbers

Hold a Plank for 15 Seconds

j L aa �

12 Standing

Toe Touches

:110-1 �L

15 Sec. Butterfly

Stretch

4 r

F

T

N

E S S

i

c

T a C

T 0 e Card 2

20 Sec. Wall Sit

8

it Reachers

12 Skier Jumps

Hold a Plank for 15 Seconds

Tricep Stretch for 12 seconds f**f

F I T

N

E

S

S

60 "D weeelt'W•O"i Was

HEALTHY HABITS Smile Proudly

OM M AM ASS 'YOM U M DA'LY

F

L

,-� Exercise Regularly

0

MOVE Y04JR BODY INTOITIONALLY., 60 M ATES A DAY

Learn daily READ INITERESTINIG BOOKS, MAGA MS AND ONME ARTICLES

F

C

.. Fuel Your Body

d

EAT HEAUR , RAtANCED MEALS AND SMACKS

Clean Up. I ER/11ATHE YOUR BODY ON A REGULAR BA Sys

A

R GET 9

F

0

j� amply When Needed

Rest Up

w Use oaortarrr � , su�scaE E I I1', EE .AID HAND SOAP OFTEN

11 EQUALITY HOURS OF SLEEP' EVERY NIGHT

w Express Yourseffifig

Apr

il 20

th –

24th

: Hav

e Fu

n –

Kee

p C

lean

!

Hel

lo! D

o yo

ur v

ery

best

wit

h th

ese

acti

viti

es a

nd h

ave

your

fam

ily d

o th

em w

ith

you!

Rem

embe

r to

w

ash

your

han

ds, e

at h

ealt

hy, e

xerc

ise,

and

get

ple

nty

of s

leep

EV

ER

YD

AY!

B

rush

you

r te

eth

afte

r ea

ch m

eal.

Do

10 p

ush-

ups,

sit

-ups

and

squ

ats.

If

you

are

wat

chin

g T

V t

ry d

oing

th

em d

urin

g co

mm

erci

als.

Cou

nt h

ow m

any

step

s it

tak

es y

ou

to w

alk

arou

nd t

he in

side

or

outs

ide

of y

our

hom

e.

M

ove

thro

ugh

your

hom

e lik

e yo

ur

favo

rite

ani

mal

.

T

RY

to

com

plet

e 1

exer

cise

eac

h da

y.

Was

h yo

ur h

ands

aft

er y

ou u

se t

he

bath

room

, bef

ore

you

eat

and

afte

r yo

u pl

ay.

C

ompl

ete

2 da

nce

vide

os.

http

s://

ww

w.y

outu

be.c

om/

Tak

e a

bath

/sho

wer

eve

ry d

ay o

r ev

ery

othe

r da

y.

Tos

s a

soft

obj

ect

to y

ours

elf

or

wit

h so

meo

ne 2

0 ti

mes

.

f

Apr

il 27

th –

May

1st

: Hav

e Fu

n –

Safe

ty F

irst

!

Hel

lo! D

o yo

ur v

ery

best

wit

h th

ese

acti

viti

es a

nd h

ave

your

fam

ily d

o th

em w

ith

you!

Rem

embe

r to

w

ash

your

han

ds, e

at h

ealt

hy, e

xerc

ise,

and

be

safe

EV

ER

YD

AY!

Fi

re s

afet

y ch

eck,

wit

h pa

rent

s/gu

ardi

ans,

che

ck t

o se

e if

sm

oke

alar

ms

are

wor

king

, mak

e a

plan

if a

fir

e ha

ppen

s in

the

hou

se

Jugg

ling

Cha

lleng

e –

use

a so

ft

ball,

sca

rfs,

or

plas

tic

bags

Tea

ch y

our

fam

ily y

our

favo

rite

ta

g ga

me

Cup

sta

ck r

aces

, tea

ch y

our

fam

ily

(MU

ST U

SE P

LA

STIC

OR

PA

PE

R

CU

PS)

T

RY

to

com

plet

e 1

exe

rcis

e pe

r da

y

Cre

ate

or lo

cate

a f

irst

aid

kit

, go

thr

ough

wit

h a

pare

nt/g

uard

ian

Com

plet

e 5

Go

Noo

dle

danc

e vi

deos

ht

tps:

//ap

p.go

nood

le.c

om/

Roc

k, P

aper

, Sci

ssor

s - W

inne

r pi

cks

exer

cise

for

oth

ers

to d

o

Go

on a

wal

k w

ith

your

fam

ily in

or

out

side

of

your

hom

e

t

1 �

v Ao

y

r

AO 04,

I

t

l!

�

I I

{ V i9p I

Elem

enta

ry A

rt C

hoice

Boa

rd

Kind

erga

rten

-5th

Gra

de

Cho

ose

1 ar

t act

ivity

to c

ompl

ete

each

wee

k. F

eel f

ree

to d

o m

ore

activ

ities

for e

xtra

art

prac

tice!

Wee

k of

Apr

il 20

th th

roug

h 24

th

Kin

derg

arte

n &

1st

Gra

de

2nd

Gra

de &

3rd

Gra

de

4th

Gra

de &

5th

Gra

de

Opt

ion

1: F

ind

obje

cts

in y

our h

ouse

and

line

th

em u

p to

cre

ate

big

shap

es o

n th

e flo

or.

Use

at

leas

t 10

obje

cts

to c

reat

e yo

ur s

hape

s. T

ry

to b

uild

a c

ircle

, squ

are,

rect

angl

e, a

nd

trian

gle.

See

how

big

you

can

mak

e th

em!

Opt

ion

1: C

reat

e a

silly

mon

ster

usi

ng li

nes

and

shap

es.

Try

to u

se 1

0 di

ffere

nt k

inds

of

lines

insi

de y

our m

onst

er.

Try

zigz

ags,

wav

y lin

es, d

otte

d lin

es, c

astle

line

s...u

se y

our

imag

inat

ion!

Opt

ion

1: D

raw

a li

ne th

at o

verla

ps it

self

to

crea

te d

iffer

ent s

hape

s. F

ill cr

eate

d sh

apes

w

ith d

ots,

line

s, s

hape

, val

ue, c

olor

, and

/or

patte

rn.

Opt

ion

2: C

olor

Sca

veng

er H

unt!

Loo

k ar

ound

yo

ur h

ome

to fi

nd 3

obj

ects

of e

ach

colo

r: R

ed,

Ora

nge,

Yel

low

, Gre

en, B

lue,

Pur

ple.

Lin

e th

em u

p in

that

ord

er to

mak

e a

rain

bow

.

Opt

ion

2: I

SPY

Hun

t! St

art b

y sa

ying

“I s

py

som

ethi

ng _

____

___.

” (fo

r exa

mpl

e , f

uzzy

, pur

ple,

ta

ll, s

quar

e.) I

t is

up to

the

oppo

site

pla

yer t

o gu

ess

corre

ctly

. Se

e w

ho c

an g

uess

the

mos

t obj

ects

co

rrect

ly.

Opt

ion

2: F

ind

an it

em th

at y

ou c

an tr

ace

arou

nd. E

xam

ples

: cup

, sm

all b

ox, r

emot

e,

key,

etc

. Tr

ace

shap

e re

peat

edly

on

pape

r not

ov

erla

ppin

g. F

ill cr

eate

d sh

apes

with

dot

s,

lines

, sha

pe, v

alue

, col

or, a

nd/o

r pat

tern

.

W

eek

of A

pril

27th

-May

1st

Kin

derg

arte

n &

1st

Gra

de

2nd

Gra

de &

3rd

Gra

de

4th

Gra

de &

5th

Gra

de

Opt

ion

1: T

ell a

sto

ry w

ith a

rt! T

hink

of a

tim

e w

hen

you

wer

e ve

ry e

xcite

d. W

hat w

ere

you

exci

ted

abou

t? W

ith a

pen

cil,

mar

ker,

or

cray

ons,

dra

w a

pic

ture

and

tell

your

sto

ry.

Opt

ion

1: D

raw

a c

ircle

or u

se a

pap

er p

late

. C

reat

e th

e Ea

rth u

sing

torn

pap

er fr

om

mag

azin

es, c

onst

ruct

ion

pape

r, pa

int,

cray

ons,

m

arke

rs o

r wha

teve

r mat

eria

ls y

ou c

an fi

nd. I

f po

ssib

le u

se th

e co

ol c

olor

s: b

lue,

gre

en a

nd

purp

le.

Opt

ion

1: D

raw

a h

ybrid

ani

mal

that

com

bine

s 3

diffe

rent

ani

mal

par

ts.

Wha

t wou

ld y

ou n

ame

this

ani

mal

? W

here

wou

ld it

live

? D

raw

it’s

ha

bita

t!

Opt

ion

2: U

se y

our i

mag

inat

ion

with

you

r fa

mily

! Ta

ke tu

rns

draw

ing

wha

t hap

pens

in a

st

ory.

Nee

d id

eas?

You

can

dra

w d

inos

aurs

, as

trona

uts,

ani

mal

s, s

uper

hero

es,

danc

ers…

use

your

imag

inat

ion.

Opt

ion

2: U

se A

RT

PAG

E 1

to d

esig

n yo

ur

own

“Dre

am S

hoes

.” U

se w

hate

ver m

ater

ials

yo

u ha

ve a

vaila

ble

to d

raw

and

or c

olor

you

r sh

oes.

Opt

ion

2: D

raw

you

r ow

n su

perh

ero.

You

can

co

mbi

ne p

ower

s an

d ic

ons

from

diff

eren

t su

perh

eroe

s yo

u kn

ow.

Wha

t wou

ld y

ou n

ame

your

sup

erhe

ro?

ART

PAG

E 1

Elem

enta

ry M

usic

Choic

e Bo

ard

Kind

erga

rten

-5th

Gra

de

Cho

ose

1 m

usic

act

ivity

to c

ompl

ete

each

wee

k. F

eel f

ree

to d

o m

ore

activ

ities

for e

xtra

mus

ic p

ract

ice!

Wee

k of

Apr

il 20

th th

roug

h 24

th

Kin

derg

arte

n &

1st

Gra

de

2nd

Gra

de &

3rd

Gra

de

4th

Gra

de &

5th

Gra

de

Opt

ion

1: S

ing

“Sna

il, S

nail”

and

teac

h it

to a

fa

mily

mem

ber.

Put t

he s

nail

in y

our h

and

and

thei

r han

d. T

hen

be a

sna

il an

d sl

ither

aro

und

the

hous

e!

Opt

ion

1: S

ing

“Luc

y Lo

cket

” and

teac

h it

to a

fa

mily

mem

ber.

Pick

an

obje

ct to

be

the

pock

et, h

ide

it, a

nd p

lay

the

gam

e w

ith a

fam

ily

mem

ber.

Opt

ion

1: S

ong

choi

ce! S

ing

“Lan

d of

the

Silv

er B

irch”

or “

Com

e Th

roug

h ‘N

a H

urry

, Al

abam

a G

al”.

Keep

the

beat

, rhy

thm

, and

ph

rase

. Tea

ch it

to a

fam

ily m

embe

r.

Opt

ion

2: P

ract

ice

keep

ing

a st

eady

bea

t by

lead

ing

your

fam

ily o

n a

para

de! G

ive

ever

yone

a h

omem

ade

inst

rum

ent (

spoo

ns,

empt

y bo

x, e

tc.)

and

mar

ch to

a s

tead

y be

at.

Opt

ion

2: M

ake

up a

rap

abou

t you

rsel

f! Te

ll yo

ur n

ame,

inte

rest

s, fa

vorit

e ty

pe o

f foo

d, a

nd

mor

e. S

hare

you

r rap

with

a fa

mily

mem

ber.

Opt

ion

2: C

reat

e yo

ur o

wn

beat

box!

Ex

perim

ent w

ith d

iffer

ent s

ound

s yo

u ca

n m

ake,

and

fast

and

slo

w te

mpo

s. S

hare

with

a

fam

ily m

embe

r!

W

eek

of A

pril

27th

-May

1st

Kin

derg

arte

n &

1st

Gra

de

2nd

Gra

de &

3rd

Gra

de

4th

Gra

de &

5th

Gra

de

Opt

ion

1: S

ing

“Cob

bler

, Cob

bler

” and

teac

h it

to a

fam

ily m

embe

r. Fi

nd a

pre

tend

“ham

mer

” an

d fix

sho

es a

roun

d yo

ur h

ouse

. Kee

p a

stea

dy b

eat!

Opt

ion

1: S

ong

choi

ce! S

ing

“Gre

at B

ig

Hou

se” o

r “H

ere

Com

es a

Blu

ebird

” and

teac

h a

fam

ily m

embe

r. Ke

ep th

e be

at, r

hyth

m, a

nd

phra

se. N

ow c

hang

e so

me

of th

e w

ords

!

Opt

ion

1: S

ing

“My

Padd

le”,

and

teac

h it

to a

fam

ily m

embe

r. Ke

ep

on

your

la

p w

hile

you

sin

g.

Opt

ion

2: M

ake

up a

sho

rt ra

p ab

out y

ours

elf!

Som

e id

eas:

“My

nam

e is

___

_, I

live

in _

___,

I lik

e __

__.”

Shar

e yo

ur rh

ythm

with

a fa

mily

m

embe

r.

Opt

ion

2: C

ompo

se y

our o

wn

rhyt

hm! W

rite

a 4/

4 tim

e si

gnat

ure,

then

writ

e fo

ur m

easu

res.

Use

,

,, a

nd. C

lap

your

rhyt

hm,

or p

lay

it on

a ta

blet

op.

Opt

ion

2: C

ompo

se y

our o

wn

rhyt

hm! W

rite

a 4/

4 tim

e si

gnat

ure,

then

writ

e fo

ur m

easu

res.

Use

,

,,

, and

.

Cla

p yo

ur rh

ythm

, or p

lay

it on

a ta

blet

op.

-.,�.

�

. ,

�

�

-.,�

-.,�

COPING BINGO During this time, staying mentally healthy is one of the best ways we can take care of ourselves. Finding things we “can control” is a great way to start! Here are some fun

ways to take care of your emotional self while spending time with family. See how many times you can get four in a row.

C O P E Create say Om Play ETC…other activities

Make Homemade Slime

Color a Mandala

Play Red Light, Green Light

Start a Gratitude Journal using

pictures or words

Create a dance routine to your favorite song

Positive Affirmation

Artwork

Play Freeze Tag

Cloud Spotting Competition

Make a rainbow to put in your window

Make Lemonade out of Lemons

Play Balloon Volleyball

Gorilla Shuffle 2 minutes

Make Homemade Playdough

Visualize a Peaceful Place For 3 minutes

Play Action Charades

Belly breathing with a toy

See next page for directions, explanations and/or activity sheets

V

A 1 � i

a ., f

Directions, Explanations and/or Activity Sheets

1. Make homemade slime: Recipe attached

2. Color a mandala: Samples attached

3. Play red light, green light: This game is best played outside, but if that’s not possible modifications are listed for indoor play – Outside play: One person is chosen to be 'It' (the traffic light) and he/she stands a good distance away from the other players with his/her back to them. The other players stand in a line facing ‘It’. When ‘It’ calls 'Green Light,' the other players move towards him/her until ‘It’ spins around, calling 'Red Light. If players are still moving when you call ‘Red Light’, they must go back to the starting line. Start a new round when everyone gets across the finish line or when most players make it across the finish line. Indoor Play: Remind that no running is allowed. Green Light = Walk, Yellow Light = Slow Motion, Red Light =Stop. If there are too many to play safely in the space, divide into groups and play multiple rounds. The first person to finish round one can be the leader for round two.

4. Start a gratitude journal using pictures or words: Sample ideas attached

5. Make up a dance routine to your favorite song: Get the whole family involved or maybe have a friend help you using technology to participate together (with parent/guardian approval)

6. Create positive affirmation artwork and hang it on your wall: For example, drawings that state: I am brave. I am kind. I am loved

7. Play freeze tag: The person who is "It" chases the other participants to try to tag them. When s/he successfully tags a player, that player must freeze and remain frozen until another player, who has not been tagged, tags them to unfreeze them. The game continues until all runners have been frozen, and then a new person becomes "It."

8. Cloud Spotting Competition: While outside challenge family members to see who can name the most shapes in the clouds…examples: animals, cars, flowers, etc.

9. Create a rainbow and display for others to see: Use whatever items you desire to create a rainbow for display in a window or on your door to spread love and hope.

10. Make lemonade out of lemons: Write down three positive things that could come out of something that is bothering you right now.

11. Play balloon volleyball: Blow up a balloon, begin the game by keeping the balloon in the air as long as you can…change the rules – use only your foot, your elbow, your knee, etc…

12. Gorilla Shuffle: Sink low into a squat with hands on the floor and shuffle around the room for 2 minutes

13. Make homemade playdough: Create your own personal sculpture and give it a name. Playdough Recipe: 2 cups of flower, 1 cup salt, 1 cup water – mix all the ingredients and store in an airtight container (add food coloring for color if you want)

14. Peaceful place visualization: In a quiet place, sit or lay down with your eyes closed. Think about a place that you find relaxing – what does it look like, sound like, smell like, feel like, etc. Do this for at least 3 minutes.

15. Play Action Charades: Action words (riding a bike, swimming, flying, throwing, dancing, etc.)

16. Belly breathing with a toy: Lay down on your back, place selected toy on your belly, count as you breathe in and out and watch your toy rise and fall with your breathing. Challenge: see if you can make the toy fall slowly by increasing your count while breathing out. How high can you count?

3-Ingredient Slime Without Borax

MAKES 1 cup, enough for 1 kid

INGREDIENTS 1 (4-ounce) bottles washable school glue, such as Elmer's 1 to 2 drops liquid food coloring (optional) glitter (optional) ½ tsp baking soda 2 tablespoons saline solution (i.e., contact lens solution), divided

EQUIPMENT Measuring spoons Glass or plastic mixing bowl Mixing spoon Airtight container for storage

INSTRUCTIONS 1. Color the glue (optional): Pour the glue into a medium bowl. Stir in the food coloring

and glitter, if desired. 2. Add the baking soda: Add the baking soda to the glue mixture and stir until smooth. 3. Add the contact lens solution: Pour in 1 tablespoons of the contact lens solution and

stir slowly. The mixture should begin to harden, becoming stringy. 4. Mix until a ball forms: Continue mixing slowly until a ball of slime forms. 5. Knead by hand: Pick up the slime and work between your two hands, until smooth. If

the slime is particularly slimy, work in another 1/2 tablespoon of contact lens solution as needed.

6. PLAYING WITH SLIME! Once mixed, you can play with the slime immediately or store for future play.

o Hidden Figures: Fold small figures or cars into the slime and ask your children to find them.

o Polka-Dot Slime: Fold 10 to 15 soft pom-poms into clear slime (no coloring, no glitter)

o Cut-and-Measure Slime: Provide your kids with a metal or plastic ruler and kid-safe scissors. See who can stretch their slime the furthest. Or practice counting and cut the slime into 10-inch pieces.

RECIPE NOTES Storage: Store in an airtight container at room temperature. Glitter glue slime: Glitter glue is wonderful way to add glitter to your slime

and it is much less messy, if you can have it. Skip the optional glitter called for here if using glitter glue.

Sample Mandala 1

Sample Mandala 2

Gratitude Journal Prompts to consider or make up your own. Use words and/or pictures.

Use a different piece of paper for each day to create your journal Day 1

One good thing that happened to me today...

Something good that I saw someone do...

Today I had fun when...

Day 2

Something I accomplished today...

Something funny that happened today...

Someone I was thankful for today...

Day 3

Something I was thankful for today...

Today I smiled when...

Something about today I’ll always want to remember...

Day 4

One good thing that happened to me today...

Today was special because...

Today I was proud of myself because...

Day 5

Something interesting that happened today...

Someone I was thankful for today...

Today I had fun when...

Day 6

Something about today I’ll always want to remember...

Something funny that happened today...

My favorite part of today...

Day 7

Something I was happy about today...

Something good I saw someone do today...

Something I did well today...

Bridgehouse, Brunner, Marmo, Sotomayor

King LS 466 at Home Grade 3-5

Week of April 20-May 1st Here you will find 2 weeks of practice activities. When you finish an activity color it in or

cross it off! Have fun! Each week you will complete the activities listed below. In addition, Don’t forget to read

for 30 minutes every day!

For additional Resources and activities please visit the following: All login information will be provided to parents privately. -MobyMax.com -ARC Bookshelf

Monday 4/20 Tuesday 4/21 Wednesday 4/22

Thursday 4/23

Friday 4/24

Reading: A noun is a person, place or thing. A verb is an action. An adjective is something that describes something or someone. * Use the mad lib resource below and then read it to 3 people in your house or virtually. Math: Write four word problems using the numbers 71, 50, 115, 28, 61, 33, 103 and 85. Solve your word problem using pictures, a math equation and words. *see four square format below

Writing : Write a thank you note to someone. Tell them what you are thankful for and why. Don’t forget to use an introduction sentence, at least 3 details and a conclusion. Remember our hamburger!

Math: Write the following numbers from least to greatest: 345 552 265 205 471 199 83 Then reverse it and write them from greatest to least. *See notes on ordering numbers found in the math resource packet below.

Writing : Write a daily times newspaper review about the book you have read. Include a summary of the book and your opinion about the book. *Use daily times resource below.

Reading: Draw and color at least 6 frames of a comic strip showing you as the main character. Make sure to include “dialogue bubbles” so that the reader can follow along with the actions. Math: Use a deck of cards. 3rd graders flip two cards over and add and subtract the two numbers to create two number sentences. 4th-5th graders, flip two cards over

*If numbers are too difficult, parents feel free to adjust numbers to ones that your students can do (third graders stick to single and double-digit numbers to 20)

Science: 3rd grade: Hand print activity 4th-5th grade: Complete the “How I’m Feeling” worksheet. Your answers should be based off of this time, during the COIVD-19.

and multiply the numbers to create a number sentence. *Cut out and use the two decks of cards 0-10 found below in the packet to complete this activity.

Monday 4/27 Tuesday 4/28 Wednesday 4/29

Thursday 4/30

Friday 5/1

Reading: Read your favorite book. Make a bookmark showing your favorite character from the book. Make sure to include character traits. *Use list of traits and bookmark provided Math: Create a number with two 3’s in different place values. Then write a sentence to compare the values of the

Writing : Draw a road map of your book. Include the beginning, middle and end, character, setting, problem and solution. * Use graphic organizer provided to plan. Then make your own road map and illustrate it!

Math: Draw four cards from a deck. Use those cards to create the greatest whole number and the least whole number. Repeat this process five times. *Cut out and use the two decks of cards 1-11 found below in the packet to complete this activity.

Writing : Write a letter to your teacher. Tell them what you have been doing since you have been home from school. Write 4-6 sentences. Draw a picture for them! * Use this format and friendly letter paper provided. Dear ______, During schooling at home, I have: 3 details *

Reading: Read 2 non-fiction books on ARC bookshelf. Find out 4 new facts about the information. Write down the facts in a list and illustrate it. *Use graphic organizer provided. Math: Make a schedule of your day. Use times to the whole hour to describe your day. Draw a picture, write the time and label each area of

threes. How are they the same? How are they different? *Refer to the notes in the math resource section provided below.

Science: Inventor Scavenger Hunt

* * What do you miss about school? Love,

your day. *See time notes in the math resource packet attached below.

KingLS466 Newspaper Article

KINGLS466 Science 3rd grade Directions:Trace and color one hand of people living in your home. Ask them to describe how they feel at this time in 1 word. Write that word on their hand print.

��JG3 �a o :P[BUa"1% PRINT THE HANDS OF All THE PEOPLE LIVING IN YOUR HOME JIN DIFFERENT COLOURS) AND PLACE YOUR HANDS HERE

KINGLS466 Science 4th-5th grade 4/22/2020

�o� a

HOW MY FACE LOOKS

9 940

I AM MOST THANKFUL FOR

H@ WORDS TO DESCRIBE HOW I FEEL

i

WHAT I HAVE LEARNT MOST FROM THIS EXPERIENCE:

0 THE 3 THINGS I AM MOST EXCITED TO DO WHEN THIS IS OVER:

0 a

tom ow low CM,3pa

KingLS466 Science 4/29/2020

Inventor Scavenger Hunt

*See what you can find in your home. Write your answers in the blank space below.

Find something that you can turn.

Find something that is bumby.

Find something that is metal.

Find 3 things that are round. 1. 2. 3.

Find something you put together.

Find something you twist.

Find something shiny.

Find something you can roll.

Find a tube.

Find 3 things that are squishy. 1. 2. 3.

Find something clear.

Find something the can bounce.

KINGLS -466 MATH resources & worksheets

Problem-Solving Four Square Example:

Word Problem I had 75 tennis balls. I found 23 more tennis balls. How many tennis balls do I have altogether?

Math Equation 75+23= 75 + 23

Draw a Picture

75 lllllll ….. 23 ll … Equals: lllllllll ……..

Share Your Answer with a Label

I have 98 tennis balls.

Ordering Numbers: Least ----> Greatest Greatest---> Least Smallest---> Biggest Biggest---> Smallest Place Value:

Hundred Thousands

Ten Thousands

Thousand Hundreds Tens Ones

3 4 1, 3 8 9 ** Remember, every time you move to the left, the value of the number is ten times greater. Place Value Pictures Ones Tens Hundreds

. l

KingLS466

1 2 3

4 5 6

7 8 9

10 11

1 2 3

4 5 6

7 8 9

10 11

KingLS-466 Mad Lib Activity

PI to the Par l Yesterday,

(vr►so.r) and I went to the park. On our way

to the park, we saw a .-e,n r �e

on a bike. We also saw big balloons tied

to a . Once we got to the

park, the sky turned d9dj rte.

rav"Wrl

it started to and

and I all the way home. w+b; *"M) Wf6i

Tomorrow we will try to go to the park again and

hope it doesn't

00.

ra4r"ho

ClaswoorWrcorh All AngMi Uexrora

school district of lancaster · 6. pa-1: class activity: count on to make change-find the amount of...

Documents